Proceedings of the SIGCHI conference on Human Factors in Computing Systems
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Plan Scaffolding: Impact on the Process and Product of Learning
ITS '96 Proceedings of the Third International Conference on Intelligent Tutoring Systems
Evaluating an Authoring Tool for Model-Tracing Intelligent Tutoring Systems
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
SpringSim '10 Proceedings of the 2010 Spring Simulation Multiconference
KT-IDEM: introducing item difficulty to the knowledge tracing model
UMAP'11 Proceedings of the 19th international conference on User modeling, adaption, and personalization
Using intelligent tutors to enhance student learning of application programming interfaces
Journal of Computing Sciences in Colleges
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
Contextual slip and prediction of student performance after use of an intelligent tutor
UMAP'10 Proceedings of the 18th international conference on User Modeling, Adaptation, and Personalization
A learning objective focused methodology for the design and evaluation of game-based tutors
Proceedings of the 43rd ACM technical symposium on Computer Science Education
Gaze tutor: A gaze-reactive intelligent tutoring system
International Journal of Human-Computer Studies
Automated expert modeling for automated student evaluation
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
Creation, evaluation, and presentation of user-generated content in community game-based tutors
Proceedings of the International Conference on the Foundations of Digital Games
International Journal of Artificial Intelligence in Education - Special issue on Best of ITS 2010
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
Towards automatically detecting whether student learning is shallow
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
ACM Transactions on Interactive Intelligent Systems (TiiS) - Special issue on highlights of the decade in interactive intelligent systems
Proceedings of the 17th Panhellenic Conference on Informatics
MATHESIS: An Intelligent Web-Based Algebra Tutoring School
International Journal of Artificial Intelligence in Education
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Individual human tutoring is the most effective and most expensive form of instruction. Students working with individual human tutors reach achievement levels as much as two standard deviations higher than students in conventional instruction (that is, 50% of tutored students score higher than 98% of the comparison group). Two early 20th-century innovations attempted to offer benefits of individualized instruction on a broader basis: (1) mechanized individualized feedback (via teaching machines and computers) and (2) mastery learning (individualized pacing of instruction). On average each of these innovations yields about a half standard deviation achievement effect. More recently, cognitive computer tutors have implemented these innovations in the context of a cognitive model of problem solving. This paper examines the achievement effect size of these two types of student-adapted instruction in a cognitive programming tutor. Results suggest that cognitive tutors have closed the gap with and arguably surpass human tutors.