Anders Weinstein
University of Pittsburgh
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intelligent tutoring systems | 2002
Kurt VanLehn; Collin Lynch; Linwood Taylor; Anders Weinstein; Robert Shelby; Kay G. Schulze; Donald Treacy; Mary C. Wintersgill
Solving complex physics problems requires some kind of knowledge for selecting appropriate applications of physics principles. This knowledge is tacit, in that it is not explicitly taught in textbooks, existing tutoring systems or anywhere else. Experts seem to have acquired it via implicit learning and may not be aware of it. Andes is a coach for physics problem solving that has had good evaluations, but still does not teach complex problem solving as well as we would like. The conventional ITS approach to increasing its effectiveness requires teaching the tacit knowledge explicitly, and yet this would cause Andes to be more invasive. In particular, the textbooks and instructors would have to make space in an already packed curriculum for teaching the tacit knowledge. This paper discusses our attempts to teach the tacit knowledge without making Andes more invasive.
intelligent tutoring systems | 2004
Kurt VanLehn; Dumiszewe Bhembe; Min Chi; Collin Lynch; Kay G. Schulze; Robert Shelby; Linwood Taylor; Donald Treacy; Anders Weinstein; Mary C. Wintersgill
University physics is typical of many cognitive skills in that there is no standard procedure for solving problems, and yet a few students still master the skill. This suggests that their learning of problem solving strategies is implicit, and that an effective tutoring system need not teach problem solving strategies as explicitly as model-tracing tutors do. In order to compare implicit vs. explicit learning of problem solving strategies, we developed two physics tutoring systems, Andes and Pyrenees. Pyrenees is a model-tracing tutor that teaches a problem solving strategy explicitly, whereas Andes uses a novel pedagogy, developed over many years of use in the field, that provides virtually no explicit strategic instruction. Preliminary results from an experiment comparing the two systems are reported.
artificial intelligence in education | 2005
Kurt VanLehn; Collin Lynch; Kay G. Schulze; Joel A. Shapiro; Robert Shelby; Linwood Taylor; Donald Treacy; Anders Weinstein; Mary C. Wintersgill
Archive | 2000
Carolyn P. Ros; Reva h-eedman; Pamela W. Jordan; Michael A. Ringenberg; Antonio Roque; Kay G. Schulze; Stephanie Siler; Donald Treacy; Kurt VanLehn; Anders Weinstein
artificial intelligence in education | 2005
Kurt VanLehn; Collin Lynch; Kay G. Schulze; Joel A. Shapiro; Robert Shelby; Linwood Taylor; Donald Treacy; Anders Weinstein; Mary C. Wintersgill
intelligent tutoring systems | 2000
Kurt VanLehn; Reva Freedman; Pamela W. Jordan; R. Charles Murray; Remus Osan; Michael A. Ringenberg; Carolyn Penstein Rosé; Kay G. Schulze; Robert Shelby; Donald Treacy; Anders Weinstein; Mary C. Wintersgill
international conference on user modeling, adaptation, and personalization | 2007
Kurt VanLehn; Kenneth R. Koedinger; Alida Skogsholm; Adaeze Nwaigwe; Robert G.M. Hausmann; Anders Weinstein; Benjamin Billings
2001 Physics Education Research Conference Proceedings | 2001
Robert Shelby; Kay G. Schulze; Donald Treacy; Mary C. Wintersgill; Kurt VanLehn; Anders Weinstein
artificial intelligence in education | 2007
Adaeze Nwaigwe; Kenneth R. Koedinger; Kurt VanLehn; Robert G.M. Hausmann; Anders Weinstein
Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) | 2004
Kurt VanLehn; Dumiszewe Bhembe; Min Chi; Collin Lynch; Kay G. Schulze; Robert Shelby; Linwood Taylor; Don Treacy; Anders Weinstein; Mary C. Wintersgill