Tutoring and Intelligent Tutoring Systems


Series: Education in a Competitive and Globalizing World
BISAC: EDU029000

This book explores the intersection of tutoring and intelligent tutoring systems. The process of tutoring has a long history within learning settings, and this effective method has led to attempts to automate the process via intelligent tutoring system research areas. Intelligent Tutoring Systems (ITS) are increasingly being used in a wide range of educational settings to enhance student learning. They are also used frequently as platforms for research on educational psychology and artificial intelligence. ITS can assess a wide variety of learner characteristics and adapt instruction according to principles of learning.

Their effectiveness allegedly derives from their ability to provide detailed guidance to learners and to adapt promptly to individual learner’s needs that are tracked at a fine grained level. Examples of such tutoring technologies include writing environments for guided inquiry learning, environments for collaborative problem solving or discussion, natural language processing and dialogue in tutoring systems, modeling and shaping affective states, interactive simulations of complex systems, ill-defined domains, and adaptive educational games. At their core, these systems rely on our basic knowledge of effective human tutoring. This book starts with a presentation of learning frameworks related to tutoring and ITS. This is followed by examples of best practices of tutoring and learning strategies by implementing within specific ITS. Finally, it presents examples for evaluating the effectiveness of tutoring systems.

Table of Contents

Table of Contents




Chapter 1. What Is Tutoring? On the Nature and Origin of Human Pedagogy (pp. 3-40)
(Donald M. Morrison)

Chapter 2. Facilitating Peer Tutoring and Assessment in Intelligent Learning Systems (pp. 41-68)
(Rod D. Roscoe, Erin A. Walker and Melissa M. Patchan)

Chapter 3. Framework for the Design of Accessible Intelligent Tutoring Systems (pp. 69-100)
(Eric G. Hansen, Diego Zapata-Rivera and Jason White)

Best Practices and ITS Technologies

Chapter 4. Intelligent Tutoring Systems That Adapt to Learner Motivation (103-128)
Benedict du Boulay

Chapter 5. Embedding Effective Teaching Strategies in Intelligent Tutoring Systems (pp. 129-156)
(Keith T. Shubeck, Ying Fang, Andrew J. Hampton, Brent Morgan, Xiangen Hu and Arthur C. Graesser)

Chapter 6. MetaMentor: An Interactive System That Uses Visualizations of Students’ Real-Time Cognitive, Affective, Metacognitive, and Motivational Self-Regulatory Processes to Study Human Tutors’ Decision Making (pp. 157-186)
(Nicholas V. Mudrick, Michelle Taub and Roger Azevedo)

Chapter 7. Operationalizing the Contingent Scaffolding of Human Tutors in an Intelligent Tutoring System (pp. 187-220)
(Sandra Katz, Patricia Albacete, Pamela Jordan, Dennis Lusetich, Irene-Angelica Chounta and Bruce M. McLaren)

Chapter 8. Adaptive Literacy Instruction in iSTART and W-Pal: Implementing the Inner and Outer Loop (pp. 221-250)
(Amy M. Johnson, Cecile A. Perret, Micah Watanabe, Kristopher J. Kopp, Kathryn S. McCarthy and Danielle S. McNamara
Evaluations of Tutoring Systems)

Chapter 9. Please ReaderBench This Text: A Multi-Dimensional Textual Complexity Assessment Framework (pp. 251-272)
(Mihai Dascalu, Scott A. Crossley, Danielle S. McNamara, Philippe Dessus and Stefan Trausan-Matu)

Chapter 10. Simulated Student Behaviors with Intelligent Tutoring Systems: Applications for Authoring and Evaluating Network-Based Tutors (pp. 273-298)
(Eric G. Poitras, Zachary Mayne, Lingyun Huang, Tenzin Doleck, Laurel Udy and Susanne P. Lajoie)

Chapter 11. Impact of Argumentation Scripts on Socio-Cognitive Conflict Induction in Intelligent Tutoring System Environments (pp. 299-320)
(Zhou Long, Hongli Gao, Nia Dowell and Xiangen Hu)

Chapter 12. Wizard’s Apprentice: Testing of an Advanced Conversational Intelligent Tutor (pp. 321-340)
(Jae-wook Ahn, Patrick Watson, Maria Chang, Sharad Sundararajan, Tengfei Ma, Nirmal Mukhi, Srijith Parabhu and Bob Schloss)

Chapter 13. The Tale of Two Tutoring Interventions: Implications for Targeting Reading Fluency (pp. 341-364)
(Kristen Figas and Julie Q. Morrison)

About the Editor (pp. 365-366)

Index (pp. 367)

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