Design Recommendations for Intelligent Tutoring Systems: Volume 2 – Instructional Management

Design Recommendations for Intelligent Tutoring Systems: Volume 2 – Instructional Management (2014) .. edited by Robert A. Sottilare, etc


Contents

Preface … i
Prologue … xv

Section I: Affect, Engagement and Grit in Instructional Management (Sottilare) 1

Chapter 1 – Thoughts on the Instructional Management of Affect, Engagement, and Grit … 3
Chapter 2 – A Guide to Instructional Techniques, Strategies and Tactics to Manage Learner Affect, Engagement, and Grit … 7
Chapter 3 – I Feel Your Pain: A Selective Review of AffectSensitive Instructional Strategies … 35
Chapter 4 – Addressing Behavioral Disengagement in Online Learning … 49
Chapter 5 – The Importance of Narrative as an Affective Instructional Strategy … 57
Chapter 6 – Personalized Content in Intelligent Tutoring Systems … 71
Chapter 7 – Adaptive Interventions to Address Students’ Negative Activating and Deactivating Emotions during Learning Activities … 79
Chapter 8 – Assessing Persistence in Educational Games … 93

Section II: Metacognition and Self-Regulated Learning (Goldberg) 103

Chapter 9 – Metacognitive Supports to Drive Self-Regulated Learning Experiences … 105
Chapter 10 – Creating the Intelligent Novice: Supporting Self Regulated Learning and Metacognition in Educational Technology … 109
Chapter 11 – A Combined Theory- and Data-Driven Approach for Interpreting Learners’ Metacognitive Behaviors in Open-Ended Tutoring Environments … 135
Chapter 12 – Macro and Micro Strategies for Metacognition and Socially-Shared Regulation in the Medical Tutoring Domain … 151
Chapter 13 – Tutoring Self- and Co- Regulation with Intelligent Tutoring Systems to Help Students Acquire Better Learning Skills … 169

Section III: Natural Language and Discourse (Hu) 183

Chapter 14 – Issues Regarding The Use Of Natural Language Discourse In Intelligent Tutoring Systems … 185
Chapter 15 – Natural Language, Discourse, and Conversational Dialogues within Intelligent Tutoring Systems: A Review … 189
Chapter 16 – Serious Games with GIFT: Instructional Strategies, Game Design, and Natural Language in the Generalized Intelligent Framework for Tutoring … 205
Chapter 17 – Moves, Tactics, Strategies, and Metastrategies: Defining the Nature of Human Pedagogical Interaction … 217
Chapter 18 – Instructional Strategies in Trialog-based Intelligent Tutoring Systems … 225
Chapter 19 – Where in the Data Stream Are We?: Analyzing the Flow of Text in Dialogue-Based Systems for Learning … 237
Chapter 20 – Intelligent Tutoring Support for Learners Interacting with Virtual Humans … 249

Section IV: Instruction and Scaffolding (Graesser) 259

Chapter 21 – Guided Instruction and Scaffolding … 261
Chapter 22 – A Guide to Scaffolding and Guided Instructional Strategies for ITSs … 265
Chapter 23 – Adaptive Multimedia Environments … 283
Chapter 24 – Support in a Framework for Instructional Technology … 297
Chapter 25 – The DENDROGRAM Model of Instruction: On Instructional Strategies and Their Implementation in DeepTutor … 311
Chapter 26 – Scaffolding Made Visible … 327

Epilogue … 341

Biographies … 359
Acronym List … 375
Index … 381