Human Problem Solving
Towards an Intelligent Tutoring System Architecturethat Supports Remedial Tutoring
Artificial Intelligence Review
Afterword: from this revolution to the next
Smart machines in education
A Web-Based Socratic Tutor for Trees Recognition
AH '00 Proceedings of the International Conference on Adaptive Hypermedia and Adaptive Web-Based Systems
Deriving Acquisition Principles from Tutoring Principles
ITS '02 Proceedings of the 6th International Conference on Intelligent Tutoring Systems
IEEE Annals of the History of Computing
Incorporating tutoring principles into interactive knowledge acquisition
International Journal of Human-Computer Studies
FAC '09 Proceedings of the 5th International Conference on Foundations of Augmented Cognition. Neuroergonomics and Operational Neuroscience: Held as Part of HCI International 2009
Meno-II: an intelligent tutoring system for novice programmers
IJCAI'81 Proceedings of the 7th international joint conference on Artificial intelligence - Volume 2
A blackboard-based dynamic instructional planner
AAAI'90 Proceedings of the eighth National conference on Artificial intelligence - Volume 1
When should a cheetah remind you of a bat? reminding in case-based teaching
AAAI'92 Proceedings of the tenth national conference on Artificial intelligence
Building Intelligent Interactive Tutors: Student-centered strategies for revolutionizing e-learning
Building Intelligent Interactive Tutors: Student-centered strategies for revolutionizing e-learning
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We describe the current version of the Why System, a script-based socratic tutor which uses tutoring strategies formulated as production rules. The current system is capable of carrying on a dialogue about the factors influencing rainfall by presenting different cases to the student, asking for predictions, probing for relevent factors, entrapping the student when he has not identified all necessary factors, and presenting counterexamples. The current system is incomplete because it lacks a goal structure to guide the tutorial sessions. We outline a more complete theory of the goal structure of Socratic tutors based on analysis of human tutorial dialogues. There are two top level goals: (1) refinement of the student's causal model and (2) refinement of the student's predictive abilities. The subgoals are diagnosis of bugs in the student's knowledge and correction of the bugs. This goal-driven control mechanism governs the selection of examples and teaching strategies used by the tutor.