Computer-supported learning is an increasingly important form of study since it allows for independent learning and individualized instruction. In this paper, we discuss a novel approach to developing an intelligent tutoring system for teaching textbook-style mathematical proofs. We characterize the particularities of the domain and discuss common ITS design models. Our approach is motivated by phenomena found in a corpus of tutorial dialogs that were collected in a Wizard-of-Oz experiment. We show how an intelligent tutor for textbook-style mathematical proofs can be built on top of an adapted assertion-level proof assistant by reusing representations and proof search strategies originally developed for automated and interactive theorem proving. The resulting prototype was successfully evaluated on a corpus of tutorial dialogs and yields good results.
Deductive domains are typical of many cognitive skills in that no single problem-solving strategy is always optimal for solving all problems. It was shown that students who know how and when to use each strategy (StrTime) outperformed those who know neither and stick to the default strategy (Default). In this work, students were trained on a logic tutor that supports a default forward-chaining and a backward-chaining (BC) strategy, then a probability tutor that only supports BC. We investigated three types of interventions on teaching the Default students how and when to use which strategy on …
McGill University（麦吉尔大学）；MILA (Quebec Artificial Intelligence Institute)（MILA（魁北克人工智能研究所））；Korbit Technologies Inc.（Korbit科技公司）；University of Bath（巴斯大学）
This paper investigates personalization in the field of intelligent tutoring systems (ITS). We hypothesize that personalization in the way questions are asked improves student learning outcomes. Previous work on dialogue-based ITS personalization has yet to address question phrasing. We show that generating versions of the questions suitable for students at different levels of subject proficiency improves student learning gains, using variants written by a domain expert and an experimental A/B test. This insight demonstrates that the linguistic realization of questions in an ITS affects the le…
Korbit Technologies Inc.（科比科技公司）；University of Cambridge（剑桥大学）；École de Technologie Supérieure（高等技术学院）；McGill University（麦吉尔大学）；MILA (Quebec Artificial Intelligence Institute)（MILA（魁北克人工智能研究所））
We investigate how automated, data-driven, personalized feedback in a large-scale intelligent tutoring system (ITS) improves student learning outcomes. We propose a machine learning approach to generate personalized feedback, which takes individual needs of students into account. We utilize state-of-the-art machine learning and natural language processing techniques to provide the students with personalized hints, Wikipedia-based explanations, and mathematical hints. Our model is used in Korbit, a large-scale dialogue-based ITS with thousands of students launched in 2019, and we demonstrate th…
Improving prediction of students' performance in intelligent tutoring systems using attribute selection and ensembles of different multimodal data sources
Pontifical Catholic University of Ecuador（厄瓜多尔天主教大学）；University of Oviedo（奥维耶多大学）；University of Central Florida（中佛罗里达大学）；University of Córdoba（科尔多瓦大学）
Department of Computer Science, North Carolina State University（北卡罗来纳州立大学计算机科学系）；North Carolina State University（北卡罗来纳州立大学）
Within intelligent tutoring systems, considerable research has investigated hints, including how to generate data-driven hints, what hint content to present, and when to provide hints for optimal learning outcomes. However, less attention has been paid to how hints are presented. In this paper, we propose a new hint delivery mechanism called "Assertions" for providing unsolicited hints in a data-driven intelligent tutor. Assertions are partially-worked example steps designed to appear within a student workspace, and in the same format as student-derived steps, to show students a possible subgo…
The University of British Columbia（不列颠哥伦比亚大学）；Augsburg University（奥格斯堡大学）
Our research is a step toward ascertaining the need for personalization, in XAI, and we do so in the context of investigating the value of explanations of AI-driven hints and feedback are useful in Intelligent Tutoring Systems (ITS). We added an explanation functionality for the adaptive hints provided by the Adaptive CSP (ACSP) applet, an interactive simulation that helps students learn an algorithm for constraint satisfaction problems by providing AI-driven hints adapted to their predicted level of learning. We present the design of the explanation functionality and the results of a controll…
Integrating LSTM and BERT for Long-Sequence Data Analysis in Intelligent Tutoring Systems
School of Electronics and Computer Science（电子与计算机科学学院）；University of Southampton（南安普顿大学）；Durham University（杜伦大学）；School of Computing（计算机学院）；Newcastle University（纽卡斯尔大学）
Université de Montréal（蒙特利尔大学）；Carnegie Mellon University（卡内基梅隆大学）；Hofstra University（霍夫斯特拉大学）；University of Pittsburgh（匹兹堡大学）
We propose an adaptive environment (CABINET) to support caselaw analysis (identifying key argument elements) based on a novel cognitive computing framework that carefully matches various machine learning (ML) capabilities to the proficiency of a user. CABINET supports law students in their learning as well as professionals in their work. The results of our experiments focused on the feasibility of the proposed framework are promising. We show that the system is capable of identifying a potential error in the analysis with very low false positives rate (2.0-3.5%), as well as of predicting the k…
MC-CPO: Mastery-Conditioned Constrained Policy Optimization for Pedagogically Safe Intelligent Tutoring Systems
School of Computing Sciences（计算科学学院）；Computer Engineering, University of Southern Mississippi, Hattiesburg, MS 39406, USA（计算机工程，密西西比大学，哈特斯伯格，MS 39406，USA）
Efficacy of a Computer Tutor that Models Expert Human Tutors
University of Memphis（密苏里大学）；University of Colorado Boulder（科罗拉多大学博尔德分校）；Rhodes College（罗德岛学院）；American Institutes for Research（美国研究机构）；Brighter Research
Despite artificial intelligence (AI) having transformed major aspects of our society, less than a fraction of its potential has been explored, let alone deployed, for education. AI-powered learning can provide millions of learners with a highly personalized, active and practical learning experience, which is key to successful learning. This is especially relevant in the context of online learning platforms. In this paper, we present the results of a comparative head-to-head study on learning outcomes for two popular online learning platforms (n=199 participants): A MOOC platform following a tr…
From Large AI Models to Agentic AI: A Tutorial on Future Intelligent Communications
Hunan Provincial Key Laboratory of Intelligent Computing and Language Information Processing, Hunan Normal University（智能计算与语言信息处理湖南省重点实验室，湖南师范大学）；National Mobile Communications Research Laboratory, Southeast University（国家移动通信研究实验室，东南大学）；Changsha Social Laboratory of Artificial Intelligence, Hunan University of Technology and Business（长沙人工智能社会实验室，湖南工业大学）；Department of Computer Science, Brunel University London（伦敦布鲁内尔大学计算机科学系）；Faculty of Engineering and Applied Science, Memorial University（纪念大学工程与应用科学学院）；G Research Center, Khalifa University of Science and Technology（科技大学6G研究中心）
