Reflections on Andes’ Goal-free User Interface

VanLehn, Kurt

doi:10.1007/s40593-015-0067-7

Cited by 6 publications

(5 citation statements)

References 14 publications

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“…According to him most intelligent tutoring systems have no built-in mechanisms to reason interactive narrative plotts; learning scenarios in the guidance system intelligent usually abstracts narrative context to focus on educational subject matter. Embed intelligent tutoring systems in a learningcentered environment narrative requires integration with capable intelligent narrative technologies and managing interactive stories [7].…”

Section: Introductionmentioning

confidence: 99%

Intelligent Tutoring System Design Using Markov Decision Process

Purbohadi

2023

EIST

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Class learning is a teaching and learning activity involving both teachers and students. Students in the class have different levels of intelligence, divided into three categories: lowest, average, and most intelligent. Teachers usually pay less attention to less intelligent students. Consider a student who is not intelligent enough to remain in school. However, if a smart student is required to repeat content he already comprehends, he will become bored. Therefore, this study developed an intelligent tutoring system (ITS)-based learning application with a Markov decision process (MDP). The combination of ITS and MDP enabled intelligence to determine the most appropriate subsequent step by delivering tutorials and examination questions that guide students to efficiently attain intelligence levels.

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Section: Introductionmentioning

confidence: 99%

Intelligent Tutoring System Design Using Markov Decision Process

Purbohadi

2023

EIST

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“…Physics education research teams have identified different problem types, frameworks for instruction, and have designed, implemented, and verified multiple pedagogical components specifically designed to improve problem-solving ability [1][2][3][4]. In particular, the cooperative group problem solving (CGPS) pedagogy developed by the Physics Education Research Group at the University of Minnesota contextualizes an explicit, five-step problem-solving strategy [5,6].…”

Section: Introductionmentioning

confidence: 99%

Reliability and Validity of an Introductory Physics Problem-Solving Grading Rubric

Rodenhausen¹,

Moore²

2022

2022 Physics Education Research Conference Proceedings

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We have developed and validated a rubric for the assessment and scaffolding of problem-solving process in introductory physics courses via an iterative approach. The current version of the rubric consists of eight criteria based on research in expert-like problem solving practice and aspects of Cooperative Group Problem Solving (CGPS) pedagogy. In contrast to recent work on problem-solving assessment for use in research and curriculum development, this rubric was specifically designed for instructor use in the assignment of grades and for student use as a scaffold. This means that the rubric can be used within group problem-solving activities as a student support, formative assessment of individual work, and summative assessment, such as exams. For this study, the rubric was used to score N = 166 student solutions to 6 individually-assigned homework problems covering content in introductory mechanics in a course enrolling 32 students. Inter-rater and re-rater reliability was high for undergraduate Learning Assistant raters receiving only moderate training (approximately 4 hours). Factor analysis identified two factors that have been categorized as: (1) framing & defining, and (2) planning & execution. These factors align with our initial theory of the construct, suggesting evidence for criterion-related validity. Tau-equivalent reliability was found to be 0.76, and an item-total correlations test demonstrated all criteria correlations consistent with averaged behavior.

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“…Problem-solving is recognized as an important component of the introductory physics course and science courses in general [1]. In particular, physics education research teams have identified different problem types, frameworks for instruction, and have designed, implemented, and tested multiple curricular components specifically designed to improve problem-solving ability [2][3][4][5].…”

Section: Introductionmentioning

confidence: 99%

Effect of peer-review on development of students' problem-solving abilities

Crouch¹,

Moore²

2019

2018 Physics Education Research Conference Proceedings

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We have investigated the effect of peer-review on the development of students' problem-solving abilities in an introductory physics course. Specifically, we report the results of a multiple-group pre/post-test quasiexperiment comparing two groups receiving different treatments with respect to activities completed after cooperative group problem-solving (CGPS) sessions. Both the treatment and control groups received identical instruction in lecture and CGPS discussion sections. Individual student problem solutions submitted on-line were evaluated via a validated problem-solving process rubric that was supplied to all participants at the beginning of the course. The treatment group completed rubric-based peer-review on-line for three randomly selected students, whereas the control group did not. Reliability-corrected analysis of covariance showed that the treatment group demonstrated greater improvement in problem-solving process compared to the control over the four-week study period.

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Reflections on Andes’ Goal-free User Interface

Cited by 6 publications

References 14 publications

Intelligent Tutoring System Design Using Markov Decision Process

Intelligent Tutoring System Design Using Markov Decision Process

Reliability and Validity of an Introductory Physics Problem-Solving Grading Rubric

Effect of peer-review on development of students' problem-solving abilities

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