The diagnosing behaviour of intelligent tutoring systems

Renate van der Bent; J.T. Jeuring; B.J. Heeren

doi:10.1007/978-3-030-29736-7_9

The diagnosing behaviour of intelligent tutoring systems

Renate van der Bent
, J.T. Jeuring
, B.J. Heeren

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

Abstract

Intelligent Tutoring Systems (ITSs) determine the quality of student responses by means of a diagnostic process, and use this information for providing feedback and determining a student’s progress. This paper studies how ITSs diagnose student responses. In a systematic literature review we compare the diagnostic processes of 40 ITSs in various domains. We investigate what kinds of diagnoses are performed and how they are obtained, and how the processes compare across domains. The analysis identifies eight aspects that ITSs diagnose: correctness, difference, redundancy, type of error, common error, order, preference, and time. All ITSs diagnose correctness of a step. Mathematics tutors diagnose common errors more often than programming tutors, and programming tutors diagnose type of error more often than mathematics tutors. We discuss a general model for representing diagnostic processes.

Original language	English
Title of host publication	Transforming Learning with Meaningful Technologies
Subtitle of host publication	Proceedings of ECTEL 2019: the Fourteenth European Conference on Technology Enhanced Learning
Publisher	Springer
Pages	112-126
DOIs	https://doi.org/10.1007/978-3-030-29736-7_9
Publication status	Published - 2019

Publication series

Name	LNCS
Volume	11722

Keywords

Intelligent Tutoring Systems
Diagnosis
Feedback

Access to Document

10.1007/978-3-030-29736-7_9

Bent2019_Chapter_TheDiagnosingBehaviourOfIntellFinal published version, 430 KBLicence: Taverne

Cite this

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title = "The diagnosing behaviour of intelligent tutoring systems",

abstract = "Intelligent Tutoring Systems (ITSs) determine the quality of student responses by means of a diagnostic process, and use this information for providing feedback and determining a student{\textquoteright}s progress. This paper studies how ITSs diagnose student responses. In a systematic literature review we compare the diagnostic processes of 40 ITSs in various domains. We investigate what kinds of diagnoses are performed and how they are obtained, and how the processes compare across domains. The analysis identifies eight aspects that ITSs diagnose: correctness, difference, redundancy, type of error, common error, order, preference, and time. All ITSs diagnose correctness of a step. Mathematics tutors diagnose common errors more often than programming tutors, and programming tutors diagnose type of error more often than mathematics tutors. We discuss a general model for representing diagnostic processes.",

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year = "2019",

doi = "10.1007/978-3-030-29736-7\_9",

language = "English",

series = "LNCS",

publisher = "Springer",

pages = "112--126",

booktitle = "Transforming Learning with Meaningful Technologies",

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The diagnosing behaviour of intelligent tutoring systems. / van der Bent, Renate; Jeuring, J.T.; Heeren, B.J.
Transforming Learning with Meaningful Technologies: Proceedings of ECTEL 2019: the Fourteenth European Conference on Technology Enhanced Learning. Springer, 2019. p. 112-126 (LNCS; Vol. 11722).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

TY - GEN

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Y1 - 2019

N2 - Intelligent Tutoring Systems (ITSs) determine the quality of student responses by means of a diagnostic process, and use this information for providing feedback and determining a student’s progress. This paper studies how ITSs diagnose student responses. In a systematic literature review we compare the diagnostic processes of 40 ITSs in various domains. We investigate what kinds of diagnoses are performed and how they are obtained, and how the processes compare across domains. The analysis identifies eight aspects that ITSs diagnose: correctness, difference, redundancy, type of error, common error, order, preference, and time. All ITSs diagnose correctness of a step. Mathematics tutors diagnose common errors more often than programming tutors, and programming tutors diagnose type of error more often than mathematics tutors. We discuss a general model for representing diagnostic processes.

AB - Intelligent Tutoring Systems (ITSs) determine the quality of student responses by means of a diagnostic process, and use this information for providing feedback and determining a student’s progress. This paper studies how ITSs diagnose student responses. In a systematic literature review we compare the diagnostic processes of 40 ITSs in various domains. We investigate what kinds of diagnoses are performed and how they are obtained, and how the processes compare across domains. The analysis identifies eight aspects that ITSs diagnose: correctness, difference, redundancy, type of error, common error, order, preference, and time. All ITSs diagnose correctness of a step. Mathematics tutors diagnose common errors more often than programming tutors, and programming tutors diagnose type of error more often than mathematics tutors. We discuss a general model for representing diagnostic processes.

KW - Intelligent Tutoring Systems

KW - Diagnosis

KW - Feedback

U2 - 10.1007/978-3-030-29736-7_9

DO - 10.1007/978-3-030-29736-7_9

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EP - 126

BT - Transforming Learning with Meaningful Technologies

PB - Springer

ER -

The diagnosing behaviour of intelligent tutoring systems

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Keywords

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