Deep-Knowledge Acquisition for Learner Modelling in Second Language Learning

A review of previous work in the field of learner modelling reveals an emphasis on the surface descriptions of errors of understanding with only partial consideration of the underlying misconceptions that might explain the cause of the errors. Within a general framework for learner modelling we propose a technique, involving the use of a structured interface, for the effective acquisition of a richer and deeper model of learners' errors. The technique is considered from the perspective of a concrete domain: second language learning. Key-words: Learner Modelling, Knowledge Acquisition, Intelligent Tutoring Systems, Second Language Learning. 1. Introduction Problems associated with the acquisition of knowledge about "what" and "how" a learner understands are a stumbling block to the provision of more flexible instruction which is better adapted to the learner. This paper presents the results of initial experiments on a technique to support the acquisition of a richer knowledge about le..

Experiments on Knowledge Acquisition for Learner Modelling

Within a general framework for learner modelling we propose a technique, involving the use of a structured interface, for the effective acquisition of a richer and deeper model of learners' errors. We present results and preliminary analyses of learners' performances from some initial experiments, using a prototype interface, in the area of second language learning. Key-words: Learner Modelling, Knowledge Acquisition, Intelligent Tutoring Systems, Second Language Learning. 1. Introduction The acquisition of expert knowledge is a difficult and time-consuming task for any kind of intelligent knowledge-based system [MCGR 89]. Intelligent Tutoring Systems are no exception. This paper presents the results of initial experiments on a technique to support the acquisition of a richer knowledge about learners' (students') understanding of a topic from teachers and from the learners themselves. The work reported here forms part of a wider research programme 1 aimed at improving learner model..