The Use of Multiple Explanations in an Open-Ended Intelligent Tutoring System
Kay Gladwell Schulze · Journal of Educational Technology Systems · 1990
In developing intelligent tutoring systems, a great deal of effort has been spent in attempting to adequately represent the task domain knowledge, in modeling the student's problem-solving behavior and in diagnosing student errors. Our current research effort is aimed at providing the student with multiple explanations of how to solve the problem. This article describes an open-ended tutorial system designed to teach students how to generate equations involving two variable from an algebraic word problem. It provides a student with individualized tutoring by determining which of two tutoring strategies is most effective for him and with differential tutoring by providing four difficulty levels for each class of problems.