Domain experts should provide relevant knowledge to a tutoring system so that it can guide a learner during problem-solving learning activities. However, for ill-defined domains this knowledge is hard to define explicitly. As an alternative, this paper presents a framework to learn relevant knowledge related to procedural tasks from users’ solutions in an ill-defined procedural domain. The prop...

We argue that types of Simmelian-tied employee dyads (dyads embedded in three-person cliques) influences organizational justice perceptions, and knowledge sharing within and across organizational boundaries through virtual workgroups. We study the interaction between employees' advice and friendship ties, shared interpersonal, interactional, procedural and distributive justice perceptions, and ...

In their recent article, Gabriel et al. (2013) propose that the difficulty experienced by Belgian children in learning fractions stems from the fundamental dichotomy of procedural and conceptual knowledge of fractions. Indeed, the authors are not alone in this conclusion, as the procedural/conceptual knowledge divide has been a focus in several recent studies in numerical cognition (Hallett et ...

Building a domain model consumes a major portion of the time and effort required for building an Intelligent Tutoring System. Past attempts at reducing the knowledge acquisition bottleneck by automating the knowledge acquisition process have focused on procedural tasks. We present CAS (Constraint Acquisition System), an authoring system for automatically acquiring the domain model for non-proce...

UNLABELLED It has been proposed that the language problems in specific language impairment (SLI) arise from basal ganglia abnormalities that lead to impairments with procedural and working memory but not declarative memory. In SLI, this profile of memory functioning has been hypothesized to underlie grammatical impairment but leave lexical knowledge relatively unaffected. The current study exam...

We propose a representation method for semantically enriched business processes by combining in a uniform logical framework both the procedural and the domain dependent knowledge. First, we define a rule-based procedural semantics for a relevant fragment of BPMN, a very popular graphical notation for specifying business processes. Our semantics defines a state transition system by following an ...

This paper describes the MATHESIS semantic authoring framework being developed within the MATHESIS project. The project aims at an intelligent authoring environment for reusable model-tracing tutors. The framework has three components: an intelligent web-based model-tracing algebra tutor, an ontology and a set of authoring tools. The tutor serves as a prototype for the development of the ontolo...

Self-explanation prompts (prompts that encourage students to give explicit explanations for the content they study) have emerged as a promising method for promoting learning, but questions remain about how to maximize their utility. The current experiments investigated how instruction on concepts versus procedures affected the quality of self-explanations and subsequent learning outcomes when s...

We propose extending our understanding of self-efficacy by comparing self-efficacy with a related construct called metacognition. Metacognition involves the monitoring and control of one's thought processes and is often related, as is self-efficacy, to performance on a task. We develop an instrument that attempts to measure both self-efficacy and metacognition with respect to one's performance ...