• Publications
  • Influence
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. 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
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 isExpand
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
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. Expand
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. Expand
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. Expand
Using background knowledge in case-based legal reasoning: A computational model and an intelligent learning environment
  • V. Aleven
  • Computer Science
  • Artif. Intell.
  • 1 November 2003
An evaluation study showed that arguments about the significance of distinctions based on this model help predict the outcome of cases in the area of trade secrets law, confirming the quality of these arguments. Expand
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. Expand