Learners may develop expertise by experiencing numerous different but relevant situations. Computer games and virtual simulations can facilitate these training opportunities, however, because of the relative difficulty in authoring new scenarios, the increasing need for new and different scenarios becomes a bottleneck in the learning process. Furthermore, a one-size-fits-all scenario may not address all of the abilities, needs, or goals of a particular learner. To address these issues we present a novel technique, Automated Scenario Adaptation, to automatically “rewrite” narrative scenario content to suit individual learners’ needs and abilities and to incorporate recent changes from real world learning needs. Scenario adaptation acts as problem generation for intelligent tutoring systems, producing greater learning opportunities that facilitate engagement and continued learner involvement.

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 ITSs can be characterized as having two loops: an outer loop and an inner loop. The outer loop intelligently selects the next relevant task for the student to complete. The inner loop iterates over individual problem-solving steps and provides contextually relevant feedback and instructional guidance. The ultimate goal of an ITS is to promote deep learning that persists over time, transfers to new domains, and accelerates future learning.

We examine a corpus of reflective tutorial dialogues between human tutor and student after the student completed introductory physics problems, to predict when the tutor abstracted from the student's preceding turn or when the tutor specialized from the student's preceding turn. Tutor abstraction occurs when the tutor repeats a segment of the student's turn using more general terms. Tutor specialization occurs when the tutor repeats a segment of the student's turn using more concrete terms. We find that features extracted from the reflective dialogue context produce the most predictive models. Also, the tutor abstracts more often when the student shows signs of working at a very detailed level for awhile, and prompts for specification when the student's responses are imprecise.

The mission of the ARTSI (Advancing Robotics Technology for Societal Impact) Alliance, a consortium of 19 Historically Black Colleges and Universities (HBCUs) and 9 major research universities (R1s), is to enlarge the nation’s engineering and science talent pool by increasing the number of students from underrepresented groups who pursue advanced training in computer science. ARTSI is one of several alliances funded by the National Science Foundation’s Broadening Participation in Computing Program. ARTSI focuses specifically on institutions serving African Americans and uses robotics education to attract and engage students. In this paper we describe the activities comprising ARTSI, our vision of a robotics curriculum for CS undergraduates, and ways to integrate robotics modules into existing CS courses.

It has been also demonstrated that emotional In its basic underpinning assumptions, cognitive load states (e.g., negative mood or anxiety) directly influence theory relies on the analogy between the information cognitive task performance and the operation of working processing aspects of evolution by natural selection and memory, while less evidence exists about the effect of the human cognition (Sweller & Sweller, 2006). It considers emotional content of the processed information (e.g., both biological evolution and human cognition as Kensinger & Corkin, 2003).

Creating natural language tutorial dialogue systems that realize effective strategies is a central challenge for intelligent tutoring systems research. Traditional approaches generally require large development time, do not generalize well across domains, and do not match the flexibility and natural language sophistication of human tutors. A promising approach that may offer several benefits is data-driven system development, in which a dialogue policy is learned from corpora of human tutorial dialogue. To date these learning approaches typically focus on optimizing the tutor’s choice of act, and do not explicitly model the instances in which the tutor chose not to act. This paper reports on a hidden Markov modeling (HMM) approach within human textual tutorial dialogue that explicitly represents the tutors’ choices not to intervene. The results show that an HMM that models tutor non-interventions predicts tutor moves significantly better than a model that does not explicitly represent the non-interventions. The findings have implications for automatically modeling tutorial strategies and for learning dialogue policies from corpora.

Using the Gramulator, we analyzed the linguistic features of ESL texts and fairy tales. Our goal was to determine if fairy tales had the potential to be used as reading material for English language learners. The results of our analyses suggest that there are significant similarities between fairy tales and ESL texts, but that differences lie in the content of the text types with fairy tales appearing significantly more narrative in style and ESL texts appearing more expository.

Thomas K. Landauer (Pearson Knowledge Technologies) The recently created word maturity (WM) metric uses the computational language model LSA to mimic the average evolutionary growth of individual word and paragraph knowledge as a function of the total amount and order of simulated reading. The simulator traces the separate growth trajectories of an unlimited number of different words from the beginning of reading to adult level.

This study investigates Serious Games (SG) to assess motivational factors appropriate to an Intelligent Tutoring System (ITS). An ITS can benefit from SG’ elements that can highly support learners’ motivation. Thus, identifying and assessing the effect that these factors may have on learners is a crucial step before attempting to integrate them into an ITS. We designed an experiment using a Serious Game and combined both the theoretical ARCS model of motivation and empirical physiological sensors (heart rate, skin conductance and EEG) to assess the effects of motivational factors on learners. We then identified physiological patterns correlated with one motivational factor in a Serious Game (Alarm triggers) associated with the Attention category of the ARCS model. The best result of three classifiers run on the physiological data has reached an accuracy of 73.8% in identifying learners’ attention level as being either above or below average. These results open the door to the possibility for an ITS to discriminate between attentive and inattentive learners.

If given manually-crafted goal selection knowledge, goal reasoning agents can dynamically determine which goals they should achieve in complex environments. These agents should instead learn goal selection knowledge through expert interaction. We describe T-ARTUE, a goal reasoning agent that performs case-based active and interactive learning to discover goal selection knowledge. We also report tests of its performance in a complex environment. We found that, under some conditions, T-ARTUE can quickly learn goal selection knowledge.