Abstract
Intelligent tutoring systems (ITSs) provide individualised instruction by maintaining models of their students. Traditionally, these models have been hidden from the student. However, recent work in the area has suggested educational benefits in exposing the student model. This approach, known as open student modelling, allows the student to inspect their model thereby facilitating reflection, which is known to enhance the learning process. To date, few evaluations have been conducted to determine the effects that open student models have on learning. This is the focus of our work. In particular, we are interested in whether even a simple open model can have a positive effect on learning. We have exposed the student model in e-KERMIT, and performed an evaluation study. Subjective results from the study are encouraging, although a more extensive study is needed to draw reliable conclusions.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
References
Aleven, V., Koedinger, K. Limitations of Student Control: Do Students Know When They Need Help? In: G. Gauthier, C. Frasson and K. VanLehn (eds): Proc. ITS’2000, Springer-Verlag (2000) 292–303
Brusilovsky, P., Schwarz, E., Weber, G. ELM-ART: an Intelligent Tutoring System on World Wide Web. Proc. ITS’96 (1996) 261–269
Bull, S. See Yourself Write: a Simple Student Model to Make Students Think. In: A. Jameson, C. Paris and C. Tasso (eds): Proc. UM’97, Springer (1997) 315–326
Bull, S., Pain, H. Did I say what I think I said, and do you agree with me? Inspecting and Questioning the Student Model. In: J. Greer (ed), Proc. AIED’95 (1995) 501–508
Bull, S., Brna, P. & Pain, H. Extending the Scope of the Student Model. User Modeling and User Adapted Interaction, 5(1) (1995) 45–65
Bull, S., Brna, P. What does Susan Know that Paul Doesn’t? (and vice versa): Contributing to each other’s student model. In: B. du Boulay, R. Mizoguchi (eds), Proc. AIED 97, IOS Press, Amsterdam (1997) 568–570
Bull, S., Smith, M. A pair of student models to encourage collaboration. In: A. Jameson, C. Paris & C. Tasso (eds) Proc. 6th Int. Conf. on User Modeling, Springer (1997) 339–341
Bull, S., Brna, P. Enhancing peer interaction in the Solar system. In: P. Brna, M. Baker & K. Stenning (eds) Roles of communicative interaction in learning to model in Mathematics and Science: Proc. C-LEMMAS, Ajaccio, Corsica (1999)
Dimitrova, V., Self, J., Brna, P. Applying Interactive Open Learner Models to Learning Technical Terminology. In: M. Bauer, P. J. Gmytrasiewics, J. Vassileva (eds.) Proc. UM 2001, Springer (2001) 148–157
Greer, J., McCalla, G., Collins, J., Kumar, V., Meagher, P., Vassileva, J. Supporting Peer Help and Collaboration in Distributed Workplace Environments, IJAIED, 9, (1998) 159–177.
Kay, J. The UM toolkit for Cooperative Student Modeling. User Modeling and User-Adapted Interaction, 4 (1995) 149–196
McCalla, G., Vassileva, J., Greer, J., Bull, S. Active Learner Modelling. In: G. Gauthier, C. Frasson, K. VanLehn (eds), Proc. ITS’2000, Springer (2000) 53–62
Mitrovic, A. Investigating students’ self-assessment skills. In: M. Bauer, P.J. Gmytrasiewicz and J. Vassileva (eds) Proc. UM-2001, Springer (2001) 247–250
Mitrovic, A., Ohlsson, S.: Evaluation of a Constraint-based Tutor for a Database Language. Int. J. on Artificial Intelligence in Education, 10(3–4), (1999) 238–256
Morales, R., Pain, H., Conlon, T. Effects of Inspecting Learner Models on Learners’ Abilities. In: J. D. Moore, C. L. Redfield, W. L. Johnson (eds) Proc. AIED 2001 (2001) 434–445
Ohlsson, S.: Constraint-based student modeling. In: Greer, J.E., McCalla, G (eds): Student modeling: the key to individualized knowledge-based instruction, (1994) 167–189.
Paiva, A., Self, J. TAGUS — a User and Learner Modelling Workbench. User Modeling and User-Adapted Interaction, 4 (1995) 197–226
Suraweera, P., Mitrovic, A. Designing an Intelligent Tutoring System for Database Modelling. In: M.J. Smith, G. Salvendy (eds) (2001) 745–749
White, B.Y., Shimoda, T. A, Frederiksen, J.R. Enabling Students to Construct Theories of Collaborative Inquiry and Reflective Learning: Computer Support for Metacognitive Development. Int. Journal on AI in Education, 10 (1999) 151–182
Zapata-Rivera, J.D., Greer, J.E. Inspecting and Visualizing Distributed Bayesian Student Models. In: G. Gauthier, C. Frasson, K. VanLehn (eds), ITS’2000, Springer (2000) 544–553
Zapata-Rivera, J-D. Supporting Negotiated Assessment Using Open Student Models. In: M. Bauer, P. J. Gmytrasiewicz, J. Vassileva (eds) UM 2001, Springer (2001) 295–297.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2002 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Hartley, D., Mitrovic, A. (2002). Supporting Learning by Opening the Student Model. In: Cerri, S.A., Gouardères, G., Paraguaçu, F. (eds) Intelligent Tutoring Systems. ITS 2002. Lecture Notes in Computer Science, vol 2363. Springer, Berlin, Heidelberg. https://doi.org/10.1007/3-540-47987-2_48
Download citation
DOI: https://doi.org/10.1007/3-540-47987-2_48
Published:
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-43750-5
Online ISBN: 978-3-540-47987-1
eBook Packages: Springer Book Archive