This paper describes an effort to measure the effectiveness of tutor help in an intelligent tutoring system. Although conventional preand posttest experiments can determine whether tutor help is effective, they are expensive to conduct. Furthermore, preand posttest experiments often do not model student knowledge explicitly and thus are ignoring a source of information: students often request h...

‘This paper describes an intelligent computer-based tutor for LISP tha? incorporates some of the Ingredients of good private tutoring. The tutor consists of a problem-solver that generates steps toward a solution and an advisor that compares the problem-solver’s steps to the student’s steps. Our system can interact with students in a number of different problem spaces for algorithm design and c...

Recent work demonstrates that process data from intelligent tutoring systems (ITSs) can be used to predict student outcomes on high-stakes, standardized tests. Such models are important if ITSs are to be used for formative assessment and as replacements for external assessments. Recent work used various measures of learning efficiency and performance from problem-level, aggregate data from Carn...

New technologies of information provide facilities for the didactic means of education. This article presents the development of two educational games supported by agents that help students during their interaction with the games. The proposed agent is based on a pedagogical concept that seeks to respect students’ individual development and learning. The educational games are: “Password Game”, ...

The ACT-R theory of cognition developed by John Anderson and colleagues endeavors to explain how humans recall chunks of information and how they solve problems. ACT-R also serves as a theoretical basis for “cognitive tutors”, i.e., automatic tutoring systems that help students learn mathematics, computer programming, and other subjects. The official ACT-R definition is distributed across a lar...

According to Self-Regulated Learning theories, self-assessment by students can facilitate in-depth reflection and help direct effective self-regulated learning. Yet, not much work has investigated the relation between students’ self-assessment and learning outcomes in Intelligent Tutoring Systems (ITSs). This paper investigates this relation with classrooms using the Geometry Cognitive Tutor. W...

With the increasing popularity of the Internet, there is a growing demand for web-based education, which allows students to study and learn at their own pace over the Internet. However in order to improve the teaching quality, such systems should be able to adapt the teaching in accordance with individual students’ ability and progress. Focusing on this objective, this paper proposes a new meth...

As a virtual tutoring system, the ANT project involves a dynamic curriculum planning module that assists the virtual tutor to customize a series of tutoring sessions for a real life student. In a virtual tutoring environment, the interactions between a real life student and a virtual tutor tend to be subtle. These subtleties should be captured and modeled when a tutoring session is conducted. S...

In this paper we describe the way in which a standalone intelligent algebra tutor has been transferred on the Web. The design and development of the Web-enabled tutor has been based on the standalone version of the system. The system has been built upon the centralized architecture of Web applications. This ensured the reusability of useful parts of the standalone system. The tutor incorporates...