The Leap Authoring Tool: Supporting Complex Courseware Authoring Through Reuse, Rapid Prototyping, and Interactive Visualizations

Sparks, Randall; Dooley, Scott; Meiskey, Lori; Blumenthal, Rick

doi:10.1007/978-94-017-0819-7_14

Cited by 5 publications

(3 citation statements)

References 3 publications

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“…Different components of ITSs require different techniques to assist authoring. As a consequence, there have been many efforts made to develop authoring tools for specific aspects of ITSs (see, for example, Ainsworth and Grimshaw 2004;Angros et al 2002;Arruarte et al 1997;Heffernan et al 2006;Kiyama et al 1997;Munro et al 1997;Murray 1998;Sparks et al 1999).…”

Section: Related Researchmentioning

confidence: 99%

Teaching the Teacher: Tutoring SimStudent Leads to More Effective Cognitive Tutor Authoring

Matsuda

Cohen

Koedinger

2014

Int J Artif Intell Educ

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SimStudent is a machine-learning agent initially developed to help novice authors to create cognitive tutors without heavy programming. Integrated into an existing suite of software tools called Cognitive Tutor Authoring Tools (CTAT), SimStudent helps authors to create an expert model for a cognitive tutor by tutoring SimStudent on how to solve problems. There are two different ways to author an expert model with SimStudent. In the context of Authoring by Tutoring, the author interactively tutors SimStudent by posing problems to SimStudent, providing feedback on the steps performed by SimStudent, and also demonstrating steps as a response to SimStudent's hint requests when SimStudent cannot perform steps correctly. In the context of Authoring by Demonstration, the author demonstrates solution steps, and SimStudent attempts to induce underlying domain principles by generalizing those worked-out examples. We conducted evaluation studies to investigate which authoring strategy better facilitates authoring and found two key results. First, the expert model generated with Authoring by Tutoring is better and has higher accuracy while maintaining the same level of completeness than the one generated with Authoring by Demonstration. The reason for this better accuracy is that the expert model generated by tutoring benefits from negative feedback provided for SimStudent's incorrect production applications. Second, authoring by Tutoring requires less time than Authoring by Demonstration. This enhanced authoring efficiency is partially because (a) when Authoring by Demonstration, the author needs to test the quality of the expert model, whereas the formative assessment of the expert model is done naturally by

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Section: Related Researchmentioning

confidence: 99%

Teaching the Teacher: Tutoring SimStudent Leads to More Effective Cognitive Tutor Authoring

Matsuda

Cohen

Koedinger

2014

Int J Artif Intell Educ

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“…However, the level of interactivity of the visualization tools is primitive, comparing to many off-the-shelf software. A good example is LAT (Sparks, Dooley, Meiskey, & Blumenthal, 1999). It has tools to visualize conversational grammars, which consists of individual scripts that define the possible actions and decision points in the conversation.…”

Section: ) Knowledge Visualizationmentioning

confidence: 99%

StaticsTutor: Free Body Diagram Tutor for Problem Framing

Guo

Gilbert

Jackman

et al. 2014

Lecture Notes in Computer Science

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“…XAIDA (Hsieh, Halff, & Redfield, 1999) is an authoring tool for learning environments teaching device operation and maintenance. LEAP (Sparks, Dooley, Meiskey, & Blumenthal, 1998) is an authoring tool for learning environments training customer service employees how to respond to customer requests. These authoring tools including the old INDIE are all for use at design time before the learning environment is put into use.…”

Section: Indiementioning

confidence: 99%

Human-in-the-Loop: A Feedback-Driven Model for Authoring Knowledge-Based Interactive Learning Environments

Qiu

Riesbeck²

2008

Journal of Educational Computing Research

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While computer-based interactive learning environments can provide authentic and supportive settings for problem-based learning, they are very difficult to build. The traditional development model requires significant upfront development and results in systems that are hard to deploy and customize. In this article, we describe a feedback-driven authoring model that aims to reduce the development difficulty by including teachers in the feedback loop to complement system feedback and incrementally author the content in the learning environment during real use. We discuss the design of INDIE, a learning environment authoring toolkit, for supporting the incremental authoring model. We present empirical results obtained from the development and use of Corrosion Investigator, a learning environment delivered by INDIE, as an example to show how the incremental authoring model is implemented in educational settings.

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The Leap Authoring Tool: Supporting Complex Courseware Authoring Through Reuse, Rapid Prototyping, and Interactive Visualizations

Cited by 5 publications

References 3 publications

Teaching the Teacher: Tutoring SimStudent Leads to More Effective Cognitive Tutor Authoring

Teaching the Teacher: Tutoring SimStudent Leads to More Effective Cognitive Tutor Authoring

StaticsTutor: Free Body Diagram Tutor for Problem Framing

Human-in-the-Loop: A Feedback-Driven Model for Authoring Knowledge-Based Interactive Learning Environments

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