intelligent tutors for all: the constraint-based approach tanja mitrovic intelligent computer...
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Intelligent Tutors for All:the Constraint-based Approach
Tanja Mitrovic
Intelligent Computer Tutoring Group
University of Canterbury
Intelligent Tutoring Systems
Goal: one-to-one teaching without the expense of human tutoring
Simulate a human teacher
Problem-solving environments (learning by doing)
Based on Artificial Intelligence
Student modeling
Student modeling
System
Data about user
Student Model
ProcessesColle
cts
Adapts
Adaptation Effect
Architecture of ITSs
Domain knowledg
e
Pedagogical module
Interface
Student
Domainmodule
Studentmodeler Pedagogic
alexpertise
Communication knowledgeStuden
t Models
Learning from performance errors
Ohlsson, 1992
Declarative/procedural knowledge
Constraints as a knowledge-representation formalism
Constraints do not assert anything
Constraints encode correctness for a domain “If the relevance condition R is true,
then the satisfaction condition S ought to be true, otherwise something is wrong.”
Constraints support judgment, not inference
Learning from performance errors
Learning phases: Error detection
Error correction
How can we catch ourselves making errors? If the knowledge is there, then why the error?
If not, then how is the error detected?
CBM: domain and student modeling
Constraint-based Modeling
The space of incorrect knowledge is vast
Therefore: abstractions are needed
Represent only basic domain principles
Group the states into equivalence classes according to their pedagogical importance
Constraint-Based Modeling
Domain knowledge represented by a set of constraints
A constraint is a pattern of form <Cr, Cs>
If a solution matches the Cr then it must also match the Cs, else something is wrong
“Innocent until proven guilty” approach
Example constraints
If you are driving in New Zealand,
you better be on the left side of the road.
If the current problem is a/b + c/d,
and the student’s solution is (a+c)/n,
then it had better be the case that n=b=d.
Advantages of CBM
Very efficient computationally
No need for a problem solver
No need for a bug library
Insensitive to the radical strategy variability phenomenon
Neutral with respect to pedagogy
Implications for ITS Design: CBM
Represent the domain in terms of constraints Model the student in terms of constraints Pedagogy:
Augment student’s constraint base When should the ITS take an initiative? What to instruction to deliver?
Models of meta-cognitive skills Student’s meta-cognitive skills
CBM: Model the Student
A violated constraint implies incomplete or incorrect knowledge
Short-term student model: the set of violated constraints the set of satisfied constraints
No one-to-one mapping between problems and constraints Long-term student model:
Constraint histories (overlay/probabilistic)
CBM: Pedagogy
Constraint-based tutors function by augmenting the student’s own knowledge base
Choose practice problems that exercise constraints
Interrupt when a constraint is violated Attach feedback messages to the constraints Tell the student which constraint he/she just
violated and how
History of ICTG
SQL-Tutor Solaris (1997), Windows (1998), Web (1999)
CAPIT (2000)
KERMIT (2000)
WETAS (2002)
LBITS (2002)
NORMIT (2002)
ERM-Tutor (2003)
COLLECT-UML (2005)
ASPIRE, VIPER
J-LATTE
Thermo-Tutor
CAPIT
LBITS – elementary vocabulary
Group Diagram Chat Area Individual Diagram Feedback Area
CopyPaste
PenGet the pen, each time you want to update the group diagram and Leave it as soon as you are done
Current work
ASPIRE, VIPER
Supporting meta-cognitive skills (self-explanation, self-assessment …)
Affective modeling and pedagogical agents
Supporting multiple teaching strategies
New ITSs