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The basic premise that ITSs and ILEs
are built on is that they will teach and assist learning in an
intelligent manner and are therefore aimed at supporting the
"intelligent" duties of the human teacher which can not be
supported by traditional non-intelligent tutoring systems. Earlier
effort was put into developing highly detailed models of the student
knowledge and those of the domain that was to be taught. Tutoring
systems attempted to optimally sequence and adjust activities,
problems and feedback in a manner to best help students learn that
domain
 Today in order to mimic the wealth of tactics and strategies
employed by human expert teachers, these efforts are supplemented by
agents, both embodied and disembodied, computer-based peers etc.
There is also a great interest in collaborative learning activities
and tools that support collaboration.
These papers discuss new conceptual frameworks and the role of
student companions and teaching agents in ITSs and ILEs to
effectively maintain and optimize the teaching-learning process.
Rosemary Luckin & Benedict du Boulay
This paper
discusses the way in which Vygotsky’s Zone of Proximal Development
can be used in the design of the learner model in order to ensure
and provide both, the appropriate level of activities, and degree of
collaborative assistance. The model was implemented and evaluated in
an Interactive Learning Environment, EcoLab which aims to help
children aged 10-11 yrs learn about food chains and webs.
 Click
to download paper
 http://www.cs.usask.ca/UM99/Proc/luckin.pdf
(10 pages)
Tom Murray & Ivon Arroyo
Here an operational definition and framework has been suggested for
the Zone of Proximal Development (ZDP) used in the design of the
student model so that learning is not only effective, but also
efficient. Their operational definition of ZDP ensures that the
learner is neither too bored nor too confused (efficient learning)
as they progressively master instructional objectives. These two
goals of the learning system; mastery and efficacy are equally
important and interdependent because if the student is confused or
bored, the inefficient learning would lead to the loss of
effectiveness.
Click
to download paper
http://ckc.cs.umass.edu/ckc/publications/towards_measuring_and_maintaining_the_zone.pdf
(8
pages)
Kurt VanLehn Stellan Ohlsson
A seminal work
in the area of using simulated students in learning environments,
this paper discusses the use of such computer simulated students in
applications to help 3 user groups, namely; teachers to practice
teaching, students to learn in collaboration with a simulated
student, and Instructional developers to test their instruction on
simulated students. Technical limitations and prospective system are
discussed
Click
to download paper
http://www.pitt.edu/~vanlehn/distrib/journal/JAIED94.pdf
(42 pages)
Chih-Yueh Chou, Tak-Wai Chan, and Chi-Jen Lin
This paper discusses the use of computer-simulated companions who
act as tutors/collaborators or competitors in interactive learning
environments. 3 learning models are evaluated in the paper – one
where simulated companion acts as a competitor to 2 students who
collaborate, in the second, as a tutor and collaborator to a student
who competes against another student. The third model is like the
second, 2 students compete against each other but without the
assistance of a simulated tutor. The competency level of the
simulated learning companion can also be set by the student.
The paper also shows the variations of three learning models and
discusses the advantages in employing the same.
Click
to download paper
http://chan.lst.ncu.edu.tw/paper2/ImplementLC(TKDE2002).pdf
(11 pages)
Lucia Maria
Martins Giraffa & Rosa Maria Viccari
A quick
overview of Pedagogical agents and their use in ITS; the various
definitions and notions of agents, their roles, properties, the
motivation for using animated agents in learning systems, their use
in simulating and testing the teaching-learning process in a social
setting, etc
http://www.c5.cl/ieinvestiga/actas/ribie98/156.html
Aurora Vizcaíno Barceló
This paper
discusses the advantages of using a simulated student in a
collaborative learning environment and way in which a simulated
student model developed by the author was used
to
foster and control
students' learning
by
detecting and avoiding situations that hamper efficient learning
in a group.
Click
to download paper
(9 pages)
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