Name
Abstract | ||
|---|---|---|
State of the art intelligent tutoring systems (ITS) provide ample opportunity for adaptability. Typically, they adapt single pages and contents to the learner's knowledge level and evaluate the learner based on his past and current behavior. However, to decide whether a learner behaves in a coherent manner, the learning system requires some means for anticipating the learner's goals and intentions. Thus, not only the structure of the tutoring process, but also the evaluation strategy should be adaptive. The ITS PLAIT reasons about and evaluates the learner's behavior according to a plan adapted for that purpose. To facilitate the adaptation, the plan is structured into a three-layered hierarchy. The topmost layer reflects the teaching objectives suggested by pedagogy and the psychology of learning; the middle one embeds domain-dependent refinement. The third layer represents the steps the learner has taken and should optimally take. |
Year | DOI | Venue |
|---|---|---|
2002 | 10.1007/3-540-47952-X_79 | AH |
Keywords | Field | DocType |
evaluation strategy,tutoring process,plait reason,adapting learner evaluation,knowledge level,ample opportunity,embeds domain-dependent refinement,current behavior,art intelligent tutoring system,coherent manner,topmost layer | Adaptability,Evaluation strategy,Psychology of learning,Knowledge level,Computer science,Knowledge management,Human–computer interaction,Teaching method,Hierarchy,Distributed computing,The Internet | Conference |
ISBN | Citations | PageRank |
3-540-43737-1 | 0 | 0.34 |
References | Authors | |
2 | 2 | |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Alke Martens | 1 | 73 | 23.00 |
| Adelinde Uhrmacher | 2 | 168 | 14.98 |