Intelligent Tutoring SystemsD. Sleeman, J. S. Brown |
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Page 160
... subskills the student has not mastered ( Friend , 1980 ) . This technique has useful applications for both remediation and coaching / tutoring . The WEST coaching system ( Burton and Brown ) presents a system that determines which subskills ...
... subskills the student has not mastered ( Friend , 1980 ) . This technique has useful applications for both remediation and coaching / tutoring . The WEST coaching system ( Burton and Brown ) presents a system that determines which subskills ...
Page 163
... subskills that are assumed to be primitive in the model may , in fact , have errors . This can be seen in ... subskill and to consider all of the possible values of , for example , 13-7 except 6 as being bugs . † This approach has ...
... subskills that are assumed to be primitive in the model may , in fact , have errors . This can be seen in ... subskill and to consider all of the possible values of , for example , 13-7 except 6 as being bugs . † This approach has ...
Page 181
... SUBSKILL LEVEL In the light of our characterization of subskills , we reconsider the possibility of diagnosing only on the basis of whether a student's answers are right or wrong . The method we used to define subskill depends only on ...
... SUBSKILL LEVEL In the light of our characterization of subskills , we reconsider the possibility of diagnosing only on the basis of whether a student's answers are right or wrong . The method we used to define subskill depends only on ...
Contents
Intelligent tutoring systems | 1 |
A Friendly interfaces | 4 |
Special purpose deduction techniques | 7 |
Copyright | |
19 other sections not shown
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actions algebra alternative answer applied approach ARGUMENT assertions assumptions behavior belief Borrow Brown bugs Burton causes caves circuit coach column complete component considered consistent construct contains correct deduction described determine developed diagnostic dialogue discussed domain environment equality equations errors evaluation evidence example execution expert explanation expression fact fault functional genetic give given goal graph GROUP hypothesis implemented important incorrect Intelligence interaction Issues knowledge learning means measurements methods misconceptions mode module move nature observed operator particular PEAK performance possible present probabilities problem problem solving procedure produce propagation question reasoning represent representation requires responses result rules selected simple single situation skill solution solving SOPHIE specific steps strategy structure student suggest task teaching techniques theory tutor underlying understanding voltage