Abstract As hypothesized by the unified competition model (MacWhinney, 2007, 2017, 2021), optimizing training schemes can enhance second language (L2) learning fostering various protective factors. Under such a framework, current study focuses on how familiarity of stimuli will affect Chinese phonetic skills in computer-assisted (CALL) environment. Two conditions, i.e., with familiar from textb...

Given the important role that meta-cognitive processes play in learning, intelligent tutoring systems should not only provide domain-specific assistance, but should also aim to help students in acquiring meta-cognitive skills. As a step toward this goal, we have constructed a Help Tutor, aimed at improving students’ help-seeking skill. The Help Tutor is based on a cognitive model of students’ d...

This paper shows the creation of the adaptive SCORM sequencing models, taking advantage of the latest developments offered by the artificial intelligence field, to provide the best choice to the student, based in learning objects, using a tutor model in self learning. The Tutor uses decision networks also called influence diagrams, to improve the development of resources and learning materials ...

We have augmented the Deep Thought logic tutor with a Hint Factory that generates data-driven, context-specific hints for an existing computer aided instructional tool. We investigate the impact of the Hint Factory’s automatically generated hints on educational outcomes in a switching replications experiment that shows that hints help students persist in a deductive logic proofs tutor. Three in...

The ability to use help-resources efficiently is an important skill in any learning environment, whether the student is in a traditional classroom or is using an Intelligent Tutoring System (ITS). Nevertheless, studies have shown that students’ actual help-seeking behavior is far from being ideal (Mandl et al. 2000, Aleven et al. 2001a; 2001b, Ryan et al. 1998). In this study, we present an eva...

Authoring tools for Intelligent Tutoring System (ITS) have been shown to decrease the amount of time that it takes to develop an ITS. However, most of these tools currently do not extend to collaborative ITSs. In this paper, we illustrate an extension to the Cognitive Tutor Authoring Tools (CTAT) to allow for development of collaborative ITSs that can support a range of collaboration scripts. A...

In this article we describe and analyze the evaluation of the Conceptual Helper, an intelligent tutoring system that uses a unique cognitive approach to teaching qualitative physics. The results of the evaluation are encouraging and suggest that the proposed methodology can be effective in performing its

We study the relationship between student carelessness and affect among high-school students using a Cognitive Tutor for Scatterplots, using a machine-learned detector of carelessness and field observations of student affect. In line with previous research, we say a student is careless when he/she makes a mistake performing a task that he/she already knows. This construct is also known as slipp...

Personalization of learning environments to the background characteristics of learners, including non-cognitive factors, has become increasingly popular with the rise of advanced technology systems. We discuss an intervention within the Cognitive Tutor ITS where mathematics problems were personalized to the out-ofschool interests of students in topic areas such as sports, music, and movies. We ...

A reading tutor that listens to children read aloud should be able to detect fluency growth – not only in oral reading rate, but also in prosody. How sensitive can such detection be? We present an approach to detecting improved oral reading prosody in rereading a given text. We evaluate our method on data from 133 students ages 7-10 who used Project LISTEN‟s Reading Tutor. We compare the sensit...