There is presumably unanimous consensus in the EDM community that it is useful to log tutor data. However, there is far from a consensus about which data to log, or how. As a step toward this goal, this paper attempts to distill lessons from over fifteen years of experience in logging and mining data from Project LISTEN’s Reading Tutor [1] and its predecessor [2]. We cite relevant publications ...

In this paper, we present a methodology for the development of a user model for CALL which captures various levels of language acquisition using individualized overlays supported with stereotypes. Our current focus is the empirical analysis of the order of written English grammatical structure acquisition in our learner population used to develop stereotype layers in our model. We are currently...

Resumen. Este articulo presenta el diseño e implementación de un Sistema Tutor Inteligente (STI) capaz de ser configurado por diferentes expertos en áreas consideradas importantes para un STI. Se incorporan las características necesarias para que sean los expertos los que provean las herramientas necesarias para dotar al STI con la capacidad que requiere, para lograr un mayor impacto en el apre...

This article describes the structure and working of an interactive multimedia environment for the training on two of the speech suprasegmental parameters (loudness and timing), for its application in many types of speech disorders and cognitive-linguistic pathologies. The environment allows the tutor to configure and personalise the exercises to treat specific cases or to let the proper environ...

The present study evaluates the effectiveness of Just-In-Time Hints (JITs) by testing two competing hypotheses about learning from errors. The tutor-remediation hypothesis predicts that students learn best when a tutoring system immediately explains why an entry is incorrect. The self-remediation hypothesis predicts that learning is maximized when learners attempt to correct their own errors. T...

The Affective Meta-Tutoring system is comprised of (1) a tutor that teaches system dynamics modeling, (2) a meta-tutor that teaches good strategies for learning how to model from the tutor, and (3) an affective learning companion that encourages students to use the learning strategy that the metatutor teaches. The affective learning companion’s messages are selected by using physiological senso...

This abstract summarizes how we improved task choice – picking a story to read – in successive versions of a Reading Tutor that listens to elementary students read aloud. We wanted to motivate children to spend time on the Reading Tutor by giving them some choice in what to read, without spending too much time picking stories. We also wanted them to read plenty of new text, so as to build vocab...

メタ認知:自己説明 • 多くの研究者:知識の構成を促進するメタ認知的なプロセスに注目 学生がメタ認知的なプロセスを自己省察するのに役立つ様々な教育プログラムが生み出されている. ⇒教育場面での効果が示されている. • 教育場面での研究からより広い応用:先生の負担が大きいため難しい 幾何学の領域:コンピュータが非常に効果的 ⇒先生が教育場面での利用を極端に困難に感じている. 例外もあるが,実際に広く使われている教育プログラムは少ない. • 本研究の立場:メタ認知が生徒のよりよい理解のためのキ―である. この研究で焦点を当てるメタ認知方略:自己説明 (self-explanation) • 自己説明に関する研究の知見:自己説明の効果を主張 生徒自身が教育資料や自分の問題解決のステップを説明するとき,より多くを学習する. 生徒は,説明を受け取るよりも与えるときの方が,より多くを学習する. ...

Open Learner Models (OLM) are believed to facilitate students’ metacognitive activities in learning. Inspectable student models are a simple but very common form of OLM that grant students opportunities to get feedback on their knowledge and reflect on it. This paper uses individualized surveys and interviews with high school students who have at least three years experience learning with the C...

This work presents a Web-based, database-oriented set of applications, which include an asynchronous Open Distance Learning tool (without the presence of a tutor), an application for retrieving information about work safety issues and allows information exchange between the public and different departments of Greek Power Company (GPC). All applications offer secure and easy administration, prov...