Analysis of students' actions during online invention activities - seeing the thinking through the numbers
Ido Roll, Vincent Aleven, Kenneth R. Koedinger · International Conference of Learning Sciences · 2010
Intelligent Tutoring Systems are widely used coached problem-solving environments (Koedinger, Anderson, Hadley & Mark, 1997; VanLehn, Lynch, Schulze, Shapiro & Shelby, 2005). They are successful, in part, due to their ability to give adaptive feedback (Corbett & Anderson, 2001; Koedinger & Aleven, 2007). More specifically, Intelligent Tutoring Systems adapt to students' behavior and knowledge by tracing students' learning trajectories using a cognitive model of the domain (Corbett & Anderson, 1995). A different family of educational technologies supports students during discovery and scientific inquiry tasks (de Jong & van Joolingen, 1998). However, the large solution space in these tasks, among other reasons, make the model tracing approach very hard to design and implement in these environments (van Joolingen, 1999; Veermans, de Jong & van Joolingen, 2000).