Abstract
As technological capabilities flourish around the world, intelligent tutoring systems are being deployed globally to provide learners with access to quality educational interventions. Such systems have been widely studied in in-vivo deployments in the Western world, allowing for the development of sophisticated models of behavior within the system that have been shown to accurately represent and support learning. Yet, these models have recently been shown not to reliably transfer across cultures. In this paper, we report on our quantitative field observations of student behaviors in two different schools (urban and rural) and two different learning contexts (ITS lab and the math classroom) in central Chile. We observed that students across schools exhibit different behaviors in the ITS lab vs the classroom, especially with respect to student interaction, movement, and on-task behavior, yet these students behave altogether differently from previously observed U.S. student populations. These results have implications for future modeling efforts of help-seeking and engagement in advanced learning technologies in new global contexts.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Ogan, A, Walker, E, Baker, R, Rodrigo, M.M.T., Soriano, I.C., Castro, M.J.: Towards Understanding How to Assess Help-Seeking Behavior Across Cultures. Int. J. of Artificial Intelligence in Ed. (in press)
Henrich, J., Heine, S.J., Norenzayan, A.: Most people are not WEIRD. Nature 466(7302), 29–29 (2010)
Ogan, A., Walker, E., Baker, R.S., Rebolledo Mendez, G., Jimenez Castro, M., Laurentino, T., de Carvalho, A.: Collaboration in cognitive tutor use in latin america: field study and design recommendations. In: Proc of the SIGCHI Conf. on Human Factors in Computing Systems, pp. 1381–1390 (2012)
OECD Education at a Glance, Table D2.2 (2012). http://dx.doi.org/10.1787/888932667995
Baker, R.S., Corbett, A.T., Koedinger, K.R., Wagner, A.Z.: Off-task behavior in the cognitive tutor classroom: when students game the system. In: Proc. of the SIGCHI Conference on Human Factors in Computing Systems, pp. 383–390 (2004)
Ocumpaugh, J., Baker, R.S., Gaudino, S., Labrum, M.J., Dezendorf, T.: Field observations of engagement in reasoning mind. In: Lane, H., Yacef, K., Mostow, J., Pavlik, P. (eds.) AIED 2013. LNCS, vol. 7926, pp. 624–627. Springer, Heidelberg (2013)
Dragon, T., Arroyo, I., Woolf, B.P., Burleson, W., el Kaliouby, R., Eydgahi, H.: Viewing student affect and learning through classroom observation and physical sensors. In: Woolf, B.P., Aïmeur, E., Nkambou, R., Lajoie, S. (eds.) ITS 2008. LNCS, vol. 5091, pp. 29–39. Springer, Heidelberg (2008)
de Vicente, A., Pain, H.: Informing the detection of the students’ motivational state: an empirical study. In: Cerri, S.A., Gouardéres, G., Paraguaçu, F. (eds.) ITS 2002. LNCS, vol. 2363, pp. 933–943. Springer, Heidelberg (2002)
Schofield, J.W.: Computers and Classroom Culture. Cambridge University Press (1995)
Lee, S.W., Kelly, K.E., Nyre, J.E.: Preliminary report on the relation of students’ on-task behavior with completion of school work. Psychological Reports 84, 267–272 (1999)
Karweit, N., Slavin, R.E.: Measurement and modeling choices in studies of time and learning. American Educational Research J. 18(2), 157–171 (1981)
Blanchard, E.G.: Socio-Cultural Imbalances in AIED Research: Investigations, Implications and Opportunities. Int. J. of Artificial Intelligence in Ed., 1–25 (2014)
Nye, B.: Intelligent Tutoring Systems by and for the Developing World: A Review of Trends and Approaches for Educational Technology in a Global Context.IJAIED. (in press)
Silva, A., Mamede, N., Ferreira, A., Baptista, J., Fernandes, J.: Towards a serious game for portuguese learning. In: Ma, M., Fradinho Oliveira, M., Madeiras Pereira, J. (eds.) SGDA 2011. LNCS, vol. 6944, pp. 83–94. Springer, Heidelberg (2011)
Rodrigo, M.M.T., Baker, R.S., Lagud, M.C., Lim, S.A.L., Macapanpan, A.F., Pascua, S.A.M.S., Santillano, J.Q., Sevilla, L.R.S., Sugay, J.O., Tep, S., Viehland, N.J.: Affect and usage choices in simulation problem solving environments. Frontiers in Artificial Intelligence and Applications. 158, 145 (2007)
Hofstede, G.: Dimensionalizing cultures: The Hofstede model in context. Online readings in psychology and culture 2(1), 8 (2011)
Casas, I., Imbrogno, J., Ochoa, S., Ogan, A.: Cultural factors in the implementation and use of an intelligent tutoring system in latin america. In: World Conf. on E-Learning in Corporate, Government, Healthcare, and Higher Ed., vol. 1, pp. 323–331 (2014)
Hintze, J.M., Volpe, R.J., Shapiro, E.S.: Best practices in the systematic direct observation of student behavior. Best practices in school psychology 4, 993–1006 (2002)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer International Publishing Switzerland
About this paper
Cite this paper
Ogan, A., Yarzebinski, E., Fernández, P., Casas, I. (2015). Cognitive Tutor Use in Chile: Understanding Classroom and Lab Culture. In: Conati, C., Heffernan, N., Mitrovic, A., Verdejo, M. (eds) Artificial Intelligence in Education. AIED 2015. Lecture Notes in Computer Science(), vol 9112. Springer, Cham. https://doi.org/10.1007/978-3-319-19773-9_32
Download citation
DOI: https://doi.org/10.1007/978-3-319-19773-9_32
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-19772-2
Online ISBN: 978-3-319-19773-9
eBook Packages: Computer ScienceComputer Science (R0)