MENON : automating a Socratic teaching model for mathematical proofs

This thesis presents an approach to adaptive pedagogical feedback for arbitrary domains as an alternative to resource-intensive pre-compiled feedback, which represents the state-of-the-art in intelligent tutoring systems today. A consequence of automatic adaptive feedback is that the number of tasks with pedagogical feedback that can be offered to the student increases, and with it the opportunity for practice. We focus on automating different aspects of teaching that together are primarily responsible for learning and can be integrated in a unified natural-language output. The automatic production and natural-language generation of feedback enables its personalisation both at the pedagogical and the natural-language dialogue level. We propose a method for automating the production of domain-independent adaptive feedback. The proof- of-concept implementation of the tutorial manager Menon is carried out for the domain of set-theory proofs. More specifically, we define a pedagogical model that abides by schema and cognitive load theory, and by the synergistic approach to learning. We implement this model in a Socratic teaching strategy whose basic units of feedback are dialogue moves. We use empirical data from two domains to derive a taxonomy of tutorial-dialogue moves, and define the most central and sophisticated move hint. The formalisation of the cognitive content of hints is inspired by schema theory and is facilitated by a domain ontology.Die vorliegende Arbeit präsentiert eine Annäherung an adaptives pädagogisches Feedback für beliebige Domäne. Diese Herangehensweise bietet eine Alternative zu ressource-intensivem, vorübersetztem Feedback, dass das heutige "state-of-the-art'; in intelligenten tutoriellen Systemen ist. Als Folge können zahlreiche Aufgaben mit pädagogischem Feedback für die Praxis angeboten werden. Der Schwerpunkt der Arbeit liegt auf der Automatisierung verschiedener Aspekte des Lehrprozesses, die in ihrer Gesamtheit wesentlich den Lernprozess beeinflussen, und in einer einheitlichen Systemausgabe Natürlicher Sprache integriert werden können. Die automatische Produktion und die Systemgenerierung von Feedback in Natürlicher Sprache ermöglichen eine Individualisierung des Feedback auf zwei Ebenen: einer pädagogischen und einer dialogischen Ebene. Dazu schlagen wir eine Methode vor, durch die adaptives Feedback automatisiert werden kann, und implementieren den tutoriellen Manager Menon als "proof-of-concept'; beispielhaft für die Domäne von Beweisen in der Mengentheorie. Konkret definieren wir ein pädagogisches Modell, das sich auf Schema- und Kognitionstheorie sowie auf die synergetische Herangehensweise an Lernen stützt. Dieses Modell wird in einer Sokratischen Lehrmethode implementiert, deren basale Feedback-Elemente aus Dialogakten bestehen. Zur Bestimmung einer Taxonomie Tutorielle-Dialogakte sowie des zentralen und komplexen Dialogakts hint (Hinweis) wenden wir empirische Daten aus zwei Domänen an. Die Formalisierung des kognitiven Inhaltes von Hinweisen folgt der Schematheorie und basiert auf einer Domänenontologie

Adapting the scheduling of illustrations and graphs to learners in conceptual physics tutoring

This research investigates how to schedule multiple graphical representations in a dialogue-based conceptual physics tutor. Research on multiple graphical representations in tutoring suggests either frequently switching representations or fading from concrete to abstract representations. However, other research communities suggest that the best representation or scheduling can be dependent on various student and tutoring context factors. This thesis investigates whether these factors are important when considering a schedule of representations. Three major hypotheses are investigated. H1: that the best representational format for physics concepts is related to properties of the student and the tutoring context. H2: that it is possible to build models that predict the best representational format using student and tutoring context information. H3: that picking the representational format based upon student and tutoring context information will produce better learning gains than not considering student and tutoring context information. Additionally, this work addresses the question of whether multiple representations produce greater learning gains than a single representation (H4). A first experiment was performed to both investigate H1 and to collect data for H2. ANOVAs showed significant interaction effects in learning between low and high pretesters and between high and low spatial reasoning ability subjects, supporting the first hypothesis. Using the data collected and features describing student and tutoring context information, models were learned to predict when to show illustrations or graphs. That these models could be learned, produce meaningful rules, and outperformed a baseline supports H2. A new modeling algorithm was developed to learn these models by augmenting multiple linear regression to consider certain syntactic constraints. A third study was run to test H3 and H4 and to extrinsically evaluate the adaptive policy learned. One third of subjects had an adaptive scheduling of representations, one third a fixed alternating scheduling, and one third saw only one representation. In support of H3, subjects with high incoming knowledge sometimes perform better when receiving adaptive scheduling over an alternating scheduling, but there are also counter examples. For H4, it is not supported in general: showing only illustrations is best overall, but in some cases some subjects benefit from multiple representations