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Based on strategy-awareness (knowing which problem-solving strategy to use) and time-awareness (knowing when to use it), students are categorized into Rote (neither type of awareness), Dabbler (strategy-aware only) or Selective (both types of awarene
Externí odkaz:
http://arxiv.org/abs/2303.11960
One fundamental goal of learning is preparation for future learning (PFL) and being able to extend acquired skills and problem-solving strategies to different domains and environments. While substantial research has shown that PFL can be accelerated
Externí odkaz:
http://arxiv.org/abs/2303.14609
In this work, we investigate how two factors, metacognitive skills and motivation, would impact student learning across domains. More specifically, our primary goal is to identify the critical, yet robust, interaction patterns of these two factors th
Externí odkaz:
http://arxiv.org/abs/2303.13541
Research on intelligent tutoring systems has been exploring data-driven methods to deliver effective adaptive assistance. While much work has been done to provide adaptive assistance when students seek help, they may not seek help optimally. This had
Externí odkaz:
http://arxiv.org/abs/2207.03025
Research has shown assistance can provide many benefits to novices lacking the mental models needed for problem solving in a new domain. However, varying approaches to assistance, such as subgoals and next-step hints, have been implemented with mixed
Externí odkaz:
http://arxiv.org/abs/2102.05741
Publikováno v:
Journal of Educational Data Mining 12 (4), 24-65, 2020
Determining when and whether to provide personalized support is a well-known challenge called the assistance dilemma. A core problem in solving the assistance dilemma is the need to discover when students are unproductive so that the tutor can interv
Externí odkaz:
http://arxiv.org/abs/2010.04124
Publikováno v:
International Journal of Artificial Intelligence in Education 2020
Within intelligent tutoring systems, considerable research has investigated hints, including how to generate data-driven hints, what hint content to present, and when to provide hints for optimal learning outcomes. However, less attention has been pa
Externí odkaz:
http://arxiv.org/abs/2009.13371
Akademický článek
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Publikováno v:
User Modeling & User-Adapted Interaction. Mar2023, Vol. 33 Issue 1, p159-188. 30p.
Publikováno v:
User Modeling and User-Adapted Interaction. 33:159-188
Research on intelligent tutoring systems has been exploring data-driven methods to deliver effective adaptive assistance. While much work has been done to provide adaptive assistance when students seek help, they may not seek help optimally. This had