Using Bayesian Networks to Manage Uncertainty in Student Modeling
User Modeling and User-Adapted Interaction
A 3-Tier Planning Architecture for Managing Tutorial Dialogue
ITS '02 Proceedings of the 6th International Conference on Intelligent Tutoring Systems
ICLS '06 Proceedings of the 7th international conference on Learning sciences
Inferring learning and attitudes from a Bayesian Network of log file data
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
The Andes Physics Tutoring System: Five Years of Evaluations
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
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Intelligent tutoring systems have achieved demonstrable success in supporting formal problem solving. More recently such systems have begun incorporating student explanations of problem solutions. Typically, these natural language explanations are entered with menus, but some ITSs accept open-ended typed inputs. Typed inputs require more work by both developers and students and evaluations of the added value for learning outcomes has been mixed. This paper examines whether typed input can yield more accurate student modeling than menu-based input. This paper examines the application of Knowledge Tracing student modeling to natural language inputs and examines the standard Knowledge Tracing definition of errors. The analyses indicate that typed explanations can yield more predictive models of student test performance than menu-based explanations and that focusing on semantic errors can further improve predictive accuracy.