Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

Mémoire (M.Sc.A)-- Université du Québec à Chicoutimi, 1992. / Résumé disponible sur Internet. CaQCU Bibliogr.: f. [134]-139. Document électronique également accessible en format PDF. CaQCU

Thesis (MEd(Curriculum Studies))--University of Pretoria, 2003. / Includes bibliographical references.

Thesis (Ph. D.)--Brigham Young University. Dept. of Instructional Psychology and Technology, 2005. / Includes bibliographical references (p. 49-55).

Thesis (M.S.)--Worcester Polytechnic Institute. / Keywords: collaboration; Intelligent Tutoring System; portal; teacher tools; Assistment; Assistment Project Includes bibliographical references. (p.37-38)

Thesis (M.S.)--Worcester Polytechnic Institute. / Keywords: predictive models, knowledge components, transfer models; Assistment Project. Includes bibliographical references (p.59-61).

Thesis (M.S.) -- Worcester Polytechnic Institute. / Keywords: Intelligent tutoring systems; Behavior; Learning; Visualization. Includes bibliographical references (leaves 37-38).

Thesis (Ph. D.)--University of Rhode Island, 2006. / Includes bibliographical references (leaves 154-170).

This thesis examines children's arithmetic strategies and their relation to the concepts of commutativity and associativity. Two complementary methods were used in this research: empirical studies and computational models. Empirical studies were carried out to identify the strategies children used for solving problems like 3 + 4, and 3 + 4 + 7, and the conceptual knowledge associated with them. Their understanding of subtraction problems where the minuend is less than the subtrahend (e.g. 6-8) was also considered. A study with 105 subjects revealed a variety of strategies and information about children's knowledge of commutativity and associativity. Four levels of performance of commutativity were also identified. A longitudinal study was carried out with 12 children in order to obtain details of children's changes in strategy, and to double check the results obtained in the main study. The strategies observed to be used by children over a 20 month period parallel those found in previous studies, which show a general transition to more efficient methods. However, the longitudinal study revealed that development of such arithmetic strategies is a slow process. Furthermore, the studies indicated that knowledge of commutativity is a prerequisite for associativity. Models of the observed strategies have been implemented in the form of production rules in a computer program called PALM. The process of implementation highlighted features of children's problem solving that had not been 'detected during the studies. In addition to models that describe the space of strategies, a model of learning has been implemented for the transition from procedural knowledge of commutativity to that of associativity. The model is capable of generalizing its inbuilt knowledge, for instance, its ability to solve 2-term arithmetic expressions, to allow it to solve more complex problems, such as 3-term arithmetic expressions. A further model has been constructed for learning arithmetic strategies that are more efficient than those already represented in the program. It learns specific rules by adding conditions for efficient problem solving to its previous general rules.

This thesis reports on research undertaken in an exploration of the use of formal semantics for student modelling in intelligent tutoring systems. The domain chosen was that of tutoring programming languages and within that domain Prolog was selected to be the target language for this exploration. The problem considered is one of how to analyse students' errors at a level which allows diagnosis to be more flexible and meaningful than is possible with the 'mal-rules' and 'bugcatalogue' approach of existing systems. The ideas put forward by Robin Milner [1980] in his Calculus of Communicating Systems (CCS) form the basis of the formalism which is proposed as a solution to this problem. Based on the findings of an empirical investigation, novices' misconceptions of control flow in Prolog was defined as a suitable area in which to explore the application of this solution. A selection of Prolog programs used in that investigation was formally described in terms of CCS. These formal descriptions were used by a production rule system to generate a number of the incomplete or faulty models of Prolog execution which were identified in the first empirical study. In a second empirical study, a machine-analysis tool, designed to be part of a diagnostic tutoring module, used these models to diagnose students' misconceptions of Prolog control flow. This initial application of CCS to student modelling showed that the models of Prolog execution generated by the system could be used successfully to detect students' misunderstandings. Results from the research reported here indicate that the use of formal semantics to model programming languages has a useful contribution to make to the task of student modelling.