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The Behavior of Tutoring Systems (three most common services(systems can…
The Behavior of Tutoring Systems
Systems without an inner loop.(only have an outer loop)
Computer-Aided Instruction(CAI) / Computer-Based Training (CBT) / Web-Based Homework (WBH)
Systems with an inner loop (both have an outer and inner loop)
ITS
three most common services(systems can combine each of them logically.):
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NEXT-STEP HINTS
discourage help abuse
keep score
deduct points for each help request
discourage help refusal
entered three incorrect steps in a row
paused a long time
:star:
MINIMAL FEEDBACK:
instance of "fading the scaffolding :
Delayed feedback
Demand feedback
Immediate feedback
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ERROR-SPECIFIC FEEDBACK
Other two services:
:silhouettes:
Assessment
Coarse-grained assessment
A measure of progress and coverage
e.g. the number of hint given
A measure of the amount of help given
e.g. the time required to enter a correct step
Some measure of competence
e.g. the number of correct steps
Fine-grained assessment
Counting learning events
Counting failures
Other issues
e.g. case: If the tutoring system includes error-specific feedback based on error types, should it somehow include the frequency of occurrence of the error types in its assessments?
:recycle:
Reviewing the whole solution
When students get only delayed feedback, then they must practice these meta-cognitive skills themselves.
