The diagnosing behaviour of intelligent tutoring systems

Renate van der Bent, J.T. Jeuring, B.J. Heeren

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

Abstract

Intelligent Tutoring Systems (ITSs) determine the quality of student responses by means of a diagnostic process, and use this information for providing feedback and determining a student’s progress. This paper studies how ITSs diagnose student responses. In a systematic literature review we compare the diagnostic processes of 40 ITSs in various domains. We investigate what kinds of diagnoses are performed and how they are obtained, and how the processes compare across domains. The analysis identifies eight aspects that ITSs diagnose: correctness, difference, redundancy, type of error, common error, order, preference, and time. All ITSs diagnose correctness of a step. Mathematics tutors diagnose common errors more often than programming tutors, and programming tutors diagnose type of error more often than mathematics tutors. We discuss a general model for representing diagnostic processes.
Original languageEnglish
Title of host publicationTransforming Learning with Meaningful Technologies
Subtitle of host publication14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Delft, The Netherlands, September 16–19, 2019, Proceedings
EditorsMaren Scheffel, Julien Broisin, Viktoria Pammer-Schindler, Andri Ioannou, Jan Schneider
Place of PublicationCham
PublisherSpringer
Chapter9
Pages112-126
Number of pages15
ISBN (Electronic)9783030297367
ISBN (Print)9783030297350
DOIs
Publication statusPublished - Sep 2019
Event14th European Conference on Technology Enhanced Learning: Transforming Learning With Meaningful Technologies - The Leiden-Delft-Erasmus Center for Education and Learning , Delft, Netherlands
Duration: 16 Sep 201919 Sep 2019
Conference number: 2019
http://www.ec-tel.eu
http://www.ec-tel.eu/index.php?id=918

Publication series

SeriesLecture Notes in Computer Science
Volume11722

Conference

Conference14th European Conference on Technology Enhanced Learning
Abbreviated titleEC-TEL 2019
CountryNetherlands
CityDelft
Period16/09/1919/09/19
Internet address

Fingerprint

Intelligent Tutoring Systems
Diagnostics
Correctness
Programming
Literature Review
Redundancy

Cite this

van der Bent, R., Jeuring, J. T., & Heeren, B. J. (2019). The diagnosing behaviour of intelligent tutoring systems. In M. Scheffel, J. Broisin, V. Pammer-Schindler, A. Ioannou, & J. Schneider (Eds.), Transforming Learning with Meaningful Technologies: 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Delft, The Netherlands, September 16–19, 2019, Proceedings (pp. 112-126). Cham: Springer. Lecture Notes in Computer Science, Vol.. 11722 https://doi.org/10.1007/978-3-030-29736-7_9
van der Bent, Renate ; Jeuring, J.T. ; Heeren, B.J. / The diagnosing behaviour of intelligent tutoring systems. Transforming Learning with Meaningful Technologies: 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Delft, The Netherlands, September 16–19, 2019, Proceedings. editor / Maren Scheffel ; Julien Broisin ; Viktoria Pammer-Schindler ; Andri Ioannou ; Jan Schneider. Cham : Springer, 2019. pp. 112-126 (Lecture Notes in Computer Science, Vol. 11722).
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title = "The diagnosing behaviour of intelligent tutoring systems",
abstract = "Intelligent Tutoring Systems (ITSs) determine the quality of student responses by means of a diagnostic process, and use this information for providing feedback and determining a student’s progress. This paper studies how ITSs diagnose student responses. In a systematic literature review we compare the diagnostic processes of 40 ITSs in various domains. We investigate what kinds of diagnoses are performed and how they are obtained, and how the processes compare across domains. The analysis identifies eight aspects that ITSs diagnose: correctness, difference, redundancy, type of error, common error, order, preference, and time. All ITSs diagnose correctness of a step. Mathematics tutors diagnose common errors more often than programming tutors, and programming tutors diagnose type of error more often than mathematics tutors. We discuss a general model for representing diagnostic processes.",
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van der Bent, R, Jeuring, JT & Heeren, BJ 2019, The diagnosing behaviour of intelligent tutoring systems. in M Scheffel, J Broisin, V Pammer-Schindler, A Ioannou & J Schneider (eds), Transforming Learning with Meaningful Technologies: 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Delft, The Netherlands, September 16–19, 2019, Proceedings. Springer, Cham, Lecture Notes in Computer Science, vol. 11722, pp. 112-126, 14th European Conference on Technology Enhanced Learning, Delft, Netherlands, 16/09/19. https://doi.org/10.1007/978-3-030-29736-7_9

The diagnosing behaviour of intelligent tutoring systems. / van der Bent, Renate; Jeuring, J.T.; Heeren, B.J.

Transforming Learning with Meaningful Technologies: 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Delft, The Netherlands, September 16–19, 2019, Proceedings. ed. / Maren Scheffel; Julien Broisin; Viktoria Pammer-Schindler; Andri Ioannou; Jan Schneider. Cham : Springer, 2019. p. 112-126 (Lecture Notes in Computer Science, Vol. 11722).

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

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AB - Intelligent Tutoring Systems (ITSs) determine the quality of student responses by means of a diagnostic process, and use this information for providing feedback and determining a student’s progress. This paper studies how ITSs diagnose student responses. In a systematic literature review we compare the diagnostic processes of 40 ITSs in various domains. We investigate what kinds of diagnoses are performed and how they are obtained, and how the processes compare across domains. The analysis identifies eight aspects that ITSs diagnose: correctness, difference, redundancy, type of error, common error, order, preference, and time. All ITSs diagnose correctness of a step. Mathematics tutors diagnose common errors more often than programming tutors, and programming tutors diagnose type of error more often than mathematics tutors. We discuss a general model for representing diagnostic processes.

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van der Bent R, Jeuring JT, Heeren BJ. The diagnosing behaviour of intelligent tutoring systems. In Scheffel M, Broisin J, Pammer-Schindler V, Ioannou A, Schneider J, editors, Transforming Learning with Meaningful Technologies: 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Delft, The Netherlands, September 16–19, 2019, Proceedings. Cham: Springer. 2019. p. 112-126. (Lecture Notes in Computer Science, Vol. 11722). https://doi.org/10.1007/978-3-030-29736-7_9