Tutoring and Intelligent Tutoring Systems
Editor: Scotty D. Craig (Arizona State University)
Brief Description
This book explores the intersection of tutoring and intelligent tutoring systems. The process of tutoring has a long history within learning settings. This effective method led to attempts to automate the process and the Intelligent Tutoring System research area. 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 included writing (but are not limited to) 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. The 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 implementing within specific ITS. Finally, it presents examples of evaluating effectiveness of tutoring systems. It is available in print and eBook format from the publisher and also on Amazon and Barnes & Noble.
Target Audience
The target audience of this book spans researchers, practitioners, developers, and professionals. This multidisciplinary area synthesizes diverse contributions from education, psychology, learning science, computer science, software engineering, artificial intelligence, human factors, and user-experience design.
Table of Contents
Preface (link to Preface on Research gate)
Frameworks |
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Chapter 1 |
What is Tutoring? On the Nature and Origin of Human Pedagogy Donald M. Morrison pp. 3-40 (Summary PDF)
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Chapter 2 |
Facilitating Peer Tutoring and Assessment in Intelligent Learning Systems Rod D. Roscoe, Erin A. Walker, and Melissa M. Patchan pp. 41-68 (Summary PDF) |
Chapter 3 |
Framework for the Design of Accessible Intelligent Tutoring Systems Eric G. Hansen, Diego Zapata-Rivera, and Jason White pp. 69-100 (Summary PDF) |
Best Practices and ITS Technologies |
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Chapter 4 |
Intelligent Tutoring Systems that Adapt to Learner Motivation Benedict du Boulay pp. 103-128 (Summary PDF) |
Chapter 5 |
Embedding Effective Teaching Strategies in Intelligent Tutoring Systems Keith T. Shubeck, Ying Fang, Andrew J. Hampton, Brent Morgan, Xiangen Hu, and Arthur C. Graesser pp. 129- 156 (Summary PDF) |
Chapter 6 |
Nicholas V. Mudrick, Michelle Taub, and Roger Azevedo pp. 157-186 (Summary PDF) |
Chapter 7 |
Operationalizing the Contingent Scaffolding of Human Tutors in an Intelligent Tutoring System Sandra Katz, Patricia Albacete, Pamela Jordan, Dennis Lusetich, Irene-Angelica Chounta, and Bruce M. McLaren pp. 187-220 (Summary PDF) |
Chapter 8 |
Adaptive Literacy Instruction in iSTART and W-Pal: Implementing the Inner and Outer Loop Amy M. Johnson, Cecile A. Perret, Micah Watanabe, Kristopher J. Kopp, Kathryn S. McCarthy, and Danielle S. McNamara pp.221-249 (Summary PDF) |
Evaluations of Tutoring Systems |
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Chapter 9 |
Please ReaderBench this Text: A Multi-Dimensional Textual Complexity Assessment Framework Mihai Dascalu, Scott A. Crossley, Danielle S. McNamara, Philippe Dessus, and Stefan Trausan-Matu pp. 251-272 (Summary PDF) |
Chapter 10 |
Eric G. Poitras, Zachary Mayne, Lingyun Huang, Tenzin Doleck, Laurel Udy, and Susanne P. Lajoie pp. 273-298 (Summary PDF) |
Chapter 11 |
Zhou Long, Hongli Gao, Nia Dowell, and Xiangen Hu pp. 299-320 (Summary PDF) |
Chapter 12 |
Wizard’s Apprentice: Testing of an Advanced Conversational Intelligent Tutor Jae-wook Ahn, Patrick Watson, Maria Chang, Sharad Sundararajan, Tengfei Ma, Nirmal Mukhi, Srijith Parabhu, and Bob Schloss pp. 321-340 (Summary PDF) |
Chapter 13 |
The Tale of Two Tutoring Interventions: Implications for Targeting Reading Fluency Kristen Figas and Julie Q. Morrison pp. 341-364 (Summary PDF) |
Publisher
This book was published by Nova Science Publishers, Inc. This publication was released Fall 2018. It is available in print and eBook format from the publisher and also on Amazon and Barnes & Noble.