Intelligent Tutoring Systems: 5th International Conference, ITS 2000, Montreal, Canada, June 19-23, 2000 Proceedings (Lecture Notes in Computer Science, 1839)

ITS 2000 is the fifth international conference on Intelligent Tutoring Systems. The preceding conferences were organized in Montreal in 1988, 1992, and 1996. These conferences were so strongly supported by the international community that it was decided to hold them every two years. ITS’98 was organized by Carol Redfield and Valerie Shute and held in San Antonio, Texas. The program committee included members from 13 countries. They received 140 papers (110 full papers and 30 young researchers papers) from 21 countries. As with any international conference whose proceedings serve as a reference for the field, the program committee faced the demanding task of selecting papers from a particularly high quality set of submissions. This proceedings volume contains 61 papers selected by the program committee from the 110 papers submitted. They were presented at the conference, along with six invited lectures from well known speakers. The papers cover a wide range of subjects including architectures for ITS, teaching and learning strategies, authoring systems, learning environments, instructional designs, cognitive approaches, student modeling, distributed learning environments, evaluation of instructional systems, cooperative systems, Web based training systems, intelligent agents, agent based tutoring systems, intelligent multimedia and hypermedia systems, interface design, and intelligent distance learning. Intelligent Tutoring Systems Preface Table of Contents Adaptive Hypermedia: From Intelligent Tutoring Systems to Web-Based Education 1 Introduction 2 What Can Be Adapted in Adaptive Hypermedia 3 From Intelligent Tutoring Systems to Adaptive Hypermedia 4 Adaptive Hypermedia for Web-Based Education References Infrastructure for Future Network Learning Can We Learn from ITSs? Introduction Educational Value Criteria for Success Reducing Time on Task Improving Achievement Scores Smart vs. Dumb Conclusions Uncertainty, Utility, and Understanding Stereotypes, Student Models and Scrutability 1 Introduction 2 Stereotypes 3 Stereotyped Student Models 3.1 Novices, Intermediates, Experts and Others 3.2 Building Stereotypic Student Models 4 Stereotypes and Scrutability 5 Discussion 5.1 Corrections to Stereotype Models 5.2 Stereotypes, Teaching and Learning Agendas 5.3 Buggy Stereotype as Learning Objects 5.4 Individual or Stereotype { Is There a Con ict? 6 Conclusion References Life and Learning in the Electronic Village: The Importance of Localization for the Design of Environments to Support Learning Extended Abstract References Tutoring Diagnostic Problem Solving 1 Introduction 2 Representation of Domain Knowledge 2.1 Issues and Related Work 2.2 Representing Relations Between Findings and Hypotheses 2.3 Selecting the Next Evidence-Gathering Step 2.4 Modeling the Student’s Knowledge 3 The Student-Tutor Dialogue 3.1 Hint 3.2 Correct Action 3.3 Incorrect Action 4 Conclusion References LAHYSTOTRAIN: Integration of Virtual Environments and ITS for Surgery Training 1 Problem Description 2 Application Scope and Functionality 3 Architecture of the Advanced Training System 4 Virtual Reality Simulator 5 Conclusions References Active Learner Modelling 1. Introduction 2. Examples: I-Help and S/UM 3. Integration in Learner Modelling 4. The Different Purposes of Learner Modelling 5. What Processes and Techniques are Needed to Learner Model? 6. Conclusion References Training Teams with Collaborative Agents 1 Introduction 2 Teamwork 3 Team Training 4 Other Agent Based Teams 5 CAST – Collaborative Agents for Simulating Teamwork 6 An Example Team Domain 7 The CAST Architecture 8 Development of a Coaching Agent 9 Conclusions References Evaluating an Animated Pedagogical Agent 1 Introduction 2 Animated Pedagogical Agents 3 An Intelligent SQL Tutor 4 SmartEgg: an Animated Pedagogical Agent for SQLT-Web 5 Evaluation of SmartEgg 6 Discussion and Future Work References Multi-agent Negotiation to Support an Economy for Online Help and Tutoring 1. Introduction 2. Multi-agent Based Learning Economy 3. Negotiation Mechanism 4. Evaluation 5. Related Work and Discussion 6. Conclusion References The Collaborative System with Situated Agents for Activating Observation Learning 1 Introduction 2 What Is a Situated Agent 3 The Outlines of "Crystal" 4 How to Decide an Action Plan for Each Situated Agent 4.1 Representation of Learning State 4.2 The Learning Effect Value for a Real Learner 4.3 The Consistency Value of Action for Each Situated Agent 4.4 The Mental Load of a Real Learner 4.5 The Flow of Action-Selection for Each Situated Agent 5 Dialogue Example 6 Conclusion References Should I Teach My Computer Peer? Some Issues in Teaching a Learning Companion Introduction The LC as a Student Expertise Motivation The System LECOBA Teaching Window Results on Teaching a LC Was the Weak LC Best for Learning? Reactions from the Interaction with the LC Conclusion WHITE RABBIT - Matchmaking of User Profiles Based on Discussion Analysis Using Intelligent Agents 1 Introduction 2 Matchmaking Using Agents 3 The White Rabbit System 4 Discussion and Results 5 Conclusion References Applying Patterns to ITS Architectures 1 Introduction 2 Problem Statement 3 Applying Patterns to ITS Design 4 Discovering Patterns in Existing ITS Architectures 5 The Inserted Layer Pattern 6 Discussion and Conclusions References Andes: A Coached Problem Solving Environment for Physics Introduction Andes System Overview Solving Problems with Andes: An Example Drawing Diagrams Variable Definitions Entering Equations Feedback and Help The Student Model Immediate Feedback What's Wrong with That? Procedural Help Evaluations of Andes Conclusions A Collection of Pedagogical Agents for Intelligent Educational Systems Introduction 1 Knowledge Representation and Operating Modes 2 Tutoring Knowledge as Pedagogical Agents 3 More About Pedagogical Agents 4 An Application Domain Example Conclusion References DT Tutor: A Decision-Theoretic, Dynamic Approach for Optimal Selection of Tutorial Actions 1 Introduction 2 Detailed Solution 3 Evaluation 4 Future Work and Conclusions References Experimenting Features from Distinct Software Components on a Single Platform Introduction Definition of the Experimentation Space General Presentation Components Presentation Integrating an Educational Piece of Software Identify Prototype Properties and Characteristics Integration Defining an Experiment Using Prototype Features Implementation Choices Summary and Future Trends Using Student Task and Learning Goals to Drive the Construction of an Authoring Tool for Educational Simulations 1 Introduction 2 Task/Learning Goal Architectures: Easing the Authoring 3 An Authoring Tool for How-To Simulations of Complex 4 Results: The CMT in Practice References Using an ITS Authoring Tool to Explore Educators' Use of Instructional Strategies 1. Introduction 2. Authoring with REDEEM. 3. Study One 4. Results 5. Conclusions Acknowledgements References Is What You Write What You Get?: An Operational Model of Training Scenario 1. Introduction 2. Ontology-Aware Authoring Tool 3. An Example of the Conceptual-Level Simulation 4. Conclusion Designing for Collaborative Discovery Learning 1 Introduction 2 Discovery Learning 3 Collaborative Learning 4 Interaction between Collaboration and Discovery 5 An Architecture for Collaborative Discovery 6 Conclusion References An Analysis of Multiple Tutoring Protocols 1 Introduction 2 Tutoring Protocols 3 Analysis of Human Tutoring Transcripts 4 Some Other Important Characteristics of Tutoring Protocols 5 Which Students Prefer Immediate Feedback? 6 Conclusion References Understandable Learner Models for a Sensorimotor Control Task Introduction From Traces of Behaviour to Learner Models Presenting Models in the Right Modality Increasing the Modularity of Models Providing Interactivity Informative Study Discussion Conclusions Using Meta-Cognitive Conflicts to Support Group Problem Solving 1. Introduction 2. The Classification and Modelling of Meta-Cognitive Conflicts 3. The Conflict Model Put to Use – the MArCo System 4. Conclusions and Further Work References LeCS: A Collaborative Case Study System 1 Introduction 2 LeCS Overview 3 LeCS Architecture 4 Implementation and Evaluation 5 Conclusion Acknowledgments References "Today's Talking Typewriter" Supporting Early Literacy in a Classroom Environment 1 Introduction 2 Environment 3 Reading through Writing 4 Intelligent Support 5 Implementation 6 Experiences and Perspectives 7 Acknowledgements References An Adaptive, Collaborative Environment to Develop Good Habits in Programming Learning and Teaching Programming 2. Collaboration in Learning Programming 3. What is HabiPro? 4. Structure of the System 5. Why HabiPro is Adaptive? 6. Evaluating HabiPro 7. Conclusions 8. Future Work References A Reflective CSCL Environment with Foundations Based on the Activity Theory 1 Introduction 2 CSCW System Design and Human Science 3 DARE : A Reflective Groupware 4 Conclusion References How Can We Form Effective Collaborative Learning Groups? 1 Introduction 2 Structure of Collaborative Learning Ontology 3 Learning Goal Ontology 4 Conceptual Structure of W-goal 5 Conclusion References Limitations of Student Control: Do Students Know When They Need Help? 1 Introduction 2 Intelligent and Unintelligent Help in the PACT Geometry 3 Evaluation Study 4 Use of Unintelligent Help 5 Use of Intelligent Help 6 Discussion and Conclusion References Further Results from the Evaluation of an Intelligent Computer Tutor to Coach Self-Explanation 1 Introduction 2 Overview of the System 3 Empirical Evaluation of the SE-Coach 3.1. Effectiveness of the SE-Coach 3.2. Possible Differences in the Student Populations 4 Conclusions and Future Work 5 References Analyzing and Generating Mathematical Models: An Algebra II Cognitive Tutor Design Study 1 Introduction 2 The Algebra II Cognitive Tutor 3 Formative Evaluations 4 The Math Modeling Tool 5 The Study 6 Discussion Acknowledgements References A Coached Collaborative Learning Environment for Entity-Relationship Modeling 1 Introduction 2 COLER 3. Empirical Studies 4. Conclusions and Future Work References Model of an Adaptive Support Interface for Distance Learning 1 Introduction 2 Adaptive Interfaces in Support of Distance Learning 3 Research Objectives 4 The ExploraGraph Environment 5 Usability Evaluation References Agent's Contribution for an Asynchronous Virtual Classroom 1 Introduction 2 Agent-Based Asynchronous Virtual Classroom 3 Agents Model 4 Implementation 5 Conclusion References Theoretical and Practical Considerations for Web-Based Intelligent Language Tutoring Systems 1 Introduction 2 System Description 3 System Trial 4 Conclusions and Further Research References Adaptive Multimedia Interface for Users with Intellectual and Cognitive Handicaps 1 Introduction 2 The Problem of Designing the Interface of an Intelligent Tutorial System 3 Knowledge Transmission 4 Conclusions References Evaluating the Need for Intelligence in an Adaptive Hypermedia System 1. Introduction 2. Potentials for Adaptation, Intelligence, and Coached Inquiry 3. The MetaLinks/Tectonica Software 4. Formative Evaluation Method 5. Evaluation Results 6. Conclusions References Tailoring Feedback by Correcting Student Answers 1 Introduction 2 Constraint-Based Modeling 3 Motivation 4 Constraint Representation 5 Solution Generation 6 Correcting an Erroneous Solution 7 Example of Solution Correction 8 Discussion 9 Conclusion and Further Work References Design Principles for a System to Teach Problem Solving by Modelling 1 Introduction 2. The COMBIEN? Project 3 The Student’s Activities 4 Interface and Interaction 5 Modelling Issues 6 Conclusion References Evolution of the Hypotheses Testing Approach in Intelligent Problem Solving Environments 1 Hypothesis Testing and the IPSE Approach 2 Elaboration of a Taxonomy of Different Hypotheses Used in 3 Patent-IT 4 Summary of the Hypotheses Testing Approach in Different IPSEs References The Impact of Representation on Coaching Argument Analysis 1 Introduction 2 Study Design and General Results 3 Coaching Approach 4 Analysis and Coding Methodology 5 Quantitative Analysis of Coaching Interaction 6 Qualitative Analysis of Coaching Interaction 7 Summary and Conclusions References Bringing Scrutability to Adaptive Hypertext Teaching Introduction Addition of Adaptive Elements Overview of textsf {ADAPT-Tutor} Navigation Explanation of Adaptation Trials with textsf {ADAPT-Tutor} Discussion and Conclusions ITS Tools for Natural Language Dialogue: A Domain-Independent Parser and Planner Motivation Natural Language Dialogue in Atlas-Andes Implementation of a Prototype Tutor APE: The Atlas Tutorial Planner CARMEL: The Atlas Input Understander Conclusions Cooperative Agents to Track Learner's Cognitive Gap 1. Introduction 2. New Concepts for Simulation Training in Aeronautics 3. A Prototype for “Full-Simulation” 4. Multi-agent ITS 5. Architecture of the Multi-agent System 6. Experimenting with KQML and CIAgent Agents [1] 7. Conclusion References Agent-Mediated Language-Learning Environment Based on Communicative Gaps 1 Introduction 2 Languages Difference and Communication 3 Communicative Foreign Language Learning Environment 4. Neckle 5. Conclusions and Future Work TEATRIX: Virtual Environment for Story Creation 1. Introduction 2. Teatrix: General Description 3. The Agents in the Fantasy Worlds of TEATRIX 4. Evaluation 5. Conclusions References Fading and Deepening: The Next Steps for Andes and other Model-Tracing Tutors 1 Model Tracing Tutors 2 Fading 3 Deep Learning References An Intelligent Learning Environment for Novice Users of a GUI 1 Overview 2 Related Work 3 Operation of the System 4 Domain Representation 5 Evaluation 6 Conclusions References A System for Concerned Teaching of Musical Aural Skills 1 Introduction and Overview 2 Related Work 3 Architecture 4 Using Concerns to Guide Teaching 4.1 The Concern Mechanism in Tapper 4.2 Example: A Student Performing Well 5 Concerned Teaching in Action 5.1 Case Study: A Student’s Second Session 5.2 Discussion 6 Conclusion and Further Work References Broader Bandwidth in Student Modeling: What if ITS Were "Eye"TS? 1 Introduction 2 Method 3 Instructional Opportunities 4 Summary References Accretion Representation for Scrutable Student Modelling Introduction Overview of the Accretion Representation Basic Operations: Accretion, Resolution, Destruction Accretion Representation Resolution Operators Accretion Sources and Operators Destruction Operators Related Work Summary Using a Probabilistic Student Model to Control Problem Difficulty 1 Introduction 2 SQL-Tutor 3 Problem Selection Using Bayesian Networks 4 Evaluation 5 Related Work 6 Conclusions & Future Work References Adaptive Bayesian Networks for Multilevel Student Modelling Introduction Related Work The Adaptive Bayesian Network The Adaptive Bayesian Testing Algorithm Conclusions References Inspecting and Visualizing Distributed Bayesian Student Models 1 Introduction 2 Visualizing Bayesian Student Models 3 Using ViSMod 4 Inspecting Bayesian Student Models 5 Distributed Bayesian Student Models 6 Evaluation 7 Conclusions References The Explanation Agent 1 Introduction 2 The Learning Environment Architecture 3 The Explanation Agent Architecture 4 Explanations Structure 5 Interpretation 6 Conclusion References The Conceptual Helper: An Intelligent Tutoring System for Teaching Fundamental Physics Concepts 1 Introduction 2 The Conceptual Helper from a Technical Point of View 3 The Teaching Strategy Followed by the Conceptual Helper 4 The Libraries of Lessons and Dialogues to Convey Knowledge to 5 Preliminary Analysis of the Evaluation of the System 6 Conclusions References Macroadapting Animalwatch to Gender and Cognitive Differences with Respect to Hint Interactivity and Symbolism Introduction Methodology The Domain Hints and Student Categorizations Measuring Hint Effectiveness: The Experiment and Data Processing Categorization of Hints Categorization of Students Cognitive Development Categorizing Across Gender Experiment and Results Gender Main Effects and Interactions Cognitive Development Effects and Interactions Three Way Interaction Effects Summary and Conclusions High-Level Student Modeling with Machine Learning Introduction Background Architecture What Are the Inputs/Outputs? How to Use the Model? Implementation Issues AnimalWatch Background Training Data and Features Function Approximator Results Conclusions and Future Work Individualized Recommendations for Learning Strategy Use 1 Introduction 2 Theoretical Basis of LS-LS 3 Individualised Suggestions of Learning Strategies 4 Recommending Computer-Based Environments 5 Summary References An Empirical Approach to On-Line Learning in SIETTE 1 Introduction 2 Simulating the Behavior of SIETTE 3 On-Line Learning 4 Conclusions References Cooperative Problem-Seeking Dialogues in Learning 1 Introduction 2 Problem-Seeking 3 Example of Cooperative Problem-Seeking 4 MetaMuse: Computational Implementation 5 The Study 6 Results and Interpretations 7 Conclusions References Course Sequencing for Static Courses? Applying ITS Techniques in Large-Scale Web-Based Education 1 Introduction 2 Content Indexing 3 The Use of Indexing for Courseware Engineering 3.1 Prerequisite Checking 4 Implementation and First Experience 5 Prospects References Modelling the Instructor in a Web-Based Authoring Tool for Algebra-Related ITSs 1 Overview 2 System Operation 3 Instructor Modelling 4 WEAR's Architecture 5 Conclusions and Future Work References Improving Story Choice in a Reading Tutor That Listens Using Computer Algebra for Rapid Development of ITS Components in Engineering Supporting Discovery Learning in Building Neural Network Models 1 Introduction References A Cognitive Model for Automatic Narrative Summarization in a Self-Educational System Didactic Situations as Multifaceted Theoretical Objects The Use of Constraint Logic Programming in the Development of Adaptive Tests An Ontological Approach for Design and Evaluation of Tutoring Systems Training Scenarios Generation Tools for an ITS to Control Center Operators Multiple Paradigms for a Generic Diagnostic Proposal A Description Formalism for Complex Questionnaires Assisting Planning in Computer-Mediated Explorative Problem-Solving Annotating Exploration History and Knowledge Mapping for Learning with Web-Based Resources Collaborative Learning Environment which Enforces Students to Induce Ideas Adaptive Support for Brain Deficits in Special Education Student Modelling and Interface Design in SIAL A Reification of a Strategy for Geometry Theorem Proving VLab : An Environment for Teaching Behavioral Modeling W1 - Modeling Human Teaching Tactics and Strategies W2 - Adaptive and Intelligent Web-Based Education Systems W3 - Applying Machine Learning to ITS Design/Construction W4 - Collaborative Discovery Learning in the Context of Simulations W5 - Case-Based Reasoning in Intelligent Training Systems W6 - Learning Algebra with the Computer, a Transdisciplinary Workshop W7 - Advanced Instructional Design for Complex Safety Critical & Emergency Training Young Researchers Track Author Index Intelligent Tutoring Systems: 5th International Conference, ITS 2000 Montréal, Canada, June 19–23, 2000 Proceedings Author: Gilles Gauthier, Claude Frasson, Kurt VanLehn Published by Springer Berlin Heidelberg ISBN: 978-3-540-67655-3 DOI: 10.1007/3-540-45108-0 Table of Contents: Adaptive Hypermedia: From Intelligent Tutoring Systems to Web-Based Education Infrastructure for Future Network Learning Can We Learn from ITSs? Uncertainty, Utility, and Understanding Stereotypes, Student Models and Scrutability Life and Learning in the Electronic Village: The Importance of Localization for the Design of Environments to Support Learning Tutoring Diagnostic Problem Solving LAHYSTOTRAIN: Integration of Virtual Environments and ITS for Surgery Training Active Learner Modelling Training Teams with Collaborative Agents Evaluating an Animated Pedagogical Agent Multi-agent Negotiation to Support an Economy for Online Help and Tutoring The Collaborative System with Situated Agents for Activating Observation Learning Should I Teach My Computer Peer? Some Issues in Teaching a Learning Companion WHITE RABBIT - Matchmaking of User Profiles Based on Discussion Analysis Using Intelligent Agents Applying Patterns to ITS Architectures Andes: A Coached Problem Solving Environment for Physics A Collection of Pedagogical Agents for Intelligent Educational Systems DT Tutor: A Decision-TheoreticDynamic Approach for Optimal Selection of Tutorial Actions Experimenting Features from Distinct Software Components on a Single Platform

This book constitutes the refereed proceedings of the 5th International Conference on Intelligent Tutoring Systems, ITS 2000, held in Montreal, Canada, in June 2000.
The 61 revised papers presented were carefully reviewed and selected from 110 submissions; also included are 6 invited presentations, 17 posters, and 7 workshop descriptions. The papers are organized in topical sections on agent-based tutoring systems, architectures for ITS, authoring systems, cognitive approaches, cooperative systems, distributed learning environments, evaluation of instructional systems, intelligent distance learning, intelligent multimedia and hypermedia systems, instructional design, learning environments, student modeling, teaching and learning strategies, and Web-based training systems.

The refereed proceedings of the 5th International Conference on Intelligent Tutoring Systems, ITS 2000. Papers and invited presentations cover topics including: distributed learning environments; intelligent multimedia systems; teaching and learning strategies; and Web-based training systems.