Abstract
Supervising a student's resolution of an arithmetic word problem is a cumbersome task. Different students may use different lines of reasoning to reach the final solution, and the assistance provided should be consistent with the resolution path that the student has in mind. In addition, further learning gains can be achieved if the previous student's background is also considered in the process. In this paper, we outline a relatively simple method to adapt the hints given by an Intelligent Tutoring System to the line of reasoning that the student is currently following. We also outline possible extensions to build a model of the student's most relevant skills, by tracking user's actions.
Original language | English |
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Pages (from-to) | 42-48 |
Number of pages | 7 |
Journal | CEUR Workshop Proceedings |
Volume | 1181 |
Publication status | Published - 2014 |
Externally published | Yes |
Event | Workshop of the 22nd Conference on User Modeling, Adaptation, and Personalization, UMAP 2014 - Co-located with the 22nd Conference on User Modeling, Adaptation, and Personalization, UMAP 2014 - Aalborg, Denmark Duration: 7 Jul 2014 → 11 Jul 2014 |
Keywords
- Adaptation
- Arithmetic teaching
- Intelligent tutoring system
- Personalization
- Word problem solving