Using HCI task modeling techniques to measure how deeply students model

Sylvie Girard, Lishan Zhang, Yoalli Hidalgo-Pontet, Kurt VanLehn, Winslow Burleson, Maria Elena Chavez-Echeagary, Javier Gonzalez-Sanchez

Research output: Contribution to journalConference articlepeer-review


User modeling in AIED has been extended in the past decades to include affective and motivational aspects of learner's interaction in intelligent tutoring systems. An issue in such systems is researchers' ability to understand and detect students' cognitive and meta-cognitive processes while they learn. In order to study those factors, various detectors have been created that classify episodes in log data as gaming, high/low effort on task, robust learning, etc. When simulating students' learning processes in an ITS, a question remains as to how to create those detectors, and how reliable their simulation of the user's learning processes can be. In this article, we present our method for creating a detector of shallow modeling practices within a meta-tutor instructional system. The detector was defined using HCI (human-computer interaction) task modeling as well as a coding scheme defined by human coders from past users' screen recordings of software use. The detector produced classifications of student behavior that were highly similar to classifications produced by human coders with a kappa of .925.

Original languageEnglish (US)
Pages (from-to)31-40
Number of pages10
JournalCEUR Workshop Proceedings
StatePublished - 2013
Externally publishedYes
EventWorkshops at the 16th International Conference on Artificial Intelligence in Education, AIED 2013 - Memphis, United States
Duration: Jul 9 2013Jul 13 2013


  • Human-computer interaction
  • Intelligent tutoring system
  • Robust learning
  • Shallow learning
  • Task modeling

ASJC Scopus subject areas

  • General Computer Science


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