Abstract
Student modeling has played a key role in the success of ITS by allowing computer-based tutors to dynamically adapt to a student’s knowledge and problem solving behaviour. In this talk, I will discuss how the scope and effectiveness of ITS can be further increased by extending the range of features captured in a student model to include domain independent, meta-cognitive skills and affective states. In particular, I will illustrate how we are applying this research to improve the effectiveness of exploratory learning environments and educational games designed to support open ended, student-led pedagogical interactions.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsAuthor information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2004 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Conati, C. (2004). Toward Comprehensive Student Models: Modeling Meta-cognitive Skills and Affective States in ITS. In: Lester, J.C., Vicari, R.M., Paraguaçu, F. (eds) Intelligent Tutoring Systems. ITS 2004. Lecture Notes in Computer Science, vol 3220. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-30139-4_114
Download citation
DOI: https://doi.org/10.1007/978-3-540-30139-4_114
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-22948-3
Online ISBN: 978-3-540-30139-4
eBook Packages: Springer Book Archive