Learning task models in ill-defined domain using an hybrid knowledge discovery framework

  • Authors:
  • Roger Nkambou;Philippe Fournier-Viger;Engelbert Mephu Nguifo

  • Affiliations:
  • Department of Computer Sciences, University of Quebec in Montreal, 201, Avenue du Président-Kennedy, Montréal, Canada;Department of Computer Sciences, University of Quebec in Montreal, 201, Avenue du Président-Kennedy, Montréal, Canada;Department of Mathematics and Computer Sciences, Université Blaise-Pascal Clermont 2, BP 125, 63173 Aubière cedex, France

  • Venue:
  • Knowledge-Based Systems
  • Year:
  • 2011

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Abstract

Domain experts should provide Intelligent Tutoring Systems (ITS) with relevant domain knowledge that enable it to guide the learner during problem-solving learning activities. However, for ill-defined domains this knowledge is hard to define explicitly. Our hypothesis is that knowledge discovery (KD) techniques can be used to extract problem-solving task models from the recorded usage of expert, intermediate and novice learners. This paper proposes a procedural-knowledge acquisition framework based on a combination of sequential pattern mining and association rules discovery techniques. The framework has been implemented and is used to discover new meta-knowledge and rules in a given domain which then extend domain knowledge and serve as problem space, allowing the Intelligent Tutoring System to guide learners in problem-solving situations. Preliminary experiments have been conducted using the framework as an alternative to a path-planning problem solver in CanadarmTutor.