Example-Tracing Tutors: Intelligent Tutor Development for Non-programmers
Example-Tracing Tutors: Intelligent Tutor Development for Non-programmers
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DOI：
10.1007/s40593-015-0088-2
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发表时间：
2016-03-01
影响因子：
4.9
通讯作者：
Koedinger, Kenneth R.
中科院分区：
文献类型：
--
作者：
Aleven, Vincent;McLaren, Bruce M.;Koedinger, Kenneth R.
2009年，我们报道了一种新的智能家教系统(ITS)技术--示例跟踪家教，它可以使用认知家教创作工具(CTAT)在不编程的情况下构建。研究表明，创建范例追踪导师的成本效益是文献中估计的4-8倍。自2009年以来，CTAT及其相关的学习管理系统Tutorshop已得到扩展，并已用于研究和现实世界的教学。CTAT构建的教师已被约44,000名学生使用，占DataShop数据集的40%，这证明了示例跟踪教师是一种有效和成熟的ITS范式。DataShop是一家大型的开放教育技术数据库。我们回顾了自2009年以来建立的18个例子追踪导师，这些导师被证明在真实的教育环境中帮助学生学习是有效的，通常具有较大的前后效应。这些导师支持各种教学方法，而不仅仅是基于步骤的问题解决，包括协作学习、教育游戏和指导性发明活动。CTAT及其其他创作工具表明，构建ITS的非程序员方法是可行和有用的，并可能在使ITS得到广泛应用方面发挥关键作用。
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. These tutors support a variety of pedagogical approaches, beyond step-based problem solving, including collaborative learning, educational games, and guided invention activities. 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.