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In Cognitive Tutors, student skill is represented by estimates of student knowledge on various knowledge components. The estimate for each knowledge component is based on a four-parameter model developed by Corbett and Anderson [Nb]. In this paper, we investigate the nature of the parameter space defined by these four parameters by modeling data from over(More)
Creating an educational curriculum is a difficult task involving many variables and constraints [Wang 2005]. In any curriculum, the order of the instructional units is partly based on which units teach prerequisite knowledge for later units. Historically, psychologists and cognitive scientists have studied the dependency structure of information in various(More)
We describe a methodology for simulating student behavior to predict the effects of skill-learning parameter changes on system behavior. Validation against data collected after the changes were made shows that accurate predictions can be made despite a different cohort of students. Furthermore, deviations from the predictions may help explain unexpected(More)
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(More)
In geometry, students are frequently required to split their attention across verbal and visual information. We measured the impact of the split-attention effect on geometry problem solving by analyzing log-file data generated by students who used two versions of Carnegie Learning's intelligent tutoring system for geometry. The original version split(More)