Abstract
This paper presents a guided learning strategy model for dynamic pedagogical tailoring within intelligent tutoring systems (ITS). The proposed model is based on the integration of the cognitive load theory within an ITS architecture. Our approach takes into account the cognitive limitations of the student in order to offers personalised learning via instructional guidance.
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
References
Anderson, J.R., Corbett, A.T., Koedinger, K.R., Pelletier, R.: Cognitive Tutors: Lessons learned. Learning Sciences 4(2), 167–207 (1995)
Clark, C., Nguyen, F., Sweller, J.: Efficiency in learning: evidence-based guidelines to manage cognitive load. Pfeiffer, San Francisco (2006)
Crowley, R.S., Medvedeva, O.: An intelligent tutoring system for visual classification problem solving. Artificial Intelligence in Medicine 36(1), 85–117 (2006)
Kalyuga, S., Ayres, P., Chandler, P., Sweller, J.: The expertise reversal effect. Educational Psychologist 38(1), 23–31 (2003)
Kirschner, P.A., Sweller, J., Clark, R.E.: Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist 41(2), 75–86 (2006)
Klahr, D., Nigam, M.: The equivalence of learning paths in early science instruction: Effects of direct instruction and discovery learning. Psychological Science 15(10), 661–667 (2004)
Shulman, L.S., Keisler, E.R.: Learning by discovery. Rand McNally, Chicago (1966)
Sweller, J., van MerrienBoer, J.J.G., Paas, F.G.W.C.: Cognitive architecture and instructional design. Educational Psychology Review 10(3), 251–296 (1998)
van Merrienboer, J.J.G., Sweller, J.: Cognitive load theory and complex learning: recent developments and future directions. Educational Psychology Review 17(2), 147–177 (2005)
van Merrienboer, J.J.G., Kester, S., Paas, F.: Teaching complex rather than simple tasks: balancing intrinsic and germane load to enhance transfer of learning. Applied Cognitive Psychology 20(3), 343–352 (2006)
VanLehn, K., Lynch, C., Schulze, K., Shapiro, J.A., Shelby, R., Taylor, L., Treacy, D., Weistein, A., Wintersgill, M.: The Andes Physics Tutoring System: Lessons Learned. International Journal of Artificial Intelligence in Education 15(3), 147–204 (2005)
Wenger, E.: Artificial intelligence and tutoring systems: computational and cognitive approaches to the communication of knowledge. Morgan Kaufmann Publishers, Los Altos (1987)
Author information
Authors and Affiliations
Editor information
Rights and permissions
Copyright information
© 2008 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Courtemanche, F., Najjar, M., Mayers, A. (2008). Cognitive Load Estimation for Optimizing Learning within Intelligent Tutoring Systems. In: Woolf, B.P., Aïmeur, E., Nkambou, R., Lajoie, S. (eds) Intelligent Tutoring Systems. ITS 2008. Lecture Notes in Computer Science, vol 5091. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-69132-7_88
Download citation
DOI: https://doi.org/10.1007/978-3-540-69132-7_88
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-69130-3
Online ISBN: 978-3-540-69132-7
eBook Packages: Computer ScienceComputer Science (R0)