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Teaching case-based argumentation through a model and examples

It is a novel result that students can learn basic argumentation skills by studying computer-generated examples, which means that an instructional system does not necessarily need to rely on a very sophisticated understanding of students' arguments, which would be a significant obstacle to developing such systems.

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.
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An effective metacognitive strategy: learning by doing and explaining with a computer-based Cognitive Tutor

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Help Seeking and Help Design in Interactive Learning Environments

Many interactive learning environments (ILEs) offer on-demand help, intended to positively influence learning. Recent studies report evidence that although effective help-seeking behavior in ILEs is…
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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 on…
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More Accurate Student Modeling through Contextual Estimation of Slip and Guess Probabilities in Bayesian Knowledge Tracing

A new method for instantiating Bayesian Knowledge Tracing is offered, using machine learning to make contextual estimations of the probability that a student has guessed or slipped, which allows for more accurate and reliable student modeling in ITSs that use knowledge tracing.
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The Cognitive Tutor Authoring Tools (CTAT): Preliminary Evaluation of Efficiency Gains

Preliminary small-scale controlled experiments involving basic Cognitive Tutor development tasks found efficiency gains due to CTAT of 1.4 to 2 times faster, and it is expected that continued development of CTAT will lead to further efficiency gains.
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Using background knowledge in case-based legal reasoning: A computational model and an intelligent learning environment

  • V. Aleven
  • Law
    Artificial Intelligence
  • 1 November 2003
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Limitations of Student Control: Do Students Know When They Need Help?

Data about students' use of the help facilities of the PACT Geometry Tutor, a cognitive tutor for high school geometry, suggest that students do not always have metacognitive skills to support students in learning domain-specific skills and knowledge.
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An Interview Reflection on “Intelligent Tutoring Goes to School in the Big City”

This study was one of the first large-scale classroom evaluations of the integrated use of an Intelligent Tutoring System (ITS) in high schools and showed that a new algebra curriculum with an embedded intelligent tutoring system dramatically enhanced high-school students’ learning.
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