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Intelligent tutoring systems (ITS)
                             for online learning

                                                      Kurt VanLehn
       Computing, Informatics and Decision Science Engineering
                                       Arizona State University

                 Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United States License.


Cite as: VanLehn, K. (2012, January). Intelligent tutoring systems (its) for online learning. Presentation
at Conversations on quality: a symposium on k-12 online learning, Cambridge, MA.
Outline


• Adding an ITS to an online course
• Will ITS improve the quality?
    – Increasing interaction and complexity of exercises
    – The Zone of Proximal Development
• Limitations




2
A typical online course consists of:


• Discussion forum
• A sequence of modules, each
  comprised of a sequence of
    – Passive media (text, powerpoint)
    – Exercises
    – Quiz
• Final project
• Final exam

3
Adding an ITS makes these changes:


• Discussion forum           dynamically adaptive
• A sequence of modules, each
  comprised of a sequence of
    – Passive media (text, powerpoint)
    – Exercises            complex, dynamically scaffolded
    – Quiz
• Final project                unnecessary
• Final exam

4
How does an ITS work?


• It chooses the next activity/task for the student to
  do based on a model of the student’s current
  competence, affect and interest.
• It conducts stealth assessment
    –   Shute, V. J. (2011). Stealth assessment in computer-based games to support learning. In S.
        Tobias & J. D. Fletcher (Eds.), Computer games and instruction (pp. 503-524). Charlotte, NC:
        Information Age Publishers

• If the task is a complex, multi-step activity
    – It understands each step the student makes
    – It can provide hints & feedback on every step
    – Students often control hints & feedback
5
What is the structure of an ITS?



     Tool (e.g., editor)                              Hint &
    emits student steps                             feedback
                                                    generator

                                 Comparison

       Expected steps
         (correct +
       misconceived)                               Student
                                                competences,
                                                  affect, etc


                           Next task selector
6
ITS require expected steps


• Task must be solvable in advance (by experts)
• e.g., For an essay on “Why is the sky blue?”
    – ITS insures essay mentions that shorter
      wavelengths of light are absorbed and re-emitted
    – ITS insures essay has good organization, mechanics
• e.g., For an essay on “Why are the blues popular?”
    – ITS could help only with mechanics
    – Because nobody can anticipate argument’s steps
    – Unless.... wisdom of crowds
7
Andes3 is like power-point, but gives
             correct (green) vs. incorrect (red) feedback




                                                                                  help messages


                                                                   Click here for “what’s wrong”
                                                                   and “next step help”

VanLehn, K., Lynch, C., Schultz, K., Shapiro, J. A., Shelby, R. H., Taylor, L.,
et al. (2005). The Andes physics tutoring system: Lessons learned.
International Journal of Artificial Intelligence and Education, 15(3), 147-204.
Cognitive Algebra I Tutor has multiple tools
  www.carnegielearning.com

Problem


                                    Step: Divide
Step:                               both sides
Label a
            Step: Fill                     Step: Plot
column
            in a cell                      a point

                                        Step: Define
                                        an axis

  9
ITS can tutor steps in an argument/essay
Graesser, A. C., Lu, S., Jackson, G. T., Mitchell, H. H., Ventura, M., Olney, A., et al. (2004). AutoTutor: A tutor
with dialogue in natural language. Behavioral Research Methods, Instruments and Computers, 36(180-193).




                                                                                             Task
                                            Tutor

                                            No, the sun is much more massive
                                            than the earth, so it pulls harder. That
                                            is why the earth orbits the sun and
                                            not vice versa.



       Tutor-student
       dialogue                                                                    Student’s essay
10
A simulation-based ITS where all
feedback is delayed until done fighting fire


                                     Step: Isolate a
                                     compartment

                                             Pon-Barry, H.,
                                             Schultz, K., Bratt, E.
                                             O., Clark, B., &
                                             Peters, S. (2006).
                                             Responding to
                                             student uncertainty
                                             in spoken tutorial
                                             dialogue systems.
                                             International Journal
                       Debriefing replays    of Artificial
                                             Intelligence and
                       steps and discusses   Education, 16, 171-
                                             194.
                  11
After-action reviews often use a timeline
www.stotler-henke.com




                               ITS marks
                               learning
                               opportunities
                               with red




12
ITS can be an non-player character
Nelson, B. C. (2007). Exploring the use of individualized, reflective guidance in an educational
multi-user virtual environment. Journal of Science Education and Technology, 16(1), 83-97.




                                                                                              ITS
                                   ITS
Learning companion(s) can accompany ITS
  Schwartz, D. L., Blair, K. P., Biswas, G., Leelawong, K., & Davis, J. (in press). Animations of thought: Interactivity in
  the teachable agent paradigm. In R. Lowe & W. Schnotz (Eds.), Learning with animations: Research and implications
  for design. Cambridge, UK: Cambridge University Press.




Concept
map
editor

     ITS


Betty, a
teachable
agent
What is the structure of an ITS?



      Tool (e.g., editor)                              Hint &
     emits student steps                             feedback
                                                     generator

                                  Comparison

        Expected steps
          (correct +
        misconceived)                               Student
                                                 competences,
                                                   affect, etc


                            Next task selector
15
Adding an ITS makes these changes:


• Discussion forum           dynamically adaptive
• A sequence of modules, each
  comprised of a sequence of
     – Passive media (text, powerpoint)
     – Exercises            complex, dynamically scaffolded
     – Quiz
• Final project                 unnecessary
• Final exam

16
Outline


   • Adding an ITS to an online course
   • Will ITS improve the quality?
Next – Increasing interaction and complexity of exercises
         – The Zone of Proximal Development
   • Limitations




    17
Micki Chi’s ICAP framework
    Chi, M. T. H. (2009). Active-Constructive-Interactive: A conceptual framework for differentiating
    learning activities. Topics in Cognitive Science, 1, 73-105.


Student                 e.g., history             e.g., algebra             Effectiveness
engagement                                        equations
activity
Passive                 Reading the               Reading an                Worst
                        text                      example
Active                  Highlighting the          Copying an                OK
                        text                      example
Constructive            Answering                 Solving a                 Better
                        questions                 problem
Interactive             Discussing                Solving a                 Best
                        questions with            problem with
                        a peer or tutor           a peer or tutor


                        I>C>A>P
   18
Do computer tutors interact frequently
 enough?

        • No tutoring (baseline for comparisons)
        • Answer-based tutoring
CAI        – Hints and feedback on short-answer
             questions
        • Step-based tutoring
           – Hints and feedback on steps normally
ITS          taken when using tool
        • Substep-based tutoring
           – Tutor can discuss reasoning behind steps
        • Human tutoring
Answer-based tutoring (CAI)
  www.mastering.com




Solve on paper, enter ANSWER
        & get feedback


           Hints




                               20
Step-based tutoring
Substep-based tutoring
VanLehn, K., Jordan, P., & Litman, D. (2007). Developing pedagogically effective tutorial
dialogue tactics: Experiments and a testbed. Paper presented at the SLaTE Workshop on
Speech and Language Technology in Education, Farmington, PA.




                                          Student enters an equation (step)




                                                       Tutor asks about
                                                       reasoning behind the step

22
A common belief: The more frequent the
interaction, the more effective the tutoring

                                2

                               1.5
 Effectiveness
                 Effect size




                                1

                               0.5

                                0
                                        No    Answer- Step- Substep- Human
                                     tutoring based    based     based
                                     Increasing frequency of interaction
                                               23
All possible pairwise comparisons
VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems and
other tutoring systems. Educational Psychologist, 46(4), 197-221.


Tutoring type              vs. other tutoring         Num. of           Mean           %
                                  type                effects           effect      reliable
Answer-based                                            165              0.31         40%

Step-based                                               28              0.76         68%
                               no tutoring
Substep-based                                            26              0.40         54%

Human                                                    10              0.79         80%

Step-based                                                2              0.40         50%

Substep-based                answer-based                 6              0.32         33%

Human                                                     1             -0.04          0%

Substep-based                                            11              0.16          0%
                               step-based
Human                                                    10              0.21         30%

Human                       sub-step based                5             -0.12          0%
                                        24
Graphing all 10 comparisons:
But the graph is hard to understand...
                                2
                                          vs. No tutoring
                               1.5        vs. Answer-based
                                          vs. Step-based
                                1
                 Effect size
 Effectiveness




                                          vs. Substep-based
                               0.5

                                0

                        -0.5
                                        No    Answer-     Step- Substep- Human
                                     tutoring based       based  based
                                     Increasing frequency of interaction
                                                 25
Graphing all 10 comparisons:
Lines raised to make it easier to integrate evidence
                                2
                                          vs. No tutoring
                               1.5        vs. Answer-based
                                          vs. Step-based
                                1
                 Effect size
 Effectiveness




                                          vs. Substep-based
                               0.5

                                0

                        -0.5
                                        No    Answer-     Step- Substep- Human
                                     tutoring based       based  based
                                     Increasing frequency of interaction
                                                 26
The Interaction Plateau Hypothesis:
human = substep = step > answer > none
                                2      vs. No tutoring
                                       vs. Answer-based
                               1.5     vs. Step-based
                                       vs. Substep-based
                 Effect size
 Effectiveness




                                1

                               0.5

                                0
                                        No    Answer-      Step- Substep- Human
                                     tutoring based        based  based
                                     Increasing frequency of interaction
                                                  27
Outline


   • Adding an ITS to an online course
   • Will ITS improve the quality?
     – Increasing interaction and complexity of exercises
Next – The Zone of Proximal Development
   • Limitations




    28
The Zone of Proximal Development (ZPD)
How can we keep students in their ZPDs?


• “Mastery (-paced) learning” means continuing to
  work on a module until you have mastered it.
     – Bloom, B. S. (1984). The 2 sigma problem: The search for methods of
       group instruction as effective as one-to-one tutoring. Educational
       Researcher, 13, 4-16.

• With an ITS, traditional mastery tests are
  replaced by the stealth assessment




30
Mastery-paced learning implemented by
the red path below


      Tool (e.g., editor)                              Hint &
     emits student steps                             feedback
                                                     generator

                                  Comparison

        Expected steps
          (correct +
        misconceived)                               Student
                                                 competences,
                                                   affect, etc


                            Next task selector
31
Assessment can be shown to student




32
Students may be allowed to work at own
pace

                  Jim   Sue   Juan




33
Outline


• Adding an ITS to an online course
• Will ITS improve the quality?
     – Increasing interaction and complexity of exercises
     – The Zone of Proximal Development
• Limitations      Next




34
An ITS does not do everything


• Discussion forum           dynamically adaptive
• A sequence of modules, each
  comprised of a sequence of
     – Passive media (text, powerpoint)
     – Exercises            complex, dynamically scaffolded
     – Quiz
• Final project                 unnecessary
• Final exam

35
Some learners do not need and do not
 like ITS (or any other scaffolding)

                         0.7
Effect size: How
much better is           0.6
Andes than hand-         0.5
graded paper &           0.4
pencil homework?
                         0.3
 Open response           0.2
 problem solving
                         0.1
 midterms
 Multiple choice final    0
 exam                          Science majors   Engineering   Other majors
                                                  majors


 36
Costs


Graded exercises                ITS
• Initial Development           • Initial development
     – Design exercises ($)       – Design exercises ($)
     – Solutions & rubric ($)     – Author ITS ($$$)
• Per student costs             • Per student costs
     – Human graders ($$)         – nothing
     – Sold as service            – Sold as service (new)



37
Thank you!



38

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Intelligent tutoring systems (ITS) for online learning

  • 1. Intelligent tutoring systems (ITS) for online learning Kurt VanLehn Computing, Informatics and Decision Science Engineering Arizona State University Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United States License. Cite as: VanLehn, K. (2012, January). Intelligent tutoring systems (its) for online learning. Presentation at Conversations on quality: a symposium on k-12 online learning, Cambridge, MA.
  • 2. Outline • Adding an ITS to an online course • Will ITS improve the quality? – Increasing interaction and complexity of exercises – The Zone of Proximal Development • Limitations 2
  • 3. A typical online course consists of: • Discussion forum • A sequence of modules, each comprised of a sequence of – Passive media (text, powerpoint) – Exercises – Quiz • Final project • Final exam 3
  • 4. Adding an ITS makes these changes: • Discussion forum dynamically adaptive • A sequence of modules, each comprised of a sequence of – Passive media (text, powerpoint) – Exercises complex, dynamically scaffolded – Quiz • Final project unnecessary • Final exam 4
  • 5. How does an ITS work? • It chooses the next activity/task for the student to do based on a model of the student’s current competence, affect and interest. • It conducts stealth assessment – Shute, V. J. (2011). Stealth assessment in computer-based games to support learning. In S. Tobias & J. D. Fletcher (Eds.), Computer games and instruction (pp. 503-524). Charlotte, NC: Information Age Publishers • If the task is a complex, multi-step activity – It understands each step the student makes – It can provide hints & feedback on every step – Students often control hints & feedback 5
  • 6. What is the structure of an ITS? Tool (e.g., editor) Hint & emits student steps feedback generator Comparison Expected steps (correct + misconceived) Student competences, affect, etc Next task selector 6
  • 7. ITS require expected steps • Task must be solvable in advance (by experts) • e.g., For an essay on “Why is the sky blue?” – ITS insures essay mentions that shorter wavelengths of light are absorbed and re-emitted – ITS insures essay has good organization, mechanics • e.g., For an essay on “Why are the blues popular?” – ITS could help only with mechanics – Because nobody can anticipate argument’s steps – Unless.... wisdom of crowds 7
  • 8. Andes3 is like power-point, but gives correct (green) vs. incorrect (red) feedback help messages Click here for “what’s wrong” and “next step help” VanLehn, K., Lynch, C., Schultz, K., Shapiro, J. A., Shelby, R. H., Taylor, L., et al. (2005). The Andes physics tutoring system: Lessons learned. International Journal of Artificial Intelligence and Education, 15(3), 147-204.
  • 9. Cognitive Algebra I Tutor has multiple tools www.carnegielearning.com Problem Step: Divide Step: both sides Label a Step: Fill Step: Plot column in a cell a point Step: Define an axis 9
  • 10. ITS can tutor steps in an argument/essay Graesser, A. C., Lu, S., Jackson, G. T., Mitchell, H. H., Ventura, M., Olney, A., et al. (2004). AutoTutor: A tutor with dialogue in natural language. Behavioral Research Methods, Instruments and Computers, 36(180-193). Task Tutor No, the sun is much more massive than the earth, so it pulls harder. That is why the earth orbits the sun and not vice versa. Tutor-student dialogue Student’s essay 10
  • 11. A simulation-based ITS where all feedback is delayed until done fighting fire Step: Isolate a compartment Pon-Barry, H., Schultz, K., Bratt, E. O., Clark, B., & Peters, S. (2006). Responding to student uncertainty in spoken tutorial dialogue systems. International Journal Debriefing replays of Artificial Intelligence and steps and discusses Education, 16, 171- 194. 11
  • 12. After-action reviews often use a timeline www.stotler-henke.com ITS marks learning opportunities with red 12
  • 13. ITS can be an non-player character Nelson, B. C. (2007). Exploring the use of individualized, reflective guidance in an educational multi-user virtual environment. Journal of Science Education and Technology, 16(1), 83-97. ITS ITS
  • 14. Learning companion(s) can accompany ITS Schwartz, D. L., Blair, K. P., Biswas, G., Leelawong, K., & Davis, J. (in press). Animations of thought: Interactivity in the teachable agent paradigm. In R. Lowe & W. Schnotz (Eds.), Learning with animations: Research and implications for design. Cambridge, UK: Cambridge University Press. Concept map editor ITS Betty, a teachable agent
  • 15. What is the structure of an ITS? Tool (e.g., editor) Hint & emits student steps feedback generator Comparison Expected steps (correct + misconceived) Student competences, affect, etc Next task selector 15
  • 16. Adding an ITS makes these changes: • Discussion forum dynamically adaptive • A sequence of modules, each comprised of a sequence of – Passive media (text, powerpoint) – Exercises complex, dynamically scaffolded – Quiz • Final project unnecessary • Final exam 16
  • 17. Outline • Adding an ITS to an online course • Will ITS improve the quality? Next – Increasing interaction and complexity of exercises – The Zone of Proximal Development • Limitations 17
  • 18. Micki Chi’s ICAP framework Chi, M. T. H. (2009). Active-Constructive-Interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1, 73-105. Student e.g., history e.g., algebra Effectiveness engagement equations activity Passive Reading the Reading an Worst text example Active Highlighting the Copying an OK text example Constructive Answering Solving a Better questions problem Interactive Discussing Solving a Best questions with problem with a peer or tutor a peer or tutor I>C>A>P 18
  • 19. Do computer tutors interact frequently enough? • No tutoring (baseline for comparisons) • Answer-based tutoring CAI – Hints and feedback on short-answer questions • Step-based tutoring – Hints and feedback on steps normally ITS taken when using tool • Substep-based tutoring – Tutor can discuss reasoning behind steps • Human tutoring
  • 20. Answer-based tutoring (CAI) www.mastering.com Solve on paper, enter ANSWER & get feedback Hints 20
  • 22. Substep-based tutoring VanLehn, K., Jordan, P., & Litman, D. (2007). Developing pedagogically effective tutorial dialogue tactics: Experiments and a testbed. Paper presented at the SLaTE Workshop on Speech and Language Technology in Education, Farmington, PA. Student enters an equation (step) Tutor asks about reasoning behind the step 22
  • 23. A common belief: The more frequent the interaction, the more effective the tutoring 2 1.5 Effectiveness Effect size 1 0.5 0 No Answer- Step- Substep- Human tutoring based based based Increasing frequency of interaction 23
  • 24. All possible pairwise comparisons VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems and other tutoring systems. Educational Psychologist, 46(4), 197-221. Tutoring type vs. other tutoring Num. of Mean % type effects effect reliable Answer-based 165 0.31 40% Step-based 28 0.76 68% no tutoring Substep-based 26 0.40 54% Human 10 0.79 80% Step-based 2 0.40 50% Substep-based answer-based 6 0.32 33% Human 1 -0.04 0% Substep-based 11 0.16 0% step-based Human 10 0.21 30% Human sub-step based 5 -0.12 0% 24
  • 25. Graphing all 10 comparisons: But the graph is hard to understand... 2 vs. No tutoring 1.5 vs. Answer-based vs. Step-based 1 Effect size Effectiveness vs. Substep-based 0.5 0 -0.5 No Answer- Step- Substep- Human tutoring based based based Increasing frequency of interaction 25
  • 26. Graphing all 10 comparisons: Lines raised to make it easier to integrate evidence 2 vs. No tutoring 1.5 vs. Answer-based vs. Step-based 1 Effect size Effectiveness vs. Substep-based 0.5 0 -0.5 No Answer- Step- Substep- Human tutoring based based based Increasing frequency of interaction 26
  • 27. The Interaction Plateau Hypothesis: human = substep = step > answer > none 2 vs. No tutoring vs. Answer-based 1.5 vs. Step-based vs. Substep-based Effect size Effectiveness 1 0.5 0 No Answer- Step- Substep- Human tutoring based based based Increasing frequency of interaction 27
  • 28. Outline • Adding an ITS to an online course • Will ITS improve the quality? – Increasing interaction and complexity of exercises Next – The Zone of Proximal Development • Limitations 28
  • 29. The Zone of Proximal Development (ZPD)
  • 30. How can we keep students in their ZPDs? • “Mastery (-paced) learning” means continuing to work on a module until you have mastered it. – Bloom, B. S. (1984). The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational Researcher, 13, 4-16. • With an ITS, traditional mastery tests are replaced by the stealth assessment 30
  • 31. Mastery-paced learning implemented by the red path below Tool (e.g., editor) Hint & emits student steps feedback generator Comparison Expected steps (correct + misconceived) Student competences, affect, etc Next task selector 31
  • 32. Assessment can be shown to student 32
  • 33. Students may be allowed to work at own pace Jim Sue Juan 33
  • 34. Outline • Adding an ITS to an online course • Will ITS improve the quality? – Increasing interaction and complexity of exercises – The Zone of Proximal Development • Limitations Next 34
  • 35. An ITS does not do everything • Discussion forum dynamically adaptive • A sequence of modules, each comprised of a sequence of – Passive media (text, powerpoint) – Exercises complex, dynamically scaffolded – Quiz • Final project unnecessary • Final exam 35
  • 36. Some learners do not need and do not like ITS (or any other scaffolding) 0.7 Effect size: How much better is 0.6 Andes than hand- 0.5 graded paper & 0.4 pencil homework? 0.3 Open response 0.2 problem solving 0.1 midterms Multiple choice final 0 exam Science majors Engineering Other majors majors 36
  • 37. Costs Graded exercises ITS • Initial Development • Initial development – Design exercises ($) – Design exercises ($) – Solutions & rubric ($) – Author ITS ($$$) • Per student costs • Per student costs – Human graders ($$) – nothing – Sold as service – Sold as service (new) 37

Notas do Editor

  1. Cite as: VanLehn, K. (2012, January). Intelligent tutoring systems (its) for online learning. Presentation at Conversations on quality: a symposium on k-12 online learning, Cambridge, MA.Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 United States License.