Intelligent Tutoring Systems for Ill-Defined Domains - Philippe ...

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Two Approaches for Providing Adaptive Support for Discussion in an Ill-Defined Domain Erin Walker, Amy Ogan, Vincent Aleven, Chris Jones Carnegie Mellon University, Pittsburgh, PA, USA aeo@andrew.cmu.edu, erinwalk@andrew.cmu.edu, aleven@cs.cmu.edu, cjones@andrew.cmu.edu Abstract. Intelligent tutoring systems have increased student learning in many domains with well-structured tasks such as math and science. As these successes may be applicable to ill-defined domains, is important to investigate how to apply tutoring paradigms for tasks that are ill-defined. We focus on the domain of intercultural competence, where asynchronous online discussion is a typical instructional task. We explore two methods of assessing student contributions and delivering feedback: an adaptive support system that provides individual feedback, and a peer moderator from the class supported by adaptive assistance. We report on our initial experience in two pilots of these systems, where we found promise that students may benefit from each approach. 1 Introduction Intelligent tutoring systems (ITS) have been shown to be effective at increasing student learning in domains with well-structured tasks, where criteria for correctness are relatively easy to quantify. As researchers move towards domains with ill-defined tasks, however, it is important to identify how to apply tutoring paradigms in these new domains. Whereas most ITS (see [1] for review) provide correctness feedback on student solutions, similar definitive feedback is difficult to give in ill-defined tasks. Also, classroom methods for teaching these domains, such as discussion with peers or Socratic dialogue, are not congruent with a typical tutoring system interface [2]. Intercultural competence, the ability to consider and understand events in a foreign culture in terms of cultural differences, is one such ill-defined domain. In displaying intercultural competence, students are asked to demonstrate that they have mastered various savoirs, such as the ability to explain cultural behavior (see [3] for a detailed discussion of the domain]. However, solutions in this domain may depend on an interpretation of events or language. For example, a student asked to evaluate immigration issues in France could draw on historical, journalistic or experiential knowledge from various perspectives to formulate a valid response. While there may be rules that describe cultural norms or behavior, they tend to have many exceptions depending on the circumstances or on individual traits of the actors in a situation. Therefore, in learning intercultural competence there is often an emphasis on the critical analysis of cultural events.
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