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Across many domains, Intelligent Tutoring Systems
(ITSs) are used to facilitate practice, providing a
customized learning environment and personal tutoring
experience for students to learn. Current ITSs are
built around cognitive learning theories including
Ohlsson s theory on learning from performance errors
and Anderson s ACT theories of skill acquisition
which focus primarily on providing corrective
feedback, facilitating learning by correcting errors.
Research suggests that expert and experienced tutors
use positive feedback quite effectively. This book
investigates positive feedback; learning by capturing
and responding to correct behavior, supported by
cognitive learning theories. We develop and implement
a systematic approach to delivering positive feedback
in ITSs in particular SQL-Tutor, a constraint-based
tutor teaching design of Structured Query Language
(SQL) database queries. We present results from an
evaluation study conducted at the University of
Canterbury involving
approximately 55 students. Results of the study show
that positive feedback results in increased amount
of learning over a shorter period of time and
improves the effectiveness of learning in
ITSs.
(ITSs) are used to facilitate practice, providing a
customized learning environment and personal tutoring
experience for students to learn. Current ITSs are
built around cognitive learning theories including
Ohlsson s theory on learning from performance errors
and Anderson s ACT theories of skill acquisition
which focus primarily on providing corrective
feedback, facilitating learning by correcting errors.
Research suggests that expert and experienced tutors
use positive feedback quite effectively. This book
investigates positive feedback; learning by capturing
and responding to correct behavior, supported by
cognitive learning theories. We develop and implement
a systematic approach to delivering positive feedback
in ITSs in particular SQL-Tutor, a constraint-based
tutor teaching design of Structured Query Language
(SQL) database queries. We present results from an
evaluation study conducted at the University of
Canterbury involving
approximately 55 students. Results of the study show
that positive feedback results in increased amount
of learning over a shorter period of time and
improves the effectiveness of learning in
ITSs.