TICL - Special Issue on Problem Solving Support in Intelligent Tutoring Systems
1/1/2000 - 1/1/2000

Intelligent tutoring systems have been proven to provide significant learning gains for students in a variety of instructional domains. As one of the main goals of ITSs is to support acquisition of problem-solving skills, it is not surprising that researchers devote considerable effort to problem solving support. Existing ITSs are based on various theories of learning, and consequently employ different strategies for supporting problems solving. Some ITSs provide examples of solved problems to students, which support analogical reasoning and transfer to novel problems. One of the most common ways of supporting problem solving is to analyse studentsí actions, and provide adequate feedback. Although many ITSs provide feedback, there are numerous differences in how that is done, ranging from the timing of feedback (immediate vs delayed), level of abstraction and detail in feedback messages, selecting appropriate messages, phrasing feedback etc. Additionally, many ITSs provide instructional material in various forms, such as glossaries of domain concepts and adaptively generated multimedia. In order for problem solving support to be effective, ITSs require domain and students models of high quality, as well as well designed teaching strategies and materials.

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