Titlebook: Intelligent Tutoring Systems; 13th International C Alessandro Micarelli,John Stamper,Kitty Panourgia Conference proceedings 2016 Springer I

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書目名稱Intelligent Tutoring Systems影響因子(影響力)




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書目名稱Intelligent Tutoring Systems被引頻次學(xué)科排名




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書目名稱Intelligent Tutoring Systems讀者反饋學(xué)科排名

conflate

Do Erroneous Examples Improve Learning in Addition to Problem Solving and Worked Examples?there is still no agreement on what kind of assistance (in terms of different learning activities) should be provided to students in Intelligent Tutoring Systems (ITSs) to optimize learning. A previous study [.] found that alternating worked examples and problem solving (AEP) was superior to using j

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Using Eye-Tracking to Determine the Impact of Prior Knowledge on Self-Regulated Learning with an Adaacognitive SRL processes during learning with adaptive hypermedia systems. In this study we investigated how 147 college students’ proportional learning gains (PLGs), proportion of time spent on areas of interest (AOIs), and frequency of fixations on AOI-pairs, differed based on their prior knowledg

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Informing Authoring Best Practices Through an Analysis of Pedagogical Content and Student Behaviornalyze this effect in the context of a problem-solving based online Physics course. We use a representation of the content in terms of its position, composition and visual layout to identify eight content types that correspond to problem solving sub-tasks. Canonical examples as well as a sequence mo

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Timing Game-Based Practice in a Reading Comprehension Strategy Tutoroutcomes and motivation. In the current study, we manipulated . game-based practice was available to students. All students (.?=?149) first completed lesson videos in iSTART-2, an ITS focusing on reading comprehension strategies. They then practiced with iSTART-2 for two 2-hour sessions. Students’ f

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Providing the Option to Skip Feedback in a Worked Example Tutor to skip feedback in an online tutor traditionally used in-natura, we conducted a controlled study in Fall 2015. Experimental group was given the choice to skip the worked example provided as feedback after the student had solved a problem incorrectly, whereas control group was not. We found that pr