Abstract
Domain experts should provide relevant domain knowledge to an Intelligent Tutoring System (ITS) so that it can guide a learner during problem-solving learning activities. However, for many ill-defined domains, the domain knowledge is hard to define explicitly. In previous works, we showed how sequential pattern mining can be used to extract a partial problem space from logged user interactions, and how it can support tutoring services during problem-solving exercises. This article describes an extension of this approach to extract a problem space that is richer and more adapted for supporting tutoring services. We combined sequential pattern mining with (1) dimensional pattern mining (2) time intervals, (3) the automatic clustering of valued actions and (4) closed sequences mining. Some tutoring services have been implemented and an experiment has been conducted in a tutoring system.
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Fournier-Viger, P., Nkambou, R., Nguifo, E.M. (2008). A Knowledge Discovery Framework for Learning Task Models from User Interactions in Intelligent Tutoring Systems. In: Gelbukh, A., Morales, E.F. (eds) MICAI 2008: Advances in Artificial Intelligence. MICAI 2008. Lecture Notes in Computer Science(), vol 5317. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-88636-5_72
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