Advertisement

A Domain Theory Extension of a Student Modeling System for Pascal Programming

Conference paper
  • 939 Downloads
Part of the Lecture Notes in Computer Science book series (LNCS, volume 1452)

Abstract

Student models play an important part in intelligent tutoring systems. Its primary objective is to understand the student behavior, especially erroneous behavior. However, it is difficult to determine all possible errors that a student commit while solving problems for a particular domain. Thus, there is a need to extend the domain theory of the Student Modeling System (SMS). This paper discusses the design of the extension algorithm using Pascal programming as its domain.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    Anderson, J., Boyle, C.F., Corbett, A. and Lewis, M.: Cognitive Modeling and Intelligent Tutoring. Artificial Intelligent. Elsevier Science Publishers, B.V., North Holland, (1990) 7–40Google Scholar
  2. 2.
    Carbonell, J., Michalski, R., Mitchell, T.: Machine Learning: An Artificial Intelligent Approach, Volume I. Tioga Pub. Co., Palo, Alto, California.(1983)Google Scholar
  3. 3.
    Carbonell, J., Michalski, R., Mitchell, T.: Machine Learning: An Artificial Intelligent Approach, Volume II. Tioga Pub. Co., Palo, Alto, California. (1983)Google Scholar
  4. 4.
    Carbonell, J., Michalski, R., Mitchell, T.: Machine Learning: An Artificial Intelligent Approach, Volume III. Tioga Pub. Co., Palo, Alto, California. (1983)Google Scholar
  5. 5.
    Clancey, W.: Intelligent Tutoring System: A Tutorial Survey. Technical Report No. KSL-86-58. Stanford Knowledge Systems Laboratory, Palo, Alto, California. (1986)Google Scholar
  6. 6.
    Cutler, B., Draper, S., Johnson, W.L. and Soloway, E.: Bug Catalogue I. Cognition and Programming Project. Department of Computer Science, Yale University, New Haven, Connecticut (1983)Google Scholar
  7. 7.
    Freiman, S., Johnson, L., Lipman, M., Littman, D., Pope, E., Sack, W., Soloway, E. and Spohrer, J.: Bug Catalogue: II, III, IV. Research Report. Department of Computer Science. Cognition and Programming Project, Yale University, New Haven, Connecticut.(1985)Google Scholar
  8. 8.
    Kearsley, G.: Intelligent Computer-Aided Instruction. Park Row Software (1987) 154–159Google Scholar
  9. 9.
    McCalla, G.: Knowledge Representation Issues in Automated Tutoring. Research Report 87-1. ARIES Laboratory, Computational Science Department, University of Saskatchewan, Canada.(1987)Google Scholar
  10. 10.
    Reyes, R. L.: The Design and Extension of a Domain Theory for Pascal. A Masteral Thesis. Graduate Program of the College of Computer Studies, De La Salle University, Manila. (1995)Google Scholar
  11. 11.
    Reyes, R.L.: Understanding Novice Pascal Programmers’ Errors. URCO Project No: 28 RP, De La Salle University, Manila.(1995)Google Scholar
  12. 12.
    Sison, R.: Intelligent Tutoring Systems: Objectives, Components and Design Issues. Computer Issues, 28(3), De La Salle University, Manila. (1989) 1–30Google Scholar
  13. 13.
    Sleeman, D., Hirsh, H., Ellery, I. and Kim, I.: Extending Domain Theories: Two Case Studies in Student Modeling, Machine Learning. Kluwer Academic Publishers, Netherlands (1990). 11–37Google Scholar
  14. 14.
    Spohrer, J. and Soloway E.: Simulating Student Programmers. Proceedings of the 11th International Joint Conference in Artificial Intelligence. San Mateo, California. (1989) 543–549Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 1998

Authors and Affiliations

  1. 1.Software Technology Department, College of Computer StudiesDe La Salle UniversityManilaPhilippines

Personalised recommendations