Skip to main content
SpringerLink
Log in

Modeling Student Performance to Enhance the Pedagogy of AutoTutor

  • Conference paper
  • First Online:
Book cover User Modeling 2003 (UM 2003)

Part of the book series: Lecture Notes in Computer Science ((LNAI,volume 2702))

Included in the following conference series:

Abstract

The Tutoring Research Group from the University of Memphis has developed a pedagogically effective Intelligent Tutoring System (ITS), called AutoTutor, that implements conversational dialog as a tutoring strategy for conceptual physics. Latent Semantic Analysis (LSA) is used to evaluate the quality of student contributions and determine what dialog moves AutoTutor gives. By modeling the students’ knowledge in this fashion, AutoTutor successfully adapted its pedagogy to match the ideal strategy for students’ ability.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995). Cognitive tutors: Lessons learned. The Journal of the Learning Sciences, 4, 167–207.

    Article  Google Scholar 

  2. Fischer, G. (2001). User modeling in human-computer interaction. User-Modeling-and-User-Adapted-Interaction, 11(1–2): pp 65–86.

    Article  MATH  Google Scholar 

  3. Foltz, P.W. (1996). Latent semantic analysis for text-based research. Behavior Research Methods, Instruments, and Computers, 28, 197–202.

    Google Scholar 

  4. Graesser, A. C., Person, N. K., & Magliano, J. P. (1995). Collaborative dialog patterns in naturalistic one-on-one tutoring. Applied Cognitive Psychology, 9, 359–387.

    Article  Google Scholar 

  5. Landauer, T. K., Foltz, P. W., & Laham, D. (1998). An introduction to latent semantic analysis. Discourse Processes, 25, 259–284.

    Article  Google Scholar 

  6. Lepper, M. R., Woolverton, M., Mumme, D.L., & Gurtner, J.L. (1991). Motivational techniques of expert human tutors: Lessons for the design of computer-based tutors. In S.P. Lajoie & S.J. Derry (Eds.), Computers as cognitive tools (pp. 75–105). Hillsdale, NJ: Erbaum.

    Google Scholar 

  7. Merrill, D. C., Reiser, B. J., Ranney, M., & Trafton, J. G. (1992). Effective tutoring techniques: A comparison of human tutors and intelligent tutoring systems. The Journal of the Learning Sciences, 2, 277–305.

    Article  Google Scholar 

  8. Person, N. K., Graesser, A. C., Kreuz, R. J., Pomeroy, V. & the Tutoring Research Group. (2000). Simulating human tutor dialog moves in AutoTutor. Submitted to International Journal of Artificial Intelligence in Education.

    Google Scholar 

  9. Person, N. K., Graesser, A. C., Magliano, J. P., & Kreuz, R. J. (1994). Inferring what the student knows in one-to-one tutoring: The role of student questions and answers. Learning and Individual Differences, 6, 205–29.

    Article  Google Scholar 

  10. Person, N. K., Klettke, B., Link, K., Kreuz, R. J., & the Tutoring Research Group (1999). The integration of affective responses into AutoTutor. Proceeding of the International Workshop on Affect in Interactions (pp. 167–178). Siena, Italy.

    Google Scholar 

  11. Person, N. K., Kreuz, R. J., Zwaan, R., & Graesser, A. C. (1995). Pragmatics and pedagogy: Conversational rules and politeness strategies may inhibit effective tutoring. Cognition and Instruction, 13, 161–188.

    Article  Google Scholar 

  12. Putnam, R. T. (1987). Structuring and adjusting content for students: A study of live and simulated tutoring of addition. American Educational Research Journal, 24, 13–48.

    Article  Google Scholar 

  13. Wiemer-Hastings, P., Graesser, A. C., Harter, D., & the Tutoring Research Group (1998). The foundations and architecture of AutoTutor. Proceedings of the 4th International Conference on Intelligent Tutoring Systems (pp. 334–343). Berlin, Germany: Springer-Verlag.

    Google Scholar 

  14. Zukerman, I. & McConachy, R. (2001) WISHFUL: A discourse planning system that considers a user’s inferences. Computational Intelligence. 17(1): 1–61

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Psychology, University of Memphis, Memphis, TN, 38152, USA

    Tanner Jackson, Eric Mathews, Andrew Olney & Art Graesser

  2. Department of Computer Science, University of Memphis, Memphis, TN, 38152, USA

    King-Ip Lin

Authors
  1. Tanner Jackson
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Eric Mathews
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. King-Ip Lin
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Andrew Olney
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Art Graesser
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. School of Information Sciences, Department of Information Science and Telecommunications, University of Pittsburgh, 135 North Bellefield Avenue, Pittsburgh, PA, 15260, USA

    Peter Brusilovsky

  2. Human Computer Interaction Institute, Carnegie Mellon University, Pittsburgh, PA, 15213, USA

    Albert Corbett

  3. Intelligent Interfaces, Department of Informatics, University of Bari, Via Orabona 4, 70126, Bari, Italy

    Fiorella de Rosis

Rights and permissions

Reprints and permissions

Copyright information

© 2003 Springer-Verlag Berlin Heidelberg

About this paper

Cite this paper

Jackson, T., Mathews, E., Lin, KI., Olney, A., Graesser, A. (2003). Modeling Student Performance to Enhance the Pedagogy of AutoTutor. In: Brusilovsky, P., Corbett, A., de Rosis, F. (eds) User Modeling 2003. UM 2003. Lecture Notes in Computer Science(), vol 2702. Springer, Berlin, Heidelberg. https://doi.org/10.1007/3-540-44963-9_50

Download citation

  • DOI: https://doi.org/10.1007/3-540-44963-9_50

  • Published:

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-540-40381-4

  • Online ISBN: 978-3-540-44963-8

  • eBook Packages: Springer Book Archive

Publish with us

Policies and ethics

Search

Navigation