TY - CHAP
T1 - Authoring Problem-Solving Tutors
T2 - A Comparison between ASTUS and CTAT
AU - Paquette, Luc
AU - Lebeau, Jean François
AU - Mayers, André
PY - 2010
Y1 - 2010
N2 - ASTUS is an Intelligent Tutoring System (ITS) framework for problem-solving domains. In this chapter we present a study we performed to evaluate the strengths and weaknesses of ASTUS compared to the well-known Cognitive Tutor Authoring Tools (CTAT) framework. To challenge their capacity to handle a comprehensive model of a well-defined task, we built a multi-column subtraction tutor (model and interface) with each framework. We incorporated into the model various pedagogically relevant procedural errors taken from the literature, to see how each framework deals with complex situations where remedial help may be needed. We successfully encoded the model with both frameworks and found situations in which we consider ASTUS to surpass CTAT. Examples of these include: ambiguous steps, errors with multiple (possibly correct) steps, composite errors, and off-path steps. Selected scenarios in the multi-column subtraction domain are presented to illustrate that ASTUS can show a more sophisticated behavior in these situations. ASTUS achieves this by relying on an examinable hierarchical knowledge representation system and a domain-independent MVC-based approach to build the tutors' interface.
AB - ASTUS is an Intelligent Tutoring System (ITS) framework for problem-solving domains. In this chapter we present a study we performed to evaluate the strengths and weaknesses of ASTUS compared to the well-known Cognitive Tutor Authoring Tools (CTAT) framework. To challenge their capacity to handle a comprehensive model of a well-defined task, we built a multi-column subtraction tutor (model and interface) with each framework. We incorporated into the model various pedagogically relevant procedural errors taken from the literature, to see how each framework deals with complex situations where remedial help may be needed. We successfully encoded the model with both frameworks and found situations in which we consider ASTUS to surpass CTAT. Examples of these include: ambiguous steps, errors with multiple (possibly correct) steps, composite errors, and off-path steps. Selected scenarios in the multi-column subtraction domain are presented to illustrate that ASTUS can show a more sophisticated behavior in these situations. ASTUS achieves this by relying on an examinable hierarchical knowledge representation system and a domain-independent MVC-based approach to build the tutors' interface.
KW - production rule
KW - procedural knowledge
KW - correct step
KW - intelligent tutor system
KW - pedogogical interaction
UR - http://www.scopus.com/inward/record.url?scp=77957254767&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=77957254767&partnerID=8YFLogxK
U2 - 10.1007/978-3-642-14363-2_19
DO - 10.1007/978-3-642-14363-2_19
M3 - Chapter
AN - SCOPUS:77957254767
SN - 9783642143625
T3 - Studies in Computational Intelligence
SP - 377
EP - 405
BT - Advances in Intelligent Tutoring Systems
A2 - Nkambou, Roger
A2 - Bourdeau, Jacqueline
A2 - Mizoguchi, Riichirio
PB - Springer
ER -