Modeling tutoring knowledge

Abstract

This chapter introduces Part II on modeling tutoring knowledge in ITS research. Starting with its origin and with a characterization of tutoring, it proposes a general definition of tutoring, and a description of tutoring functions, variables, and interactions. The Interaction Hypothesis is presented and discussed, followed by the development of the tutorial component of ITSs, and their evaluation. New challenges are described, such as integrating the emotional states of the learner. Perspectives of opening the Tutoring Model and of equipping it with social intelligence are also presented. © 2010 Springer-Verlag Berlin Heidelberg.