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Cognitive Tutors: Lessons Learned
The 10-year history of tutor development based on the advanced computer tutoring (ACT) theory is reviewed, finding that a new system for developing and deploying tutors is being built to achieve the National Council of Teachers of Mathematics (NCTM) standards for high-school mathematics in an urban setting. Expand
Performance Factors Analysis - A New Alternative to Knowledge Tracing
This paper describes the work to modify an existing data mining model so that it can also be used to select practice adaptively, and compares this new adaptive datamining model (PFA, Performance Factors Analysis) with two versions of LFA and then compares PFA with standard KT. Expand
Learning Factors Analysis - A General Method for Cognitive Model Evaluation and Improvement
A semi-automated method for improving a cognitive model called Learning Factors Analysis is proposed that combines a statistical model, human expertise and a combinatorial search to evaluate an existing cognitive model and to generate and evaluate alternative models. Expand
Off-task behavior in the cognitive tutor classroom: when students "game the system"
Analysis of students who choose to game the system suggests that learned helplessness or performance orientation might be better accounts for why students choose this behavior than lack of interest in the material. Expand
A Data Repository for the EDM Community: The PSLC DataShop
In recent years, educational data mining has emerged as a burgeoning new area for scientific investigation because of the increasing availability of fine-grained, extensive, and longitudinal data on student learning. Expand
Toward Meta-cognitive Tutoring: A Model of Help Seeking with a Cognitive Tutor
The research focuses on the hypothesis that an intelligent tutoring system that provides guidance with respect to students' meta-cognitive abilities can help them to become better learners, and creates a preliminary model that captures both effective and ineffective help-seeking behavior. Expand
An effective metacognitive strategy: learning by doing and explaining with a computer-based Cognitive Tutor
It is found that students who explained their steps during problem-solving practice with a Cognitive Tutor learned with greater understanding compared to students who did not explain steps and were more successful on transfer problems. Expand
Exploring the Assistance Dilemma in Experiments with Cognitive Tutors
Intelligent tutoring systems are highly interactive learning environments that have been shown to improve upon typical classroom instruction. Cognitive Tutors are a type of intelligent tutor based onExpand
The Knowledge-Learning-Instruction Framework: Bridging the Science-Practice Chasm to Enhance Robust Student Learning
The Knowledge-Learning-Instruction framework is described, which promotes the emergence of instructional principles of high potential for generality, while explicitly identifying constraints of and opportunities for detailed analysis of the knowledge students may acquire in courses. Expand
Predictive human performance modeling made easy
This paper describes a development system in which designers generate predictive cognitive models of user behavior simply by demonstrating tasks on HTML mock-ups of new interfaces, enabling more rapid development of predictive models, with more accurate results, than previously published models of these tasks. Expand