Abstract
Cognitive task analysis involves identifying the components of a task that are required for adequate performance. It is thus an important step in ITS design because it circumscribes the curriculum to be taught and provides a decomposition of that curriculum into the knowledge and subskills students must learn. This paper describes several different kinds of cognitive task analysis and organizes them according to a taxonomy of theoretical/empirical ∞ prescriptive/descriptive approaches. Examples are drawn from the analysis of a particular statistical reasoning task. The discussion centers on how different approaches to task analysis provide different perspectives on the decomposition of a complex skill and compares these approaches to more traditional methods.
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© 1998 Springer-Verlag Berlin Heidelberg
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Lovett, M.C. (1998). Cognitive Task Analysis in Service of Intelligent Tutoring System Design: A Case Study in Statistics. In: Goettl, B.P., Halff, H.M., Redfield, C.L., Shute, V.J. (eds) Intelligent Tutoring Systems. ITS 1998. Lecture Notes in Computer Science, vol 1452. Springer, Berlin, Heidelberg. https://doi.org/10.1007/3-540-68716-5_29
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DOI: https://doi.org/10.1007/3-540-68716-5_29
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