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