We present an intelligent tutoring system for teaching students to generate scatterplots, driven by recent analyses of the difficulty factors in this domain. Prior systems in this domain emphasized point plotting and choosing appropriate scale and bounds. Initial difficulty factors analysis suggested that choosing the correct variables for the graph is the most important difficulty factor. Stud...

Intelligent tutoring systems have been successful at increasing student mathematics learning, but may be further improved with the addition of collaborative activities. We have extended the Cognitive Tutor Algebra, a successful intelligent tutoring system for individual learning, with a reciprocal peer tutoring activity designed to increase conceptual learning. While using our peer tutoring env...

Plan recognition techniques frequently make rigid assumptions about the student's plans, and invest substantial effort to infer unobservable properties of the student. The pedagogical benefits of plan recognition analysis are not always obvious. We claim that these difficulties can be overcome if greater attention is paid to the situational context of the student's activity and the pedagogical ...

Although gaming the system, a behavior in which students attempt to solve problems by exploiting help functionalities of digital learning environments, has been studied across multiple learning environments, little research has been done to study how (and whether) gaming manifests differently across populations of students and learning environments. In this paper, we study the differences in us...

A recent innovation in student knowledge modeling is the replacement of static estimates of the probability that a student has guessed or slipped with more contextual estimation of these probabilities [2], significantly improving prediction of future performance in one case. We extend this method by adjusting the training set used to develop the contextual models of guessing and slipping, remov...

ABSTRACT The Cognitive Tutor Algebra I (CTAI) curriculum, which includes both textbook and online components, has been shown to boost student learning by about 0.2 standard deviations in a randomized effectiveness trial. Students who were assigned to the experimental condition varied substantially in how, and how much, the used the online component of CTAI, but original analyses of the experime...

Adding student collaboration to an intelligent tutoring system could leverage the benefits of both approaches. We have incorporated a mutual peer tutoring script, where students of similar abilities take turns tutoring each other, into the Cognitive Tutor Algebra. In this paper, we identify three design principles for peer tutoring, and discuss how they were realized in our peer tutoring script...

One issue in a Reading Tutor that listens is to determine which words the student read correctly. We describe a confidence measure that uses a variety of features to estimate the probability that a word was read correctly. We trained two decision tree classifiers. The first classifier tries to fix insertion and substitution errors made by the speech decoder, while the second classifier tries to...

The main idea of generalized intelligent tutoring system (ITS) development tools like Generalized Intelligent Framework for Tutoring (GIFT) is to provide authors with high-level standards and a readily reusable structure within different domains. Hence, adapting such a tool could be the best way to boost an underdeveloped tutor. In this paper we propose the design for a new GIFTbased tutor for ...