Children's interactions and learning outcomes with interactive talking books
CAL '97 Selected papers from the CAL 97 Symposium on Symposium
The role of usability research in designing children's computer products
The design of children's technology
Evaluating tutors that listen: an overview of project LISTEN
Smart machines in education
Deconstructing a Computer-Based Tutor: Striving for Better Learning Efficiency in Stat Lady
ITS '98 Proceedings of the 4th International Conference on Intelligent Tutoring Systems
Improving Story Choice in a Reading Tutor that Listens
ITS '00 Proceedings of the 5th International Conference on Intelligent Tutoring Systems
Viewing and Analyzing Multimodal Human-computer Tutorial Dialogue: A Database Approach
ICMI '02 Proceedings of the 4th IEEE International Conference on Multimodal Interfaces
Off-task behavior in the cognitive tutor classroom: when students "game the system"
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Some useful tactics to modify, map and mine data from intelligent tutors
Natural Language Engineering
Developing a generalizable detector of when students game the system
User Modeling and User-Adapted Interaction
Do Performance Goals Lead Students to Game the System?
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Adapting to when students game an intelligent tutoring system
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
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Analyzing the time allocation of students' activities in a school-deployed mixed initiative tutor can be illuminating but surprisingly tricky. We discuss some complementary methods that we have used to understand how tutoring time is spent, such as analyzing sample videotaped sessions by hand, and querying a database generated from session logs. We identify issues, methods, and lessons that may be relevant to other tutors. One theme is that iterative design of "non-tutoring" components can enhance a tutor's effectiveness, not by improved teaching, but by reducing the time wasted on non-learning activities. Another is that it is possible to relate student's time allocation to improvements in various outcome measures.