Limitations of Student Control: Do Students Know When They Need Help?
ITS '00 Proceedings of the 5th International Conference on Intelligent Tutoring Systems
The Use of Agents Techniques on Intelligent Tutoring Systems
SCCC '98 Proceedings of the XVIII International Conference of the Chilean Computer Science Society
Bringing chatbots into education: Towards natural language negotiation of open learner models
Knowledge-Based Systems
STyLE-OLM: Interactive Open Learner Modelling
International Journal of Artificial Intelligence in Education - "Caring for the Learner" in honour of John Self
Open Learner Models: Opinions of School Education Professionals
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Children's Interactions with Inspectable and Negotiated Learner Models
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Adaptive Navigation Support, Learner Control and Open Learner Models
AH '08 Proceedings of the 5th international conference on Adaptive Hypermedia and Adaptive Web-Based Systems
International Journal of Advanced Intelligence Paradigms
Expert Systems with Applications: An International Journal
Preferred features of open learner models for university students
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
Hi-index | 0.00 |
This paper describes a system which incorporates natural language technologies, database manipulation and educational theories in order to offer learners a Negotiated Learner Model, for integration into an Intelligent Tutoring System. The system presents the learner with their learner model, offering them the opportunity to compare their own beliefs regarding their capabilities with those inferred by the system. A conversational agent, or ''chatbot'' has been developed to allow the learner to negotiate over the representations held about them using natural language. The system aims to support the metacognitive goals of self-assessment and reflection, which are increasingly seen as key to learning and are being incorporated into UK educational policy. The paper describes the design of the system, and reports a user trial, in which the chatbot was found to support users in increasing the accuracy of their self-assessments, and in reducing the number of discrepancies between system and user beliefs in the learner model. Some lessons learned in the development have been highlighted and future research and experimentation directions are outlined.