From Cognitive to Pedagogical Knowledge Models in Problem-Solving ITS Frameworks
نویسندگان
چکیده
To reduce the prohibitive efforts associated to problem-solving ITS, a domain-independent framework can be developed. In this paper, we compare ASTUS to the MTT architecture with examples drawn from a scatter plot tutor. We show that both approaches are similar, but that an ASTUS tutor can exhibit a more sophisticated tutoring behavior thanks to its “pedagogical knowledge model”.
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تاریخ انتشار 2009