Abstract
Modeling learners is a fundamental part of intelligent tutoring systems. It allows tutors to provide personalized feedback and to assess the learners’ mastery over a task domain. One aspect often overlooked is the modeling of erroneous behaviors that can be used to provide error specific feedback. This is especially true for model-tracing tutors that usually require erroneous procedural knowledge associated to each of the possible error. This process can be automated thanks to a task independent model describing the learners’ erroneous behaviors. The model proposed in this paper is inspired by the Sierra theory of procedural error and is developed for ASTUS, an authoring framework for model-tracing tutors.
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
Aleven, V.: Rule-Based Cognitive Modeling for Intelligent Tutoring Systems. In: Nkambou, R., Bourdeau, J., Mizoguchi, R. (eds.) Advances in Intelligent Tutoring Systems. SCI, vol. 308, pp. 33–62. Springer, Heidelberg (2010)
Fortin, M., Lebeau, J.-F., Abdessemed, A., Courtemanche, F., Mayers, A.: A Standard Method of Developing User Interfaces for a Generic ITS Framework. In: Woolf, B.P., Aïmeur, E., Nkambou, R., Lajoie, S. (eds.) ITS 2008. LNCS, vol. 5091, pp. 312–322. Springer, Heidelberg (2008)
Corbett, A.T., Anderson, J.R.: Knowledge Tracing: Modeling the Acquisition of Procedural Knowledge. User Modeling and User-Adapted Interaction 4, 253–278 (1995)
Ohlsson, S.: Deep Learning: How the Mind Overrides Experience. Cambridge University Press, New York (2011)
Mitrovic, A.: Modeling Domains and Students with Constraint-Based Modeling. In: Nkambou, R., Bourdeau, J., Mizoguchi, R. (eds.) Advances in Intelligent Tutoring Systems. SCI, vol. 308, pp. 63–80. Springer, Heidelberg (2010)
Baffes, P., Mooney, R.: Refinement-Based Student Modeling and Automated Bug Library Construction. Journal of Artificial Intelligence in Education 7(1), 7–116 (1996)
Mitrovic, A., Koedinger, K., Martin, B.: A Comparative Analysis of Cognitive Tutoring and Constraint-Based Modeling. In: Brusilovsky, P., Corbett, A.T., de Rosis, F. (eds.) UM 2003. LNCS, vol. 2702, pp. 313–322. Springer, Heidelberg (2003)
VanLehn, K.: Mind Bugs: The Origin of Procedural Misconceptions. MIT Press (1990)
Paquette, L., Lebeau, J.-F., Mayers, A.: Authoring Problem-Solving Tutors: A Comparison between ASTUS and CTAT. In: Nkambou, R., Bourdeau, J., Mizoguchi, R. (eds.) Advances in Intelligent Tutoring Systems. SCI, vol. 308, pp. 377–405. Springer, Heidelberg (2010)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Paquette, L., Lebeau, JF., Mayers, A. (2012). Automating the Modeling of Learners’ Erroneous Behaviors in Model-Tracing Tutors. In: Masthoff, J., Mobasher, B., Desmarais, M.C., Nkambou, R. (eds) User Modeling, Adaptation, and Personalization. UMAP 2012. Lecture Notes in Computer Science, vol 7379. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-31454-4_28
Download citation
DOI: https://doi.org/10.1007/978-3-642-31454-4_28
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-31453-7
Online ISBN: 978-3-642-31454-4
eBook Packages: Computer ScienceComputer Science (R0)