Abstract
Intelligent Tutoring Systems have been shown to be effective in a number of domains, but they remain hard to build, with estimates of 200-300 hours of development per hour of instruction. Two goals of the Cognitive Tutor Authoring Tools (CTAT) project are to (a) make tutor development more efficient for both programmers and non-programmers and (b) produce scientific evidence indicating which tool features lead to improved efficiency. CTAT supports development of two types of tutors, Cognitive Tutors and Example-Tracing Tutors, which represent different trade-offs in terms of ease of authoring and generality. In preliminary small-scale controlled experiments involving basic Cognitive Tutor development tasks, we found efficiency gains due to CTAT of 1.4 to 2 times faster. We expect that continued development of CTAT, informed by repeated evaluations involving increasingly complex authoring tasks, will lead to further efficiency gains.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Ainsworth, S.E., Fleming, P.F.: Evaluating a mixed-initiative authoring environment: is redeem for real? In: Proceedings of the 12th International Conference on Artificial Intelligence in Education, pp. 9–16. IOS Press, Amsterdam (2005)
Aleven, V., Koedinger, K.: An effective metacognitive strategy: learning by doing and explaining with a computer-based Cognitive Tutor. Cognitive Science 26, 147–179 (2002)
Aleven, V., Rosé, C.: Authoring plug-in tutor agents by demonstration: Rapid, rapid tutor development. In: Proceedings of the 12th International Conference on Artificial Intelligence in Education, AIED 2005, pp. 735–737. IOS Press, Amsterdam (2005)
Anderson, J.R.: Rules of the Mind. Lawrence Erlbaum, Mahwah (1993)
Friedman-Hill, E.: Jess in Action. Manning Publications Co. (2003)
Koedinger, K.R., Aleven, V., Heffernan, N.T., McLaren, B.M., Hockenberry, M.: Opening the Door to Non-programmers: Authoring Intelligent Tutor Behavior by Demonstration. In: Lester, J.C., Vicari, R.M., Paraguaçu, F. (eds.) ITS 2004. LNCS, vol. 3220, pp. 162–174. Springer, Heidelberg (2004)
Koedinger, K.R., Aleven, V., Heffernan, N.T.: Toward a rapid development environment for Cognitive Tutors. In: Proceedings of the 11th International Conference on Artificial Intelligence in Education, AI-ED 2003, pp. 455–457. IOS Press, Amsterdam (2003)
Koedinger, K.R., Anderson, J.R., Hadley, W.H., Mark, M.A.: Intelligent tutoring goes to school in the big city. International Journal of Artificial Intelligence in Education 8, 30–43 (1997)
Matsuda, N., Cohen, W.W., Koedinger, K.R.: Applying programming by demonstration in an intelligent authoring tool for Cognitive Tutors. In: AAAI Workshop on Human Comprehensible Machine Learning, pp. 1–8. AAAI Association, Menlo Park (2005)
McLaren, B.M., Bollen, L., Walker, E., Harrer, A., Sewall, J.: Cognitive Tutoring of collaboration: developmental and empirical steps toward realization. In: Proceedings of the Conference on Computer Supported Collaborative Learning (CSCL 2005), Taipei, Taiwan (2005)
McLaren, B.M., Lim, S.-J., Gagnon, F., Yaron, D., Koedinger, K.R.: Studying the Effects of Personalized Language and Worked Examples in the Context of a Web-Based Intelligent Tutor. In: Ikeda, M., Ashley, K.D., Chan, T.-W. (eds.) ITS 2006. LNCS, vol. 4053, pp. 318–328. Springer, Heidelberg (2006)
Murray, T.: Authoring intelligent tutoring systems: An analysis of the state of the art. International Journal of Artificial Intelligence in Education 10, 98–129 (1999)
Murray, T., Blessing, S., Ainsworth, S.E. (eds.): Tools for Advanced Technology Learning Environments. Kluwer Academic Publishers, Amsterdam (2003)
Nuzzo-Jones, G., Walonoski, J.A., Heffernan, N.T., Livak, T.: The eXtensible Tutor Architecture: A new foundation for ITS. In: Proceedings of the 12th Artificial Intelligence In Education, pp. 902–904. IOS Press, Amsterdam (2005)
Ogan, A., Aleven, V., Jones, C.: Improving intercultural competence by predicting in French film. In: Proceedings of E-Learn 2005. AACE, Norfolk (2005)
Razzaq, L., Feng, M., Nuzzo-Jones, G., Heffernan, N.T., Koedinger, K.R., et al.: The Assistment Project: Blending Assessment and Assisting. In: Proceedings of the 12th Artificial Intelligence in Education, pp. 555–562. IOS Press, Amsterdam (2005)
Suraweera, P., Mitrovic, A., Martin, B.: A Knowledge Acquisition System for Constraint-based Intelligent Tutoring Systems. In: Proceedings of the 12th international conference on Artificial Intelligence in Education, pp. 638–645. IOS Press, Amsterdam (2005)
VanLehn, K., Lynch, C., Schulze, K., Shapiro, J.A., Shelby, R., et al.: The Andes physics tutoring system: five years of evaluations. In: Proceedings of the 12th international conference on Artificial Intelligence in Education. IOS Press, Amsterdam (2005)
Woolf, B.P., Cunningham, P.: Building a community memory for intelligent tutoring systems, pp. 82–89. AAAI Press, Menlo Park (1987)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2006 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Aleven, V., McLaren, B.M., Sewall, J., Koedinger, K.R. (2006). The Cognitive Tutor Authoring Tools (CTAT): Preliminary Evaluation of Efficiency Gains. In: Ikeda, M., Ashley, K.D., Chan, TW. (eds) Intelligent Tutoring Systems. ITS 2006. Lecture Notes in Computer Science, vol 4053. Springer, Berlin, Heidelberg. https://doi.org/10.1007/11774303_7
Download citation
DOI: https://doi.org/10.1007/11774303_7
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-35159-7
Online ISBN: 978-3-540-35160-3
eBook Packages: Computer ScienceComputer Science (R0)