Design Recommendations for Intelligent Tutoring Systems: Volume 9 - Competency-Based Scenario Design
About this ebook
The topic of this book, Competency-Based Scenario Design is highly relevant to the development of ITSs. Scenarios are information-rich task/problem contexts that are closely aligned with real-world situations that professionals face in their jobs. The tasks/problems exhibit ecological validity rather than stripped-down abstract simplifications. Developers of ITSs and other adaptive instructional systems need to have principled guidance on how to design these scenarios. An example scenario may be a close match to a particular situation in the past, but not be representative of a large range of situations that professionals experience in their job. An example scenario may be very realistic, but not provide reliable and valid assessments of the learners' performance to guide assessments (summative, formative, or stealth). Research teams that build high quality scenarios need to include expertise in the targeted profession, assessment, learning science, and computer science. The current book brings together experts on ITSs to discuss their work as it applies to Competency-Based Scenario Design. We believe that this book can be used as a resource for those who have an interest in developing Scenarios for ITSs, and who want to learn more about how to do so.
About the author
Dr. Anne M. Sinatra is a Research Psychologist in the Learning in Intelligent Tutoring Environments (LITE) Lab within the U.S. Army DEVCOM Soldier Center Simulation and Training Technology Center. The focus of her research is in cognitive psychology, human factors psychology, and adaptive team tutoring. She has specific interest in how information relating to the self and about those that one is familiar with can aid in memory, recall, and tutoring. Her dissertation research evaluated the impact of using degraded speech and a familiar story on attention/recall in a dichotic listening task. Her post-doctoral work examined the self-reference effect and personalization in the context of computer-based tutoring. Her work has been published in journals including the Computers in Human Behavior, Journal of Artificial Intelligence in Education, and Interaction Studies. Her work has also been published in conference proceedings including the Human Factors and Ergonomics Society conference, and the Human Computer Interaction International conference. She additionally has served as an editor on five books (she was lead editor on three of them), and chaired three team tutoring workshops during the Artificial Intelligence in Education conferences in 2018, 2019, and 2021). Dr. Sinatra received her Ph.D. and M.A. in Applied Experimental and Human Factors Psychology, as well as her B.S. in Psychology from the University of Central Florida.
Dr. Arthur C. Graesser is a professor in the Department of Psychology and the Institute of Intelligent Systems at the University of Memphis, as well as an Honorary Research Fellow at University of Oxford. His research interests include question asking and answering, tutoring, text comprehension, inference generation, conversation, reading, problem solving, memory, emotions, artificial intelligence, computational linguistics, and human-computer interaction. He served as editor of the journal Discourse Processes and Journal of Educational Psychology, as well as presidents of four societies, including Society for Text and Discourse, the International Society for Artificial Intelligence in Education, and the Federation of Associations in the Behavioral and Brain Sciences. He and his colleagues have developed and tested software in learning, language, and discourse technologies, including those that hold a conversation in natural language and interact with multimedia (such as AutoTutor) and those that analyze text on multiple levels of language and discourse (Coh-Metrix and Question Understanding Aid -- QUAID). He has served on four panels with the National Academy of Sciences and four OECD expert panels on problem solving, namely PIAAC 2011 Problem Solving in Technology Rich Environments, PISA 2012 Complex Problem Solving, PISA 2015 Collaborative Problem Solving (chair), and PIAAC Complex Problem Solving 2021.
Dr. Xiangen Hu is a professor in the Department of Psychology, Department of Electrical and Computer Engineering and Computer Science Department at The University of Memphis (UofM) and senior researcher at the Institute for Intelligent Systems (IIS) at the UofM and is professor and Dean of the School of Psychology at Central China Normal University (CCNU). Dr. Hu received his MS in applied mathematics from Huazhong University of Science and Technology, MA in social sciences and Ph.D. in Cognitive Sciences from the University of California, Irvine. Dr. Hu is the Director of Advanced Distributed Learning (ADL) Partnership Laboratory at the UofM, and is a senior researcher in the Chinese Ministry of Education’s Key Laboratory of Adolescent Cyberpsychology and Behavior.
Dr. Hu's primary research areas include Mathematical Psychology, Research Design and Statistics, and Cognitive Psychology. More specific research interests include General Processing Tree (GPT) models, categorical data analysis, knowledge representation, computerized tutoring, and advanced distributed learning. Dr. Hu has received funding for the above research from the US National Science Foundation (NSF), US Institute of Education Sciences (IES), ADL of the US Department of Defense (DoD), US Army Medical Research Acquisition Activity (USAMRAA), US Army Research Laboratories (ARL), US Office of Naval Research (ONR), UofM, and CCNU.
Dr. Benjamin Goldberg is a member of the Army Futures Command - Combat Capabilities Development Command Simulation and Training Technology Center in Orlando, FL. He has been conducting research in the Modeling & Simulation community for the past eight years with a focus on adaptive learning in simulation-based environments and how to leverage Artificial Intelligence tools and methods to create personalized learning experiences. Currently, he is the LITE Lab’s lead scientist on instructional management research within adaptive training environments and is a co-creator of the Generalized Intelligent Framework for Tutoring (GIFT). Dr. Goldberg is a Ph.D. graduate from the University of Central Florida in the program of Modeling & Simulation. His work has been published across several well-known conferences, with recent contributions to the Human Factors and Ergonomics Society (HFES), Artificial Intelligence in Education and Intelligent Tutoring Systems (ITS) proceedings. Dr. Goldberg has also recently contributed to the journal Computers in Human Behavior and to the Journal of Cognitive Technology.
Dr. Andrew J. Hampton is a Research Scientist Assistant Professor at the Institute for Intelligent Systems & Department of Psychology, within the University of Memphis. He serves as project manager on the pioneering hybrid tutor ElectronixTutor and development leader on a conversational AI meant to aid in career planning through education and qualification tracking, intelligent recommendation, and mitigation of personal issues. He is also editing a book on ethics in artificial intelligence specifically from a psychological perspective. Research interests include technologically mediated communication, psycholinguistics, semiotics, adaptive educational technology, artificial intelligence, and political psychology.
Dr. Joan H. Johnston is a Senior Research Psychologist with the U.S. Army Combat Capabilities Development Command, Soldier Center. She began her military research career in 1990 with the U.S. Navy. For her work on the Tactical Decision Making Under Stress program she was awarded the Office of Naval Research Dr. Arthur E. Bisson Prize for Naval Technology Achievement and the Society for Industrial and Organizational Psychology M. Scott Myers Award for Applied Research in the Workplace, and was made a NAVAIR Fellow. In 2012, she became the Orlando Unit Chief of the Army Research Institute. Then in 2014 she joined the Army Research Laboratory, Human Research Engineering Directorate, and was awarded the US Army Civilian Service Achievement Medal for an innovative team training strategy to improve decision making under stress in dismounted Army squads. Dr. Johnston received her M.A. and Ph.D. in Industrial and Organizational Psychology from the University of South Florida.
