Expanding the Plausible Solution Space for Robustness in an Intelligent Tutoring System
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Enriching Solution Space for Robustness in an Intelligent Tutoring System
Proceedings of the 2007 conference on Supporting Learning Flow through Integrative Technologies
Expanding the Space of Plausible Solutions in a Medical Tutoring System for Problem-Based Learning
International Journal of Artificial Intelligence in Education
Towards Individualized Dialogue Support for Ill-Defined Domains
International Journal of Artificial Intelligence in Education
Dominance relations in rough sets approximations for assessing students knowledge
AIKED'11 Proceedings of the 10th WSEAS international conference on Artificial intelligence, knowledge engineering and data bases
Automated decision making based on weak orderings
International Journal of Intelligent Information and Database Systems
Leveraging a domain ontology to increase the quality of feedback in an intelligent tutoring system
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part I
Fifteen years of constraint-based tutors: what we have achieved and where we are going
User Modeling and User-Adapted Interaction
Employing UMLS for generating hints in a tutoring system for medical problem-based learning
Journal of Biomedical Informatics
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One important strategy in Socratic tutoring is theDirected Line of Reasoning, in which the tutor asks aseries of directive questions, to help the student followa particular approach to the problem. The questionsmay contain useful information to assist the student inmaking the argument. If the student gets stuck, thetutor often supplies a hint. The result is an effectivedialog with the student that helps students reason aboutthe solution to a problem, while still feeling they aresolving it themselves.