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New Directions for Intelligent Tutoring Systems pp 107–131Cite as

The Central Importance of Student Modelling to Intelligent Tutoring

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Part of the book series: NATO ASI Series ((NATO ASI F,volume 91))

Abstract

Intelligent tutoring systems can be individualized if they are designed to take into account differences between students. The process of doing this is called student modelling. Unfortunately, student modelling is hard, and increasingly researchers are trying to avoid the need. The idea of one-on-one tutoring is taking a back seat to new ideas like collaborative learning, negotiated tutoring, guided discovery tutoring, and situated learning, as well as old ideas like discovery learning. In this paper I will argue two things:

  • first, that Sie new approaches have, if anything, even more need for student modelling than does a one-on-one tutor; and

  • second, that traditional idea of designing for individualized one-on-one interaction is still. I will then consider various ways of tackling the “intractable” student modelling problem, and will conclude with some optimism for the future of student modelling and one-on-one tutoring.

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Authors and Affiliations

  1. ARIES Laboratory, Department of Computational Science, University of Saskatchewan, Saskatoon, Saskatchewan, S7N 0W0, Canada

    Gordon I. McCalla

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  1. Gordon I. McCalla
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  1. Department of Electronic Engineering, University of Coimbra, P-3000, Coimbra, Portugal

    Ernesto Costa

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© 1992 Springer-Verlag Berlin Heidelberg

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McCalla, G.I. (1992). The Central Importance of Student Modelling to Intelligent Tutoring. In: Costa, E. (eds) New Directions for Intelligent Tutoring Systems. NATO ASI Series, vol 91. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-77681-6_8

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  • DOI: https://doi.org/10.1007/978-3-642-77681-6_8

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