Campus Units

Computer Science, Education, School of, Industrial and Manufacturing Systems Engineering, Virtual Reality Applications Center, Human Computer Interaction

Document Type

Conference Proceeding

Publication Version

Accepted Manuscript

Publication Date

2014

Journal or Book Title

Proceedings of Workshop held during ITS-2014. Pedagogy That Makes A Difference: Exploring Domain-Independent Principles across Instructional Management Research within the ITS Community

First Page

18

Last Page

25

Conference Title

The 12th Annual Conference on Intelligent Tutoring Systems

Conference Date

June 6, 2014

City

Honolulu, HI

Abstract

Unlike text-based input to an intelligent tutoring system, a diagram is perceived as a whole state; the operation sequence is less important. Traditional step-wise coaching is not as appropriate in diagram-based intelligent tutoring systems (DITS). From two previous tutoring systems, StaticsTutor and Thermo Cycle Tutor, we propose cross-domain pedagogical guidelines for DITS. In particular, instruction needs to be mapped to a hierarchical understanding of the diagram, where each level focuses on different characteristics of the drawing. Also, instruction needs to address conceptual knowledge and procedure expertise separately. Some practical suggestions are described to achieve these goals, such as 1) different tolerance for error at different level of evaluation, 2) use of Q&A to resolve diagram ambiguity and 3) early loading of expertise that is important for avoiding difficult-to-fix diagrammatic states.

Comments

This is a manuscript of a conference proceeding published as Guo, Enruo, and Stephen Gilbert. "Instructional Strategies in Diagram-based ITSs: Lessons Learned from Two Tutoring Systems." Pedagogy That Makes A Difference: Exploring Domain-Independent Principles across Instructional Management Research within the ITS Community (2014): 18.

Copyright Owner

Springer-Verlag Berlin Heidelberg

Language

en

File Format

application/pdf

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