Abstract
There are several reasons why intelligent tutoring systems (ITSs) have failed to gain widespread acceptance in the classroom. These include cost (ITSs often run on platforms that are too expensive for schools). Also, many ITSs are restricted to one particular domain and do not allow teachers to configure them for other domains. From interviews with teachers we identified yet a further reason: most ITSs teach according to a fixed teaching strategy, and do not allow teachers to alter the way in which material is taught. In this paper, we describe a system that allows one to do so. The system, COCA (CO-operative Classroom Assistant), contains a number of user-changeable control heuristics which implement decisions that need to be made during teaching.
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We would like to thank Ben du Boulay, Mark Elsom-Cook, Claire O'Malley and Sara Willott for useful discussions. The research described in this paper forms part of the PhD thesis of the first author, who is partially funded by Logica Cambridge. From June 1992 onwards, the address of the second author will be Department of Mathematics, Sub-department of Computer Science, University of the West Indies, Mona, Kingston 7, Jamaica.
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Major, N., Reichgelt, H. (1992). COCA: A shell for intelligent tutoring systems. In: Frasson, C., Gauthier, G., McCalla, G.I. (eds) Intelligent Tutoring Systems. ITS 1992. Lecture Notes in Computer Science, vol 608. Springer, Berlin, Heidelberg. https://doi.org/10.1007/3-540-55606-0_62
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DOI: https://doi.org/10.1007/3-540-55606-0_62
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