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Modeling Tutoring Knowledge

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Advances in Intelligent Tutoring Systems

Part of the book series: Studies in Computational Intelligence ((SCI,volume 308))

Abstract

This chapter introduces Part II on modeling tutoring knowledge in ITS research. Starting with its origin and with a characterization of tutoring, it proposes a general definition of tutoring, and a description of tutoring functions, variables, and interactions. The Interaction Hypothesis is presented and discussed, followed by the development of the tutorial component of ITSs, and their evaluation. New challenges are described, such as integrating the emotional states of the learner. Perspectives of opening the Tutoring Model and of equipping it with social intelligence are also presented.

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Authors and Affiliations

  1. Télé-université, University of Quebec in Montreal, 100, Sherbrooke W., Montreal, Quebec, H2X 3P2, Canada

    Jacqueline Bourdeau

  2. LORIA, Université Henri Poincaré Nancy1, Campus scientifique, BP 239, 54506, Vandoeuvre Cedex, France

    Monique Grandbastien

Authors
  1. Jacqueline Bourdeau
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  2. Monique Grandbastien
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Editors and Affiliations

  1. University of Quebec, Montreal, Canada

    Roger Nkambou

  2. Télé-université, UQAM, Montreal, Canada

    Jacqueline Bourdeau

  3. Osaka University, Osaka, Japan

    Riichiro Mizoguchi

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Bourdeau, J., Grandbastien, M. (2010). Modeling Tutoring Knowledge. In: Nkambou, R., Bourdeau, J., Mizoguchi, R. (eds) Advances in Intelligent Tutoring Systems. Studies in Computational Intelligence, vol 308. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-14363-2_7

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  • DOI: https://doi.org/10.1007/978-3-642-14363-2_7

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  • Print ISBN: 978-3-642-14362-5

  • Online ISBN: 978-3-642-14363-2

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