Intelligent tutoring systems are interactive learning environments that have been proved that improve the learning outcome in contrast to traditional classroom instruction.
A type of intelligent tutor are the Cognitive Tutors based on cognitive psychology theory of problem solving and learning. The standard procedure of these systems is the guidance in the form of feedback, the provision of hints and messages in response to common errors e.t.c. Our aim is to explore the influence of CTAT to cognitive variables (prior knowledge, learning outcome, instruction unit) through interactive instructional events, like problem-solving practice, where CTAT is used in order to provide feedback on students’ responses and thus allowing students to change responses and misconceptions. Preliminary results on use of CTAT at a unit based on the unit of Mechanics to perspective teachers taking part in the course «Applied Didactics in Physics», provide indications that CTAT can reinforce the learning outcome.
|Keywords:||Cognitive Tutors, Intelligent Tutoring System, Artificial Intelligence, Problem Solving, Physics|
MEMBER OF STAFF, DEPARTMENT OF EDUCATION , UNIVERSITY OF AEGEAN , GREECE, University of the Aegean, ATHENS, Greece
PROFESSOR, School of Pedagogical and Technological Education, Greece, ATHENS, Greece
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