The diagnosing behaviour of intelligent tutoring systems

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

doi:10.1007/978-3-030-29736-7_9

The diagnosing behaviour of intelligent tutoring systems

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

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Research output: Chapter in Book/Report/Conference proceeding › Conference Article in proceeding › Academic › peer-review

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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 language	English
Title of host publication	Transforming Learning with Meaningful Technologies
Subtitle of host publication	14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Delft, The Netherlands, September 16–19, 2019, Proceedings
Editors	Maren Scheffel, Julien Broisin, Viktoria Pammer-Schindler, Andri Ioannou, Jan Schneider
Place of Publication	Cham
Publisher	Springer
Chapter	9
Pages	112-126
Number of pages	15
ISBN (Electronic)	9783030297367
ISBN (Print)	9783030297350
DOIs	https://doi.org/10.1007/978-3-030-29736-7_9
Publication status	Published - Sept 2019
Event	14th European Conference on Technology Enhanced Learning: Transforming Learning With Meaningful Technologies - The Leiden-Delft-Erasmus Center for Education and Learning , Delft, Netherlands Duration: 16 Sept 2019 → 19 Sept 2019 Conference number: 2019 http://www.ec-tel.eu http://www.ec-tel.eu/index.php?id=918

Publication series

Series	Science of Computer Programming
Volume	11722

Conference

Conference	14th European Conference on Technology Enhanced Learning
Abbreviated title	EC-TEL 2019
Country/Territory	Netherlands
City	Delft
Period	16/09/19 → 19/09/19
Internet address	http://www.ec-tel.eu http://www.ec-tel.eu/index.php?id=918

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10.1007/978-3-030-29736-7_9

The diagnosing behaviour of intelligent tutoring systemsFinal published version, 380 KBLicence: Taverne

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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). Springer. 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 (Science of Computer Programming, 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{\textquoteright}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.",

author = "{van der Bent}, Renate and J.T. Jeuring and B.J. Heeren",

year = "2019",

month = sep,

doi = "10.1007/978-3-030-29736-7_9",

language = "English",

isbn = "9783030297350",

series = "Science of Computer Programming",

publisher = "Springer",

pages = "112--126",

editor = "Scheffel, {Maren } and Broisin, {Julien } and Pammer-Schindler, {Viktoria } and Ioannou, {Andri } and Schneider, {Jan }",

booktitle = "Transforming Learning with Meaningful Technologies",

note = "14th European Conference on Technology Enhanced Learning : Transforming Learning With Meaningful Technologies, EC-TEL 2019 ; Conference date: 16-09-2019 Through 19-09-2019",

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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, Science of Computer Programming, 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 (Science of Computer Programming, Vol. 11722).

Research output: Chapter in Book/Report/Conference proceeding › Conference Article in proceeding › Academic › peer-review

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T1 - The diagnosing behaviour of intelligent tutoring systems

AU - van der Bent, Renate

AU - Jeuring, J.T.

AU - Heeren, B.J.

N1 - Conference code: 2019

PY - 2019/9

Y1 - 2019/9

N2 - 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.

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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SN - 9783030297350

T3 - Science of Computer Programming

SP - 112

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BT - Transforming Learning with Meaningful Technologies

A2 - Scheffel, Maren

A2 - Broisin, Julien

A2 - Pammer-Schindler, Viktoria

A2 - Ioannou, Andri

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PB - Springer

CY - Cham

T2 - 14th European Conference on Technology Enhanced Learning

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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. (Science of Computer Programming, Vol. 11722). doi: 10.1007/978-3-030-29736-7_9

The diagnosing behaviour of intelligent tutoring systems

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