Users are individuals: individualizing user models
International Journal of Human-Computer Studies - Special issue: 1969-1999, the 30th anniversary
User Modeling and User-Adapted Interaction
Empirical Evaluation of User Models and User-Adapted Systems
User Modeling and User-Adapted Interaction
An Ontology as Domain Model in a Web-Based Educational System for Prolog
Proceedings of the Thirteenth International Florida Artificial Intelligence Research Society Conference
Stereotypes, Student Models and Scrutability
ITS '00 Proceedings of the 5th International Conference on Intelligent Tutoring Systems
Empirical Derivation of a Sequence of User Stereotypes for Language Learning
User Modeling and User-Adapted Interaction
A student model for object-oriented design and programming
Journal of Computing Sciences in Colleges
An empirical testing of user stereotypes of information retrieval systems
Information Processing and Management: an International Journal - Special issue: Cross-language information retrieval
A role-based analysis model for the evaluation of novices' programming knowledge development
Proceedings of the second international workshop on Computing education research
Towards a model of student success in programming courses
Proceedings of the 43rd annual Southeast regional conference - Volume 1
Making every student a winner: The WinWin approach in software engineering education
Journal of Systems and Software
Declarative specifications for adaptive hypermedia based on a semantic web approach
UM'03 Proceedings of the 9th international conference on User modeling
Review: Student modeling approaches: A literature review for the last decade
Expert Systems with Applications: An International Journal
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In this paper we describe the student model that has been developed for a web-based educational application that teaches the programming language Pascal. The tutoring system is called Web_Tutor_Pas. The application adapts its responses to each individual student dynamically. The system's student model is web-based on a three-dimensional stereotype approach. One dimension concerns the knowledge level of the student the second dimension concerns the type of programming errors (logical or syntax) and the third concerns previous knowledge of the student on other programming languages. The system takes into account information about the student from the student model and using a rule-based mechanism, provides individualized instruction, examination and advice.