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

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.