Literaturnachweis - Detailanzeige
| Autor/inn/en | Aleven, Vincent; McLaren, Bruce M.; Sewall, Jonathan; van Velsen, Martin; Popescu, Octav; Demi, Sandra; Ringenberg, Michael; Koedinger, Kenneth R. |
|---|---|
| Titel | Example-Tracing Tutors: Intelligent Tutor Development for Non-Programmers |
| Quelle | (2016), (51 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| DOI | 10.1007/s40593-015-0088-2 |
| Schlagwörter | Intelligent Tutoring Systems; Programming; Artificial Intelligence; Visual Aids; Educational Technology; Effect Size; Problem Solving; Educational Games; Cooperative Learning |
| Abstract | In 2009, we reported on a new Intelligent Tutoring Systems (ITS) technology, example-tracing tutors, that can be built without programming using the Cognitive Tutor Authoring Tools (CTAT). Creating example-tracing tutors was shown to be 4-8 times as cost-effective as estimates for ITS development from the literature. Since 2009, CTAT and its associated learning management system, the "Tutorshop," have been extended and have been used for both research and real-world instruction. As evidence that example-tracing tutors are an effective and mature ITS paradigm, CTAT-built tutors have been used by approximately 44,000 students and account for 40% of the data sets in "DataShop," a large open repository for educational technology data sets. We review 18 example-tracing tutors built since 2009, which have been shown to be effective in helping students learn in real educational settings, often with large pre/post effect sizes. The fact that example-tracing tutors can only handle problems with no more than a moderately-branching solution space is sometimes, though often not, a practical impediment. CTAT and other ITS authoring tools illustrate that non-programmer approaches to building ITS are viable and useful and will likely play a key role in making ITS widespread. [This paper was published in "International Journal of Artificial Intelligence in Education" v26 n1 p224-269 2016 (EJ1091177).] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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