The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
SKOPE-IT (Shareable Knowledge Objects as Portable Intelligent Tutors): overlaying natural language tutoring on an adaptive learning system for mathematics
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007) · Child Development · doi:10.1111/j.1467-8624.2007.00995.x · Cited by 3,784
Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)
Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1993) · Educational and Psychological Measurement · doi:10.1177/0013164493053003024 · Cited by 3,646
VanLEHN, K. (2011) · Educational Psychologist · doi:10.1080/00461520.2011.611369 · Cited by 2,323
Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review
Kulik, J. A., & Fletcher, J. D. (2016) · Review of Educational Research · doi:10.3102/0034654315581420 · Cited by 930
Effectiveness of Cognitive Tutor Algebra I at Scale
Pane, J. F., Griffin, B. A., McCaffrey, D. F., & Karam, R. (2014) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373713507480 · Cited by 317 · cited 1×
“A second study reported learning gains comparable to the cognitive tutor (Sabo et al. 2013), which has demonstrated statistically significant gains on large-scale randomized controlled studies (Pane et al. 2014).”
Result
Research works printed but not linked: 35
- Adcock, AB, & Eck, RNV (2005). Reliability and factor structure of the attitude toward tutoring agent scale (attas). Journal of Interactive Learning Research, 16(2), 195.
- Aleven, V, & Koedinger, K (2002). An effective metacognitive strategy: learning by doing and explaining with a computer-based cognitive tutor. Cognitive Science, 26(2), 147–179. · DOI · Paper page
- Aleven, V, Ogan, A, Popescu, O (2004). Evaluating the effectiveness of a tutorial dialogue system for self-explanation. In Intelligent Tutoring Systems (ITS) 2004. Springer, New York, (pp. 443–454).
- Aleven, V, McLaren, BM, Sewall, J, Koedinger, KR (2009). A new paradigm for intelligent tutoring systems: example-tracing tutors. International Journal of Artificial Intelligence in Education, 19(2), 105–154.
- Atkinson, RK, Renkl, A, Merrill, MM (2003). Transitioning from studying examples to solving problems: effects of self-explanation prompts and fading worked-out steps. Journal of Educational Psychology, 95(4), 774. · DOI · Paper page
- Beck, JE, & Gong, Y (2013). Wheel-spinning: students who fail to master a skill. In International Conference on Artificial Intelligence in Education. Springer, Heidelberg, (pp. 431–440). · DOI
- Bloom, BS. (1956). Taxonomy of educational objectives: the classification of educational goals. Harlow: Longman Group.
- Chi, M, & VanLehn, K (2010). Meta-cognitive strategy instruction in intelligent tutoring systems: how, when, and why. Educational Technology and Society, 13(1), 25–39.
- Chi, MT (2009). Active-constructive-interactive: a conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1(1), 73–105. · DOI
- Craig, SD, Driscoll, DM, Gholson, B (2004). Constructing knowledge from dialog in an intelligent tutoring system: interactive learning, vicarious learning, and pedagogical agents. Journal of Educational Multimedia and Hypermedia, 13(2), 163.
- Craig, SD, Hu, X, Graesser, AC, Bargagliotti, AE, Sterbinsky, A, Cheney, KR, Okwumabua, T (2013). The impact of a technology-based mathematics after-school program using aleks on student’s knowledge and behaviors. Computers & Education, 68, 495–504. · DOI
- Falmagne, JC, Albert, D, Doble, C, Eppstein, D, Hu, X, (Eds.) (2013). Knowledge spaces. Berlin, Germany: Springer. · DOI
- Graesser, AC, Langston, MC, Lang, KL (1992). Designing educational software around questioning. Journal of Interactive Learning Research, 3(2), 235.
- Graesser, AC, D’Mello, SK, Hu, X, Cai, Z, Olney, A, Morgan, B (2012). AutoTutor. In: McCarthy, PM, & Boonthum, C (Eds.) In Applied natural language processing and content analysis: identification, investigation and resolution. IGI Global, Hershey, PA, (pp. 169–187). · DOI
- Heidig, S, & Clarebout, G (2011). Do pedagogical agents make a difference to student motivation and learning. Educational Research Review, 6(1), 27–54. · DOI
- Huang, X, Craig, SD, Xie, J, Graesser, A, Hu, X (2016). Intelligent tutoring systems work as a math gap reducer in 6th grade after-school program. Learning and Individual Differences, 47, 258–265. · DOI
- Landauer, TK, Foltz, PW, Laham, D (1998). An introduction to latent semantic analysis. Discourse Processes, 25(2-3), 259–284. · DOI · Paper page
- Lehman, B, D’Mello, S, Graesser, A (2012). Interventions to regulate confusion during learning. In Proceedings of the 11th international conference on Intelligent Tutoring Systems. Springer-Verlag, Berlin, Heidelberg, ITS’12, (pp. 576–578). · DOI
- Nye, BD (2016). Its, the end of the world as we know it: transitioning aied into a service-oriented ecosystem. International Journal of Artificial Intelligence in Education, 26(2), 756–770. · DOI
- Nye, BD, Graesser, AC, Hu, X (2013). Multimedia learning in intelligent tutoring systems. In: Mayer, RE (Ed.) In Multimedia Learning. 3rd Ed. Cambridge University Press, New York.
- Nye, BD, Graesser, AC, Hu, X (2014a). AutoTutor and family: a review of 17 years of science and math tutoring. International Journal of Artificial Intelligence in Education, 24(4), 427–469. · DOI
- Nye, BD, Graesser, AC, Hu, X, Cai, Z (2014b). AutoTutor in the cloud: a service-oriented paradigm for an interoperable natural-language its. Journal of Advanced Distributed Learning Technology, 2(6), 35–48.
- Renkl, A (2005). The worked-out-example principle in multimedia learning. In: Mayer, RE (Ed.) In The Cambridge handbook of multimedia learning. Cambridge University Press, New York, (pp. 229–245). · DOI
- Roschelle, J, & Kaput, J (1996). Educational software architecture and systemic impact: the promise of component software. Journal of Educational Computing Research, 14(3), 217–228. · DOI
- Sabo, KE, Atkinson, RK, Barrus, AL, Joseph, SS, Perez, RS (2013). Searching for the two sigma advantage: evaluating algebra intelligent tutors. Computers in Human Behavior, 29(4), 1833–1840. · DOI
- Schommer-Aikins, M, Duell, OK, Hutter, R (2005). Epistemological beliefs, mathematical problem-solving beliefs, and academic performance of middle school students. The Elementary School Journal, 105(3), 289–304. · DOI
- Schroeder, NL, Adesope, OO, Gilbert, RB (2013). How effective are pedagogical agents for learning? A meta-analytic review. Journal of Educational Computing Research, 49(1), 1–39. · DOI
- Schwonke, R, Renkl, A, Krieg, C, Wittwer, J, Aleven, V, Salden, R (2009). The worked-example effect: not an artefact of lousy control conditions. Computers in Human Behavior, 25(2, SI), 258–266. · DOI
- Schworm, S, & Renkl, A (2007). Learning argumentation skills through the use of prompts for self-explaining examples. Journal of Educational Psychology, 99(2), 285. · DOI
- Sullins, J, Meister, R, Craig, S, Wilson, W, Bargagliotti, A, Hu, X (2013). Is there a relationship between interacting with a mathematical intelligent tutoring system and students performance on standardized high-stake tests. Knowledge Spaces: Applications to education, 69–78. · DOI
- VanLehn, K (2006). The behavior of tutoring systems. International Journal of Artificial Intelligence in Education, 16(3), 227–265.
- VanLehn, K, Siler, S, Murray, C, Yamauchi, T, Baggett, WB (2003). Why do only some events cause learning during human tutoring?Cognition and Instruction, 21(3), 209–249. · DOI
- Vanlehn, K, Graesser, AC, Jackson, GT, Jordan, P, Olney, A, Rosé, CP (2007). When are tutorial dialogues more effective than reading?Cognitive Science, 31(1), 3–62. http://www.ncbi.nlm.nih.gov/pubmed/21635287 . · DOI · Paper page
- Venkatesh, V, Morris, MG, Davis, GB, Davis, FD (2003). User acceptance of information technology: toward a unified view. MIS Quarterly, 27(3), 425–478. · DOI · Paper page
- Willingham, DT. (2009). Why don’t students like school?: a cognitive scientist answers questions about how the mind works and what it means for the classroom. San Francisco: Wiley.
Cited by
Sorted by citations
Ethical artificial intelligence for teaching-learning in higher education
Airaj, M. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12545-x · Cited by 115
Thomann, H., & Deutscher, V. (2025) · Educational Research Review · doi:10.1016/j.edurev.2025.100686 · Cited by 40
Metadata
- Authors
- Nye, B. D., Pavlik, P. I., Windsor, A., Olney, A. M., Hajeer, M., & Hu, X.
- Venue
- International Journal of STEM Education
- Published
- 2018-04-13
- Volume
- 5
- Issue
- 1
- ISSN
- 2196-7822
- Cited by
- 55
- References
- 5
- Language
- en
- Funders
- Office of Naval Research (N00014-12-C-0643)
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review