Search results for author:"Kurt VanLehn"
Total records matched: 16 Search took: 0.049 secs
Journal of Artificial Intelligence in Education Vol. 5, No. 2 (1994) pp. 135–75
Explains the concept of a computerized simulated student as a model of human learning and explores three areas of application: for teachers, for students, and for instructional designers during formative evaluation. Technical limitations, existing...
International Journal of Artificial Intelligence in Education Vol. 26, No. 1 (2016) pp. 82–90
Although the Andes project produced many results over its 18 years of activity, this commentary focuses on its contributions to understanding how a goal-free user interface impacts the overall design and performance of a step-based tutoring system....
Journal of the Learning Sciences Vol. 8, No. 1 (1999) pp. 71–125
Defines Cascade's model of learning. Evaluates Cascade's model of rule-learning events by analyzing those gleaned from protocols of physics students solving problems and studying examples. Suggests ways that instruction can be improved to increase...
International Journal of Artificial Intelligence in Education Vol. 26, No. 1 (2016) pp. 107–112
This commentary suggests a generalization of the conception of the behavior of tutoring systems, which the target article characterized as having an outer loop that was executed once per task and an inner loop that was executed once per step of the...
Journal of Artificial Intelligence in Education Vol. 6, No. 4 (1995) pp. 405–37
Describes a simulated student that learns by interacting with a human tutor. Tests suggest that simulated students, when developed past the prototype stage, could be valuable for training human tutors. Provides a computational cognitive task...
Learning, Interactional, and Motivational Outcomes in One-to-One Synchronous Computer-Mediated versus Face-to-Face Tutoring
International Journal of Artificial Intelligence in Education Vol. 19, No. 1 (2009) pp. 73–102
Face-to-face (FTF) human-human tutoring has ranked among the most effective forms of instruction. However, because computer-mediated (CM) tutoring is becoming increasingly common, it is instructive to evaluate its effectiveness relative to face-to...
Computer Science Education Vol. 15, No. 3 (September 2005) pp. 183–201
For beginning programmers, inadequate problem solving and planning skills are among the most salient of their weaknesses. In this paper, we test the efficacy of natural language tutoring to teach and scaffold acquisition of these skills. We describe ...
Journal of Educational Computing Research Vol. 21, No. 1 (1999) pp. 25–53
Analyzes computer-based simulations of workplaces to determine potential problems that might impede their use in school-to-work programs. Simulations were classified according to type and critiqued regarding common usage problems. Concludes that...
International Journal of Artificial Intelligence in Education Vol. 20, No. 4 (2010) pp. 303–332
Self-explaining is a domain-independent learning strategy that generally leads to a robust understanding of the domain material. However, there are two potential explanations for its effectiveness. First, self-explanation generates additional ...
Improving Classroom Learning by Collaboratively Observing Human Tutoring Videos while Problem Solving
Journal of Educational Psychology Vol. 101, No. 4 (November 2009) pp. 779–789
Collaboratively observing tutoring is a promising method for observational learning (also referred to as vicarious learning). This method was tested in the Pittsburgh Science of Learning Center's Physics LearnLab, where students were introduced to...
Educational Psychologist Vol. 40, No. 4 (2005) pp. 225–234
It is well-documented that most students do not have adequate proficiencies in inquiry and metacognition, particularly at deeper levels of comprehension that require explanatory reasoning. The proficiencies are not routinely provided by teachers and ...
An Evaluation of Pedagogical Tutorial Tactics for a Natural Language Tutoring System: A Reinforcement Learning Approach
International Journal of Artificial Intelligence in Education Vol. 21, No. 1 (2011) pp. 83–113
Pedagogical strategies are policies for a tutor to decide the next action when there are multiple actions available. When the content is controlled to be the same across experimental conditions, there has been little evidence that tutorial decisions ...
Learning Science by Constructing Models: Can Dragoon Increase Learning without Increasing the Time Required?
International Journal of Artificial Intelligence in Education Vol. 26, No. 4 (2016) pp. 1033–1068
A common hypothesis is that students will more deeply understand dynamic systems and other complex phenomena if they construct computational models of them. Attempts to demonstrate the advantages of model construction have been stymied by the long...
Instructional Science: An International Journal of the Learning Sciences Vol. 39, No. 5 (September 2011) pp. 645–666
Cognitive science principles should have implications for the design of effective learning environments. The self-explanation principle was chosen for the current work because it has developed significantly over the last 20 years. Early formulations ...
Danielle E. Matthews; Kurt VanLehn; Arthur C. Graesser; G Tanner Jackson; Pamela Jordan; Andrew Olney; Andrew Carolyn P. Rosa
Cognitive Science Vol. 31, No. 1 (2007) pp. 3–62
It is often assumed that engaging in a one-on-one dialogue with a tutor is more effective than listening to a lecture or reading a text. Although earlier experiments have not always supported this hypothesis, this may be due in part to allowing the...
Lishan Zhang; Kurt VanLehn; Sylvie Girard; Winslow Burleson; Maria Elena Chavez-Echeagaray; Javier Gonzalez-Sanchez; Yoalli Hidalgo-Pontet
Computers & Education Vol. 75, No. 1 (June 2014) pp. 196–217
Modelling is an important skill to acquire, but it is not an easy one for students to learn. Existing instructional technology has had limited success in teaching modelling. We have applied a recently developed technology, meta-tutoring, to address...