Abstract
Part of the success of computerized intelligent tutoring systems will be associated with their ability to assess and diagnose students' knowledge in order to direct pedagogical interventions. What is needed is a methodology for identifying general relationships between on-line action patterns and patterns of knowledge derived off-line. Such a methodology would allow an assessment and diagnosis of knowledge, based only on student actions. The focus of this initial research is the development of a means of identifying meaningful action patterns in student-tutor interactions. Actions executed by subjects on a set of verbal troubleshooting tests (Nichols et al., 1989) were summarized using the Pathfinder network scaling procedure (Schvaneveldt, 1990). The results obtained from this work indicate that meaningful patterns of actions can be identified using the Pathfinder procedure.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1281-1285 |
| Number of pages | 5 |
| Journal | Proceedings of the Human Factors and Ergonomics Society |
| Volume | 2 |
| State | Published - Dec 1 1993 |
| Externally published | Yes |
| Event | Proceedings of the 37th Annual Meeting of the Human Factors and Ergonomics Society - Seattle, WA, USA Duration: Oct 11 1993 → Oct 15 1993 |
ASJC Scopus subject areas
- Human Factors and Ergonomics