ERIC Number: ED349964
Record Type: RIE
Publication Date: 1992-May
Reference Count: N/A
Use of Fuzzy Modeling Techniques in a Coached Practice Environment for Electronics Troubleshooting.
Katz, Sandra; Lesgold, Alan
Student modeling--the task of building dynamic models of student ability--is fraught with uncertainty, caused by such factors as multiple sources of student errors, careless errors and lucky guesses, learning and forgetting. Within the context of the Sherlock intelligent tutoring systems project, we have been experimenting with various ways of making the task of modeling student knowledge more tractable. The philosophical basis underlying each approach is that student models do not need to be precise and accurate to be useful. We describe these approaches, focusing on the one we have developed furthest thus far. The approach, which is based on fuzzy set theory, aims at building imprecise, or "fuzzy" diagnostic student models (e.g., Hawkes et al., 1990). We have built upon this approach by developing techniques for representing and updating discrete student knowledge variables in our avionics troubleshooting tutor, Sherlock II. We describe these techniques and, more broadly, the student modeling component in this tutor. We frame our discussion of the "fuzzy" student modeling approach we are developing with a description of its more crude predecessor, and of our plans for future work on imprecise student modeling using Bayesian inferencing techniques. (Contains 52 references.) (Author/BBM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Coached Practice; Fuzzy Set Theory; Intelligent Tutoring Systems
Note: Paper presented at the Annual Conference of the National Council on Educational Measurement (San Francisco, CA, April 1992).