Student-System Interactions

  • Benedict du Boulay
  • Peter Goodyear
Conference paper
Part of the NATO ASI Series book series (volume 85)


Despite the explicit pairing of papers both at the Calgary Institute and in this volume, the paper by Stephano Cerri is best regarded as being in the same general area as that by Laurillard. Cerri describes a methodology (and software system that embodies that methodology) for the gradual elaboration of a generative student model in some domain. By contrast with Laurillard who proposes a carefully controlled, cyclic, empirical process to be completed prior to the design of the resultant tutor/diagnoser, Cerri’s methodology involves a cyclic refinement process involving an expert, the evolving tutorial/diagnostic system and students, all linked through the design tool. For Cerri, there is rather less obvious distinction between knowledge acquisition and system implementation in that the two processes are intertwined. Cerri also subscribes to the standard view of student modelling within the intelligent tutoring systems community and certainly does not make the kind of distinction between classifying a student’s conceptions and modelling the student which is of concern to Laurillard.


Intelligent Tutoring System Student Model Obvious Distinction Artificial Intelligence Approach Good Teaching Practice 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. 1.
    Anderson, J.R., & Reiser, J.: The LISP tutor. BYTE, 10, p. 4 (1985)Google Scholar
  2. 2.
    Mitchell, T.M., Utgoff, P.E. & Banerji R.: Learning by Experimentation: Acquiring and Refining Problem-Solving Heuristics. In: Machine Learning: an Artificial Intelligence Approach (R.S. Michalski & J.G. Carbonell, eds.). Berlin: Springer-Verlag 1984Google Scholar
  3. 3.
    Vosniadou, S & Brewer, W.: A cross cultural investigation of children’s conceptions about the earth, the sun and the moon. In: Learning and Instruction (H. Mandl et al., eds.). Oxford: Pergamon Press 1990Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 1992

Authors and Affiliations

  • Benedict du Boulay
    • 1
  • Peter Goodyear
    • 2
  1. 1.School of Cognitive and Computing SciencesUniversity of SussexFalmer, BrightonEngland
  2. 2.Department of Educational ResearchLancaster UniversityLancasterEngland

Personalised recommendations