Abstract
Building an intelligent tutoring system requires to define an expertise model that can support appropriate tutoring services. This is usually done by adopting one of the following paradigms: building a cognitive model, specifying constraints, integrating an expert system and using data mining algorithms to learn domain knowledge. However, for some ill-defined domains, the use of a single paradigm could lead to a weak support of the user in terms of tutoring feedback. To address, this issue, we propose to use a multi-paradigm approach. We illustrate this idea in a tutoring system for robotic arm manipulation training. To support tutoring services in this ill-defined domain, we have developed a multi-paradigm model combining: (1) a data mining approach for automatically building a task model from user solutions, (2) a cognitive model to cover well-defined parts of the task and spatial reasoning, (3) and a 3D path-planner to cover all other aspects of the task. Experimental results indicate that the multi-paradigm approach allows providing assistance to learners that is much richer than what is offered with each single paradigm.
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
Lynch, C., Ashley, K., Aleven, V., Pinkwart, N.: Defining Ill-Defined Domains; A literature survey. In: Proc. Ill-Defined Domains Workshop, pp. 1–10 (2006)
Simon, H.A.: Information-processing theory of human problem solving. In: Estes, W.K. (ed.) Handbook of Learning and Cognitive Processes. Human Information, vol. 5, pp. 271–295. John Wiley & Sons, Inc. (1978)
Aleven, V., McLaren, B.M., Sewall, J., Koedinger, K.R.: The Cognitive Tutor Authoring Tools (CTAT): Preliminary Evaluation of Efficiency Gains. In: Ikeda, M., Ashley, K.D., Chan, T.-W. (eds.) ITS 2006. LNCS, vol. 4053, pp. 61–70. Springer, Heidelberg (2006)
Mitrović, A., Mayo, M., Suraweera, P., Martin, B.: Constraint-Based Tutors: A Success Story. In: Monostori, L., Váncza, J., Ali, M. (eds.) IEA/AIE 2001. LNCS (LNAI), vol. 2070, pp. 931–940. Springer, Heidelberg (2001)
Clancey, W.: Use of MYCIN’s rules for tutoring. In: Buchanan, B., Shortliffe, E.H. (eds.) Rule-Based Expert Systems. Addison-Wesley (1984)
Graesser, A., Wiemer-Hastings, P., Wiemer-Hastings, K., Harter, D., Person, N.: Using Latent Semantic Analysis to evaluate the contributions of students in AutoTutor. Interactive Learning Environments 8, 149–169 (2000)
Barnes, T., Stamper, J.: Toward Automatic Hint Generation for Logic Proof Tutoring Using Historical Student Data. In: Woolf, B.P., Aïmeur, E., Nkambou, R., Lajoie, S. (eds.) ITS 2008. LNCS, vol. 5091, pp. 373–382. Springer, Heidelberg (2008)
Fournier-Viger, P., Nkambou, R., Mephu Nguifo, E.: Learning Procedural Knowledge from User Solutions To Ill-Defined Tasks in a Simulated Robotic Manipulator. In: Romero, et al. (eds.) Handbook of Educational Data Mining, pp. 451–465. CRC Press (2010)
Belghith, K., Kabanza, F., Hartman, L., Nkambou, R.: Anytime Dynamic Path-planning with Flexible Probabilistic Roadmaps. In: Proc. ICRA 2006, pp. 2372–2377 (2006)
Fournier-Viger, P., Nkambou, R., Mayers, A.: Evaluating Spatial Representations and Skills in a Simulator-Based Tutoring System. IEEE Trans. Learn. Tech. 1(1), 63–74 (2008)
Burgess, N.: Spatial memory: how egocentric and allocentric combine. Trends in Cognitive Sciences 10(12), 551–557 (2006)
Nadel, L., Hardt, O.: The Spatial Brain. Neuropsychology 18(3), 473–476 (2004)
Tversky, B.: Cognitive Maps, Cognitive Collages, and Spatial Mental Models. In: Campari, I., Frank, A.U. (eds.) COSIT 1993. LNCS, vol. 716, pp. 14–24. Springer, Heidelberg (1993)
Gunzelmann, G., Lyon, D.R.: Mechanisms for Human Spatial Competence. In: Barkowsky, T., Knauff, M., Ligozat, G., Montello, D.R. (eds.) Spatial Cognition 2007. LNCS (LNAI), vol. 4387, pp. 288–307. Springer, Heidelberg (2007)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Fournier-Viger, P., Nkambou, R., Mayers, A., Mephu-Nguifo, E., Faghihi, U. (2012). Multi-paradigm Generation of Tutoring Feedback in Robotic Arm Manipulation Training. In: Cerri, S.A., Clancey, W.J., Papadourakis, G., Panourgia, K. (eds) Intelligent Tutoring Systems. ITS 2012. Lecture Notes in Computer Science, vol 7315. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-30950-2_29
Download citation
DOI: https://doi.org/10.1007/978-3-642-30950-2_29
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-30949-6
Online ISBN: 978-3-642-30950-2
eBook Packages: Computer ScienceComputer Science (R0)