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We present a model – developed using Contextual Inquiry – of how prototype intelligent tutors are deployed into classrooms, focusing on how field technical personnel can serve as vital conduits for information and negotiation between ITS researchers and school personnel such as teachers and principals.
Recent research has indicated that misuse of intelligent tutoring software is correlated with substantially lower learning. Students who frequently engage in behavior termed “gaming the system” (behavior aimed at obtaining correct answers and advancing within the tutoring curriculum by systematically taking advantage of regularities in the software’s feedback and help) learn only 2/3 as much as similar...
Research has shown that students’ problem-solving actions vary in type and duration. Among other causes, this behavior is a result of strategies that are driven by different goals. We describe a first version of a computational cognitive model that explains the origin of these strategies and identifies the tendencies of students towards different learning goals. Our model takes into account (i) interpersonal...