Modeling Student Knowledge: Cognitive Tutors in High School and College
Modeling Student Knowledge: Cognitive Tutors in High School and College
复制标题
学生知识建模：高中和大学的认知导师
DOI：
--
复制
发表时间：
2000
影响因子：
3.6
通讯作者：
K. C. Scarpinatto
中科院分区：
文献类型：
--
作者：
Albert T. Corbett;Megan McLaughlin;K. C. Scarpinatto
本文探讨了自适应学生建模在认知导师研究和传播中的作用。认知导师TM是围绕学生正在获得的知识的认知模型构建的问题解决环境。在过去的十年中，我们在匹兹堡高级认知导师（PACT）中心在卡内基梅隆大学一直在聘请认知编程导师在大学为基础的教学和研究，同时开发认知数学导师，目前在14个州的约150所学校使用。本文探讨自适应学生建模问题，在这两个方面。我们研究的作用，学生建模的过渡，从研究实验室到广泛的课堂使用，描述我们的大学为基础的努力，以经验验证学生建模的ACT编程导师，并得出结论，描述的关键作用，学生建模在认知代数II导师的形成性评价。
This paper examines the role of adaptive student modeling in cognitive tutor research and dissemination. Cognitive tutorsTM are problem solving environments constructed around cognitive models of the knowledge students are acquiring. Over the past decade we in the Pittsburgh Advanced Cognitive Tutor (PACT) Center at Carnegie Mellon have been employing a cognitive programming tutor in university-based teaching and research, while simultaneously developing cognitive mathematics tutors that are currently in use in about 150 schools in 14 states. This paper examines adaptive student modeling issues in these two contexts. We examine the role of student modeling in making the transition from the research lab to widespread classroom use, describe our university-based efforts to empirically validate student modeling in the ACT Programming Tutor, and conclude with a description of the key role that student modeling plays in formative evaluations of the Cognitive Algebra II Tutor.