InforLorV4, Main, Exploration, bibRecord, 002E82

Modeling Tutoring Knowledge

Identifieur interne : 002E82 ( Main/Exploration ); précédent : 002E81; suivant : 002E83

Modeling Tutoring Knowledge

Auteurs : Jacqueline Bourdeau [Canada] ; Monique Grandbastien [France]

Source :

RBID : Hal:hal-00619823

Abstract

This chapter introduces the topic "modeling tutoring knowledge" in ITS research. Starting with its origin and with a characterization of tutoring, it proposes a general definition of tutoring, and a description of tutoring functions, variables, and interactions. The Interaction Hypothesis is presented and discussed, followed by the development of the tutorial component of ITSs, and their evaluation. New challenges are described, such as integrating the emotional states of the learner. Perspectives of opening the Tutoring Model and of equipping it with social intelligence are also presented.

Url:

https://hal.archives-ouvertes.fr/hal-00619823

DOI: 10.1007/978-3-642-14363-2

Affiliations:

Links toward previous steps (curation, corpus...)

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to stream Main, to step Merge: 002F47
to stream Main, to step Curation: 002E82

Le document en format XML

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<front><div type="abstract" xml:lang="en">This chapter introduces the topic "modeling tutoring knowledge" in ITS research. Starting with its origin and with a characterization of tutoring, it proposes a general definition of tutoring, and a description of tutoring functions, variables, and interactions. The Interaction Hypothesis is presented and discussed, followed by the development of the tutorial component of ITSs, and their evaluation. New challenges are described, such as integrating the emotional states of the learner. Perspectives of opening the Tutoring Model and of equipping it with social intelligence are also presented.</div>
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Modeling Tutoring Knowledge

Modeling Tutoring Knowledge

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Abstract

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