Experimentation with the Generalized Intelligent Framework for Tutoring (GIFT): A Testbed Use Case.
Benjamin Goldberg, Janice Cannon-Bowers · 2013
Abstract. Computer-Based Tutoring Systems (CBTS) are grounded in instructional theory, utilizing tailored pedagogical approaches at the individual level to assist in learning and retention of associated materials. As a result, the effectiveness of such systems is dependent on the application of sound instructional tactics that take into account the strengths and weaknesses of a given learner. Researchers continue to investigate this challenge by identifying factors associated with content and guidance as it pertains to the learning process and the level of understanding an individual has for a particular domain. In terms of experimentation, a major goal is to identify specific tactics that impact an individual’s performance and the information that manages their implementation. The Generalized Intelligent Framework for Tutoring (GIFT) is a valuable tool for this avenue of research, as it is a modular, domain-independent framework that enables the authoring of congruent systems that vary in terms of the research questions being addressed. This paper will present GIFT’s design considerations for use as an experimental testbed, followed by the description of a use case applied to examine the modality effect of feedback during game-based training events.