Abstract
Student modeling has played a key role in the success of ITS by allowing computer-based tutors to dynamically adapt to a student’s knowledge and problem solving behaviour. In this talk, I will discuss how the scope and effectiveness of ITS can be further increased by extending the range of features captured in a student model to include domain independent, meta-cognitive skills and affective states. In particular, I will illustrate how we are applying this research to improve the effectiveness of exploratory learning environments and educational games designed to support open ended, student-led pedagogical interactions.
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© 2004 Springer-Verlag Berlin Heidelberg
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Conati, C. (2004). Toward Comprehensive Student Models: Modeling Meta-cognitive Skills and Affective States in ITS. In: Lester, J.C., Vicari, R.M., Paraguaçu, F. (eds) Intelligent Tutoring Systems. ITS 2004. Lecture Notes in Computer Science, vol 3220. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-30139-4_114
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DOI: https://doi.org/10.1007/978-3-540-30139-4_114
Publisher Name: Springer, Berlin, Heidelberg
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