Minimally Invasive Tutoring of Complex Physics Problem Solving

VanLehn, Kurt; Lynch, Collin F.; Taylor, Linwood; Weinstein, Anders; Shelby, Robert; Schulze, Kay G.; Treacy, D.J.; Wintersgill, M. C.

doi:10.1007/3-540-47987-2_40

Cited by 45 publications

(49 citation statements)

References 9 publications

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“…In ConceptGrid, in which the tutor evaluates text, there is no conception of a procedure or history of previous texts, so a state space makes sense. In diagram tutors, such as Andes (VanLehn, et al, 2002), CogSketch (Forbus, Usher, Lovett, Lockwood, & Wetzel, 2011), SketchMiner (Smith, Wiebe, Mott, & Lester, 2014), and those described in and , the feedback is typically organized based on components of the diagram rather than time or sequence. The constraintbased tutors mentioned above (e.g., ASPIRE) also follow this state space approach.…”

Section: Further Workmentioning

confidence: 99%

Authoring Effective Embedded Tutors: An Overview of the Extensible Problem Specific Tutor (xPST) System

Gilbert

Blessing

Guo

2015

Int J Artif Intell Educ

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Abstract. The Extensible Problem Specific Tutor (xPST) allows authors who are not cognitive scientists and not programmers to quickly create an intelligent tutoring system that provides instruction akin to a model-tracing tutor. Furthermore, this instruction is overlaid on existing software, so that the learner's interface does not have to be made from scratch. The xPST architecture allows for extending its capabilities by the addition of plug-ins that communicate with additional third-party software. After reviewing this general architecture, we describe three major implementations that we have created using the xPST system, each using different third-party software as the learner's interface. We have conducted three evaluations of authors using xPST to create tutoring content, and these are considered in turn. These evaluations show that xPST authors can quickly learn the system, and can efficiently produce successful embedded instruction.

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Section: Further Workmentioning

confidence: 99%

Authoring Effective Embedded Tutors: An Overview of the Extensible Problem Specific Tutor (xPST) System

Gilbert

Blessing

Guo

2015

Int J Artif Intell Educ

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“…Several studies were conducted to analyze the effectiveness of Andes1 (VanLehn et al, 2002;VanLehn & Niu, 2001, as reported in VanLehn, 2005, and it was found that Andes1 significantly improves student learning. On one evaluation of Andes1, the mean posttest exam score of the students who did their homework on Andes1 was approximately one standard deviation higher than the mean exam score of students who did the same homework with pencil and paper (Schulze, Shelby, Treacy, Wintersgill, VanLehn, & Gertner, 2000, as reported in VanLehn et al, 2005.…”

Section: Andes1mentioning

confidence: 99%

Evaluation of Automated Diagnosis and Instruction for Mathematics Problem‐solving

Underwood

2007

ETS Research Report Series

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ETS and the ETS logo are registered trademarks ofEducational Testing Service (ETS). AbstractThe past several decades have seen numerous approaches toward automated diagnosis and instructional support of students engaged in mathematics problem-solving. These approaches typically involve detailed analysis of potential solution paths for problems, formal representations of correct and incorrect answers, and support in the form of feedback or explanations to students during the process of solving a problem. The approaches of each of a number of representative systems (ACED, ALEKS, Cognitive Tutors, Andes, and Assistments)will be described through a critical evaluation of how they represent content knowledge, their approaches to diagnosis, and their approaches to instructional support. Finally, recommendations are made for new approaches to automated diagnosis and instructional support of mathematics problem-solving.

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“…An ITS with an inner loop, such as Andes [27] or PAT [13], lets a user enter steps that she would take when solving problems normally, without using a digital tutor. Such systems are almost as e↵ective as human tutors [26].…”

Section: Introductionmentioning

confidence: 99%

“…The ultimate goal is to develop ITSs that support e↵ective tutoring (n), which requires a flexible inner loop that can deal with multiple solution paths [1,27]. Aleven et al [1] explain that flexibility and avoiding repetitious authoring tasks make ITS maintenance easier (q).…”

Section: Introductionmentioning

confidence: 99%

An Extensible Domain-Specific Language for Describing Problem-Solving Procedures

Heeren

Jeuring

2017

Lecture Notes in Computer Science

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Abstract. An intelligent tutoring system (ITS) is often described as having an inner loop for supporting solving tasks step by step, and an outer loop for selecting tasks. Many task domains have problem-solving procedures that express how tasks can be solved by applying steps or rules in a controlled way. In this paper we collect established ITS design principles, and use the principles to compare and evaluate existing ITS paradigms with respect to the way problem-solving procedures are specified. We argue that problem-solving procedures need an explicit representation, which is missing in most ITSs. We present an extensible domain-specific language (DSL) that provides a rich vocabulary for accurately describing procedures. We give three examples of tutors from di↵erent task domains that illustrate our DSL approach and highlight important qualities such as modularity, extensibility, and reusability.

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Minimally Invasive Tutoring of Complex Physics Problem Solving

Cited by 45 publications

References 9 publications

Authoring Effective Embedded Tutors: An Overview of the Extensible Problem Specific Tutor (xPST) System

Authoring Effective Embedded Tutors: An Overview of the Extensible Problem Specific Tutor (xPST) System

Evaluation of Automated Diagnosis and Instruction for Mathematics Problem‐solving

An Extensible Domain-Specific Language for Describing Problem-Solving Procedures

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