Modeling skills are essential during the process of learning programming. ITS systems for modeling are typically hard to build due to the ill-definedness of most modeling tasks. This paper presents a system that can teach UML skills to novice programmers. The system is “simple and cheap” in the sense that it only requires an expert solution against which the student solutions are compared, but still flexible enough to accommodate certain degrees of solution flexibility and variability that are characteristic of modeling tasks. An empirical evaluation via a controlled lab study showed that the system worked fine and, while not leading to significant learning gains as compared to a control condition, still revealed some promising results.

Intelligent Tutoring Systems (ITSs) have begun to incorporate game-based components in an attempt to balance the learning benefits of ITSs with the motivational benefits of games. iSTART-ME (Motivationally Enhanced) is a new game-based learning environment that was developed on top of an existing ITS (iSTART). In a multi-session lab-based efficacy study with 125 high school students, those students with a low prior reading ability who were trained by a game-based tutoring system (iSTART-ME) or a traditional intelligent tutoring system (iSTART-Regular) performed significantly better on posttest measures than students assigned to a time-delayed control condition. Additionally, the low reading ability students who interacted with the game-based system had a tendency to gain more than students in the traditional ITS system.

Officers of the Florida AI Research Society.

We evaluated an affect-sensitive version of AutoTutor, a dialogue based ITS that simulates human tutors. While the original AutoTutor is sensitive to students’ cognitive states, the affect-sensitive tutor (Supportive tutor) also responds to students’ affective states (boredom, confusion, and frustration) with empathetic, encouraging, and motivational dialogue moves that are accompanied by appropriate emotional expressions. We conducted an experiment that compared the Supportive and Regular (non-affective) tutors over two 30-minute learning sessions with respect to perceived effectiveness, fidelity of cognitive and emotional feedback, engagement, and enjoyment. The results indicated that, irrespective of tutor, students’ ratings of engagement, enjoyment, and perceived learning decreased across sessions, but these ratings were not correlated with actual learning gains. In contrast, students’ perceptions of how closely the computer tutors resembled human tutors increased across learning sessions, was related to the quality of tutor feedback, the increase was greater for the Supportive tutor, and was a powerful predictor of learning. Implications of our findings for the design of affect-sensitive ITSs are discussed.

The authors used the computational tool Coh-Metrix to examine expert writers’ paraphrases and in particular, how experts paraphrase text passages using condensing strategies. The overarching goal of this study was to develop machine learning algorithms to aid in the automatic detection of paraphrases and paraphrase types. To this end, three experts were instructed to paraphrase by condensing a set of target passages. The linguistic differences between the original passages and the condensed paraphrases were then analyzed using Coh-Metrix. The condensed paraphrases were accurately distinguished from the original target passages based on the number of words, word frequency, and syntactic complexity.

Bill Swartout Introduced by Alan Kay at XEROX PARC in the 1970's, the desktop metaphor, which was later adopted in the Macintosh and Windows operating systems, has become the primary way we think about interacting with computers. Over the last decade, we have been developing sophisticated virtual humans at the USC Institute for Creative Technologies.

Researchers have recognized the importance of classifying personality through discourse for many years. However, this line of research tends to focus almost exclusively on the personality categories known as the Big Five factors. Though this information is certainly valuable, it may also be useful to categorize personality based on the Leary’s Interpersonal Circumplex model which emphasizes a predictive function. In this paper we construct the data set for personality annotation among six dimensions (based on a coding scheme developed from Leary’s Interpersonal Circumplex) for players using a chat interaction in an epistemic game, Land Science. Our results indicate that overall personality annotation is reliable (Average Kappa = 0.65) with the highest reliability for the competitive dimension and the lowest reliability for the leading dimension.

Search algorithms such as Rapidly-exploring Random Trees (RRTs) are common in robot programming. Including graphical representations of the output of these algorithms in a robotics framework can make the algorithms more accessible to students, and can also help programmers analyze and account for unexpected results. For this project, we used the Tekkotsu open source robot programming framework, available at Tekkotsu.org. We extended Tekkotsu’s graphical user interface for displaying vision data and maps to also display the output of an RRT search. We created several demos using two types of searches: one from a navigation path planner, and one from an arm path planner. In some cases the search had no solution, and the graphical output helped to illustrate why. This confirms the utility of the RRT visualization for explaining unexpected search results. We expect that this tool will also contribute to improved student understanding of the search algorithm.

In the area of student knowledge assessment, knowledge tracing is a model that has been used for over a decade to predict student knowledge and performance. Many modifications to this model have been proposed and evaluated, however, the modifications are often based on a combination of intuition and experience in the domain. This method of model improvement can be difficult for researchers without high level of domain experience and furthermore, the best improvements to the model could be unintuitive ones. Therefore, we propose a completely data driven approach to model improvement. This alternative allows for researchers to evaluate which aspects of a model are most likely to result in model performance improvement. Our results suggest a variety of different improvements to knowledge tracing many of which have not been explored.

Intelligent tutoring systems (ITS) is a multidisciplinary field of study that draws upon artificial intelligence, computer science, and cognitive science to create computerized tutoring systems that offer immediate feedback and individualized instruction. Broadly construed, most intelligent tutoring systems can be characterized as having two loops: an outer loop and an inner loop. In general, the goal of the track is to bring together an international group of scientists to present current research, design, and empirical evaluations of their tutoring systems. is track is meant to inform researchers on the recent developments in both the design of tutoring systems, as well as their evaluation. Topics included game-based, narrative-based and virtual learning environments; NLP and dialogue in tutoring systems; modeling and shaping affective state; metacognition; gaming the system; ill-defined domains; educational data mining; authoring tools for nonexperts; adaptive educational hypermedia; collaborative and group learning; open learner modeling; ontology engineering for educational purposes; novel interfaces; human computer interaction in educational settings; design decisions to increase engagement; and assistive technologies for learners with special needs.