Abstract
The plethora of different subfields in intelligent tutoring systems (ITS) are often difficult to integrate theoretically when analyzing how to design an intelligent tutor. Important principles of design are claimed by many subfields, including but not limited to: design, human-computer interaction, perceptual psychology, cognitive psychology, affective and motivation psychology, statistics, artificial intelligence, cognitive neuroscience, constructivist and situated cognition theories. Because these theories and methods sometimes address the same grain size and sometimes different grain sizes they may or may not conflict or be compatible and this has implications for ITS design. These issues of theoretical synthesis also have implications for the experimentation that is used by our various subfields to establish principles. Because our proposal allows the combination of multiple perspectives, it becomes apparent that the current “forward selection” method of theoretical progress might be limited. An alternative “backward elimination” experimental method is explained. Finally, we provide examples to illustrate how to build the bridges we propose.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
References
Davidson, D.: On the Very Idea of a Conceptual Scheme. Proceedings and Addresses of the American Philosophical Association 47, 5–20 (1973)
Kuhn, T.: The structure of scientific revolutions. University of Chicago Press, Chicago (1970)
Newell, A.: Unified theories of cognition. Harvard Univ. Pr., Cambridge (1994)
Altman, I., Rogoff, B.: World views in psychology: Trait, interactional, organismic, and transactional perspectives. In: Handbook of environmental psychology, vol. 1, pp. 7–40 (1987)
Matusov, E.: Applying a Sociocultural Approach to Vygotskian Academia:Our Tsar Isn’t Like Yours, and Yours Isn’t Like Ours’. Culture & Psychology 14, 5 (2008)
Jilk, D.J., Lebiere, C., O’Reilly, R.C., Anderson, J.R.: SAL: an explicitly pluralistic cognitive architecture. J. Exp. Theor. Artif. Intell. 20, 197–218 (2008)
Koedinger, K.R., Pavlik Jr., P.I., McLaren, B.M., Aleven, V.: Is it Better to Give than to Receive? In: Sloutsky, V., Love, B., McRae, K. (eds.) The Assistance Dilemma as a Fundamental Unsolved Problem in the Cognitive Science of Learning and Instruction, Washington, D.C. (2008)
Koedinger, K.R., Aleven, V.: Exploring the assistance dilemma in experiments with cognitive tutors. Educational Psychology Review 19, 239–264 (2007)
Kirschner, P.A., Sweller, J., Clark, R.E.: Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist 41, 75–86 (2006)
Guyon, I., Andre, E.: An introduction to variable and feature selection. Journal of Machine Learning Research 3, 1157–1182 (2003)
Titone, D.: Contextual memory in a virtual world. Trends in Cognitive Sciences 5, 376 (2001)
Kalyuga, S., Sweller, J.: Measuring Knowledge to Optimize Cognitive Load Factors During Instruction. Journal of Educational Psychology 96, 558–568 (2004)
Barab, S., Squire, K.: Design-based research: Putting a stake in the ground. Journal of the Learning Sciences 13, 1–14 (2004)
Collins, A.: Design issues for learning environments. International perspectives on the design of technology-supported learning environments, 347–361 (1996)
Ramayah, J.: A SEM investigation of e-learning: an illustrated perspective of a course website acceptance model among business students. International Journal of Information and Operations Management Education 2 (2007)
Kolko, J.: Abductive Thinking and Sensemaking: The Drivers of Design Synthesis. Design Issues 26, 15–28 (2010)
Gifford, B.R., Enyedy, N.D.: Activity centered design: towards a theoretical framework for CSCL. In: Proceedings of the 1999 conference on Computer support for collaborative learning International Society of the Learning Sciences, Palo Alto, California, vol. 22 (1999)
Chi, M.T.H., de Leeuw, N., Chiu, M.-H., LaVancher, C.: Eliciting self-explanations improves understanding. Cognitive Science: A Multidisciplinary Journal 18, 439–477 (1994)
Gentner, D.: Structure-mapping: A theoretical framework for analogy. Cognitive Science: A Multidisciplinary Journal 7, 155–170 (1983)
Atkinson, R.K., Derry, S.J., Renkl, A., Wortham, D.: Learning from examples: Instructional principles from the worked examples research. Review of Educational Research 70, 181–214 (2000)
Carroll, W.M.: Using worked examples as an instructional support in the algebra classroom. Journal of Educational Psychology 86, 360–367 (1994)
Pavlik Jr., P.I., Anderson, J.R.: Using a model to compute the optimal schedule of practice. Journal of Experimental Psychology: Applied 14, 101–117 (2008)
Karpicke, J.D., Roediger III, H.L.: The Critical Importance of Retrieval for Learning. Science 319, 966–968 (2008)
Dweck, C.S.: Self-theories: their role in motivation, personality, and development. Psychology Press, Philadelphia (2000)
Bandura, A.: Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review 84, 191–215 (1977)
Elliot, A., McGregor, H.: A 2 x 2 achievement goal framework. Journal of Personality and Social Psychology 80, 501–519 (2001)
Wood, D., Wood, H.: Vygotsky, tutoring and learning. Oxford review of Education, 5–16 (1996)
Greeno, J.G.: Gibson’s affordances. Psychological Review 101, 336–342 (1994)
Navarro, D.J., Griffiths, T.L., Steyvers, M., Lee, M.D.: Modeling individual differences using Dirichlet processes. Journal of Mathematical Psychology 50, 101–122 (2006)
Jaeggi, S.M., Buschkuehl, M., Jonides, J., Perrig, W.J.: Improving fluid intelligence with training on working memory. Proceedings of the National academy of Sciences of the United States of America 105, 6829–6833 (2008)
Kleinman, R.E., Hall, S., Green, H., Korzec-Ramirez, D., Patton, K., Pagano, M.E., Murphy, J.M.: Diet, Breakfast, and Academic Performance in Children. Annals of Nutrition and Metabolism 46, 24–30 (2002)
Bandura, A.: Principles of behavior modification, New York (1969)
Lave, J.: Cognition in practice: Mind, mathematics, and culture in everyday life. Cambridge Univ. Pr., Cambridge (1988)
Bicknell-Holmes, T., Hoffman, P.: Elicit, engage, experience, explore: discovery learning in library instruction. Reference Services Review 28, 313–322 (2000)
Li, T., Sambasivam, S.: Question Difficulty Assessment in Intelligent Tutor Systems for Computer Architecture. In: Proceedings of ISECON 2003 (2003)
Desmarais, M.C., Maluf, A., Liu, J.: User-expertise modeling with empirically derived probabilistic implication networks. User Modeling and User-Adapted Interaction 5, 283–315 (1996)
Chang, D., Dooley, L., Tuovinen, J.E.: Gestalt theory in visual screen design: a new look at an old subject. In: Proceedings of the Seventh world conference on computers in education conference on Computers in education: Australian topics, vol. 8, pp. 5–12. Australian Computer Society, Inc., Copenhagen (2002)
Green, W., Jordan, P.: Pleasure with products: Beyond usability. Taylor & Francis, Abington (2002)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2010 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Pavlik, P., Toth, J. (2010). How to Build Bridges between Intelligent Tutoring System Subfields of Research. In: Aleven, V., Kay, J., Mostow, J. (eds) Intelligent Tutoring Systems. ITS 2010. Lecture Notes in Computer Science, vol 6095. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-13437-1_11
Download citation
DOI: https://doi.org/10.1007/978-3-642-13437-1_11
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-13436-4
Online ISBN: 978-3-642-13437-1
eBook Packages: Computer ScienceComputer Science (R0)