Abstract
In this paper we will discuss work to date on an exploratory study of tutoring patterns and their role for tutoring systems’ assistance in initiating creative responses and sustaining learning. Based on classroom discourse analysis, investigation of several studies of computer assisted learning -both for single and peer learning- and our understanding of the assistance dilemma of Intelligent Tutoring Systems (ITS), we argue that the students’ need for (artificial) facilitator’s help emphasizes on the manner of hint-providing, so we should take particular note of the challenges that arise from formalizing these definitions to apply to the style of problem solving and the students’ different age groups. This is the first step towards a mobile ITS that utilizes eye-tracking and virtual reality glasses, in order to identify difficulties and offer on time feedback in textual or visual mode, which will be superimposed on a transparent lens in users’ field of view. We will conclude with a discussion of implications and future directions.
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Sionti, M., Schack, E., Schack, T. (2020). Hint-Giving Phraseology for Computer Assisted Learning. In: Auer, M., Tsiatsos, T. (eds) The Challenges of the Digital Transformation in Education. ICL 2018. Advances in Intelligent Systems and Computing, vol 916. Springer, Cham. https://doi.org/10.1007/978-3-030-11932-4_14
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