Blending Assessment and Instructional Assisting
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
The eXtensible Tutor Architecture: A New Foundation for ITS
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
Towards designing a user-adaptive web-based e-learning system
CHI '08 Extended Abstracts on Human Factors in Computing Systems
An Architecture for Combining Semantic Web Techniques with Intelligent Tutoring Systems
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
What Level of Tutor Interaction is Best?
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Addressing the assessment challenge with an online system that tutors as it assesses
User Modeling and User-Adapted Interaction
A New Paradigm for Intelligent Tutoring Systems: Example-Tracing Tutors
International Journal of Artificial Intelligence in Education
Learning what works in ITS from non-traditional randomized controlled trial data
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part II
Analyzing student gaming with bayesian networks
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part II
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
Learning what works in its from non-traditional randomized controlled trial data
International Journal of Artificial Intelligence in Education - Special issue on Best of ITS 2010
Experimental Evaluation of Automatic Hint Generation for a Logic Tutor
International Journal of Artificial Intelligence in Education - Best of AIED 2011
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Razzaq et al, 2005 reported that the Assistment system was causing students to learn at the computer but we were not sure if that was simply due to students getting practice or more due to the "intelligent tutoring" that we created and force students to do if they get an item wrong. Our survey indicated that some students found being forced to do scaffolding sometimes frustrating. We were not sure if all of the time we invested into these "fancy" scaffolding questions was worth it. We conducted a simple experiment to see if students learned on a set of 4 items, if they were given the scaffolds compared with just being given hints that tried to TELL them the same information that the scaffolding questions tried to ASK from them. Our results show that students that were given the scaffolds performed better although the results were not always statistically significant.