Algorithmic debugging to support cognitive diagnosis in tutoring systems
Dateien
Datum
Autor:innen
Herausgeber:innen
ISSN der Zeitschrift
Electronic ISSN
ISBN
Bibliografische Daten
Verlag
Schriftenreihe
Auflagebezeichnung
URI (zitierfähiger Link)
DOI (zitierfähiger Link)
Internationale Patentnummer
Link zur Lizenz
Angaben zur Forschungsförderung
Projekt
Open Access-Veröffentlichung
Sammlungen
Core Facility der Universität Konstanz
Titel in einer weiteren Sprache
Publikationstyp
Publikationsstatus
Erschienen in
Zusammenfassung
Cognitive modelling in intelligent tutoring systems aims at identifying a learner's skills and knowledge from his answers to tutor questions and other observed behaviour. In this paper, we propose an innovative variant of Shapiro's algorithmic debugging technique whose application can be used to pin-point learners' erroneous behaviour in terms of an irreducible disagreement to the execution trace of an expert model. Our variant has two major benefits: in contrast to traditional approaches, it does not rely on an explicit encoding on mal-rules, and second, it induces a natural teacher-learner dialogue with no need for the prior scripting of individial turns or higher-level dialogue planning.
Zusammenfassung in einer weiteren Sprache
Fachgebiet (DDC)
Schlagwörter
Konferenz
Rezension
Zitieren
ISO 690
ZINN, Claus, 2011. Algorithmic debugging to support cognitive diagnosis in tutoring systems. In: BACH, Joscha, ed., Stefan EDELKAMP, ed.. KI 2011: Advances in Artificial Intelligence. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011, pp. 357-368. Lecture Notes in Computer Science. 7006. ISBN 978-3-642-24454-4. Available under: doi: 10.1007/978-3-642-24455-1_35BibTex
@inproceedings{Zinn2011Algor-21050, year={2011}, doi={10.1007/978-3-642-24455-1_35}, title={Algorithmic debugging to support cognitive diagnosis in tutoring systems}, number={7006}, isbn={978-3-642-24454-4}, publisher={Springer Berlin Heidelberg}, address={Berlin, Heidelberg}, series={Lecture Notes in Computer Science}, booktitle={KI 2011: Advances in Artificial Intelligence}, pages={357--368}, editor={Bach, Joscha and Edelkamp, Stefan}, author={Zinn, Claus} }
RDF
<rdf:RDF xmlns:dcterms="http://purl.org/dc/terms/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:bibo="http://purl.org/ontology/bibo/" xmlns:dspace="http://digital-repositories.org/ontologies/dspace/0.1.0#" xmlns:foaf="http://xmlns.com/foaf/0.1/" xmlns:void="http://rdfs.org/ns/void#" xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > <rdf:Description rdf:about="https://kops.uni-konstanz.de/server/rdf/resource/123456789/21050"> <dcterms:bibliographicCitation>KI 2011: Advances in Artificial Intelligence ; 34th Annual German Conference on AI, Berlin, Germany, October 4-7, 2011 / Joscha Bach ... (Ed.). - Berlin : Springer, 2011. - S. 357-368. - (Lecture Notes in Computer Science ; 7006). - ISBN 978-3-642-24454-4</dcterms:bibliographicCitation> <void:sparqlEndpoint rdf:resource="http://localhost/fuseki/dspace/sparql"/> <dc:creator>Zinn, Claus</dc:creator> <dcterms:rights rdf:resource="https://rightsstatements.org/page/InC/1.0/"/> <dspace:hasBitstream rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/21050/2/Zinn_210507.pdf"/> <dcterms:isPartOf rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/36"/> <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2012-12-19T08:41:17Z</dc:date> <dc:contributor>Zinn, Claus</dc:contributor> <dcterms:issued>2011</dcterms:issued> <bibo:uri rdf:resource="http://kops.uni-konstanz.de/handle/123456789/21050"/> <dcterms:abstract xml:lang="eng">Cognitive modelling in intelligent tutoring systems aims at identifying a learner's skills and knowledge from his answers to tutor questions and other observed behaviour. In this paper, we propose an innovative variant of Shapiro's algorithmic debugging technique whose application can be used to pin-point learners' erroneous behaviour in terms of an irreducible disagreement to the execution trace of an expert model. Our variant has two major benefits: in contrast to traditional approaches, it does not rely on an explicit encoding on mal-rules, and second, it induces a natural teacher-learner dialogue with no need for the prior scripting of individial turns or higher-level dialogue planning.</dcterms:abstract> <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2013-07-31T22:25:04Z</dcterms:available> <dcterms:hasPart rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/21050/2/Zinn_210507.pdf"/> <foaf:homepage rdf:resource="http://localhost:8080/"/> <dc:language>eng</dc:language> <dcterms:title>Algorithmic debugging to support cognitive diagnosis in tutoring systems</dcterms:title> <dc:rights>terms-of-use</dc:rights> <dspace:isPartOfCollection rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/36"/> </rdf:Description> </rdf:RDF>