Cognitive Task Analysis in Service of Intelligent Tutoring System Design: A Case Study in Statistics

1998 ◽  
pp. 234-243 ◽  
Author(s):  
Marsha C. Lovett
Keyword(s):  
System Design ◽  
Task Analysis ◽  
Intelligent Tutoring ◽  
Cognitive Task ◽  
Intelligent Tutoring System ◽  
Cognitive Task Analysis ◽  
Tutoring System

Cognitive task analysis of a complex work domain: a case study

1992 ◽  
Vol 36 (3) ◽  
pp. 207-216 ◽  
Author(s):  
Neville Moray ◽  
Penelope M. Sanderson ◽  
Kim J. Vicente
Keyword(s):  
Task Analysis ◽  
Cognitive Task ◽  
Cognitive Task Analysis ◽  
Work Domain

Modeling a cognitive tool for teaching the addition/subtraction of common fractions

2002 ◽  
Vol 1 (2) ◽  
pp. 327-352 ◽  
Author(s):  
Siu Cheung Kong ◽  
Lam For Kwok
Keyword(s):  
Task Analysis ◽  
Cognitive Task ◽  
Cognitive Task Analysis ◽  
Primary School Children ◽  
Common Denominator ◽  
Cognitive Tool ◽  
Common Fractions ◽  
Concrete Operations ◽  
Fraction Addition

The case study reported here models a Cognitive Tool (CT) for primary school children to learn common fraction addition/subtraction with unlike denominators. In the study, we developed a CT based on a cognitive task analysis of the domain. We then observed how 12 learners used this CT to understand fraction operations based on a knowledge of fraction equivalence. Results of the study indicate that the support offered by the CT aids learners with higher ability in mathematics to produce cognitive residues. The graphical partitioning model helps to link the concrete operations of partitioning with the abstract idea of a common denominator required for adding/subtracting fractions with unlike denominators. However, learners who have failed to develop the knowledge of fraction equivalence, which includes the concept of equivalence and the ways of finding it, cannot gain much from working with the CT. A model of affordances for improving the design of the CT to meet the diverse needs of learners is discussed.

A Novel Architecture for Learner-Centric Curriculum Sequencing in Adaptive Intelligent Tutoring System

2018 ◽  
Vol 20 (3) ◽  
pp. 1-20
Author(s):  
Ninni Singh ◽  
Neelu Jyothi Ahuja ◽  
Amit Kumar
Keyword(s):  
Learning Style ◽  
Seismic Data ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Data Interpretation ◽  
Tutoring System ◽  
Face To Face ◽  
Learning Path ◽  
Curriculum Sequencing

An ideal face-to-face tutor learner interaction aims to offer learning to the learner in a manner that best suits an individual learner's learning level and learning style. This ability of differentiated instruction has been built in Seis-Tutor Intelligent Tutoring system, developed to offer subject matter knowledge of ‘Seismic Data Interpretation,' a field of geo-physics. The detailed architecture of learner-centric curriculum sequencing module, built to this effect, with its components, sub-components, their interconnected functioning, to generate exclusive learning path, have been described. An algorithm for learner-centric curriculum sequencing, a mathematical model and proposed implementation using a case study has been elaborated.

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