Talk, Tutor, Explore, Learn: Intelligent Tutoring and Exploration for Robust Learning

Prof. Dr. Nikol Rummel
(Pädagogische Psychologie und Bildungstechnologie)

Dr. Katharina Loibl

In the aftermath of the PISA studies, which identified weaknesses of students in many European countries, especially in mathematics, the education of children in elementary school has received a lot of attention. Yet, most learning systems that have been developed for mathematics education have two significant limitations: first, they are usually constrained to text-based interactions and are thus hard to use by young learners (6 to 11-year-olds) who are still perfecting their basic literacy skills. Second, support is rarely tailored to the children's needs in an adaptive fashion, even though depending on the current stage of the learning process, the support that children need varies between structured practice and more exploratory, conceptually-oriented learning.
The Intelligent Tutoring and Exploration for Robust Learning project aims to facilitate robust learning by creating a platform for intelligent support that combines structured learning with exploratory learning activities and applies cognitive models of the learning behaviour of students in elementary education. Relying on state-of-the-art machine learning methods, intelligent components will be able to provide adaptive feedback – e.g., praise or hints – and suggest subsequent tasks. The platform will enable learners to communicate and interact more naturally via rich intuitive user interfaces leveraging direct manipulation and, in particular, natural language user interfaces. The pedagogical and technological outcomes of the project will be evaluated in two proven application scenarios in two European languages.
The project proposes to perform interdisciplinary, cutting-edge research in a multidisciplinary team with members from fields as diverse as artificial intelligence/machine learning, user modelling, intelligent tutoring systems, and natural language processing, as well as educational psychology and mathematics education.

Schlagwörter:
adaptive Förderung, Grundschulschüler:innen, künstliche Intelligenz, Lernplattformen, Mathematik, tutoring systems