Abstract
Cognitive tutors have been shown to increase student learning in long-term classroom studies but would become even more effective if they provided collaborative support and metacognitive tutoring. Reconceptualizing an established tutoring system as a research platform to test different collaborative and metacognitive interventions would lead to gains in learning research. In this paper, we define a component-based architecture for such a platform, drawing from previous theoretical frameworks for tutoring systems. We then describe two practical implementation challenges not typically addressed by these frameworks. We detail our efforts to extend a cognitive tutor and evaluate our progress in terms of flexibility, control, and practicality.
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Walker, E., Koedinger, K., McLaren, B., Rummel, N. (2006). Cognitive Tutors as Research Platforms: Extending an Established Tutoring System for Collaborative and Metacognitive Experimentation. In: Ikeda, M., Ashley, K.D., Chan, TW. (eds) Intelligent Tutoring Systems. ITS 2006. Lecture Notes in Computer Science, vol 4053. Springer, Berlin, Heidelberg. https://doi.org/10.1007/11774303_21
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DOI: https://doi.org/10.1007/11774303_21
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-35159-7
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