Abstract
The Cognitive Tutor Authoring Tools (CTAT) [1] are a suite of software programs meant to make the creation of web-based ITS practical for non-programmers. CTAT supports a relatively novel type of tutors, called example-tracing tutors, which use examples of problem-solving approaches to assess and guide students as they practice solving problems. CTAT employs a programming-by-demonstration paradigm that relies on creating examples of how problems are to be solved, rather than defining general rules or constraints that characterize solutions or solution processes. The result is an editable behavior graph that contains the tutor’s intelligence about how to react to student actions and what hints to give for next steps. Although relatively easy to build, example-tracing tutors support the key behaviors identified by VanLehn [2] as characteristic of ITS. Data from over 26 research studies using CTAT indicate that these tools lower the cost of ITS development by a factor of 4-8.
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Aleven, V., McLaren, B.M., Sewall, J., Koedinger, K.R.: A new paradigm for intelligent tutoring systems: Example-tracing tutors. International Journal of Artificial Intelligence in Education 19(2), 105–154 (2009)
VanLehn, K.: The behavior of tutoring systems. International Journal of Artificial Intelligence in Education 16(3), 227–265 (2006)
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Aleven, V., Leber, B., Sewall, J. (2010). ITS Authoring through Programming-by-Demonstration. In: Aleven, V., Kay, J., Mostow, J. (eds) Intelligent Tutoring Systems. ITS 2010. Lecture Notes in Computer Science, vol 6095. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-13437-1_96
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DOI: https://doi.org/10.1007/978-3-642-13437-1_96
Publisher Name: Springer, Berlin, Heidelberg
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