@incollection{gray92chptr,
title = {Transfer, Adaptation, & Use of Intelligent Tutoring Technology: The Case of Grace},
author = { Wayne D. Gray and Michael E. Atwood},
editor = {Farr, M. and Psotka, J.},
year = {1992},
date = {1992-01-01},
booktitle = {Intelligent instruction by computer: Theory and practice},
pages = {179-203},
publisher = {Taylor and Francis},
address = {Philadelphia, PA, USA},
abstract = {The Grace Tutor, an intelligent tutoring system (ITS) for teaching COBOL, is part of the ACT* (Anderson, 1983; 1987a) family of tutors. The Grace Tutor and the student interact in a mixed-initiative dialogue. The tutor's side of the dialogue is controlled by four components: a cognitive model (or simulation) of the ideal student, an ``overlay'' model of what the student does and does not know (knowledge tracing), a curriculum specification, and an interface component. For the Grace Tutor the ACT* tutor technology was transferred from the university research laboratory to an independent, corporate development laboratory. In this chapter we discuss our first year of work on the Grace Tutor as a case study in how an ITS architecture, developed at a university as a research project, was transferred, adapted, and used by a corporation. A second theme that we interweave with the first is that of ITS as CHI, or ITS as a good domain in which to study and explore issues in computer-human interaction.},
keywords = {ACT-R, Artificial Intelligence & Expert Systems, Computer Assisted Instruction, Computer Programing Languages, Expert Systems, intelligent tutoring system, ITS},
pubstate = {published},
tppubtype = {incollection}
}
The Grace Tutor, an intelligent tutoring system (ITS) for teaching COBOL, is part of the ACT* (Anderson, 1983; 1987a) family of tutors. The Grace Tutor and the student interact in a mixed-initiative dialogue. The tutor's side of the dialogue is controlled by four components: a cognitive model (or simulation) of the ideal student, an ``overlay'' model of what the student does and does not know (knowledge tracing), a curriculum specification, and an interface component. For the Grace Tutor the ACT* tutor technology was transferred from the university research laboratory to an independent, corporate development laboratory. In this chapter we discuss our first year of work on the Grace Tutor as a case study in how an ITS architecture, developed at a university as a research project, was transferred, adapted, and used by a corporation. A second theme that we interweave with the first is that of ITS as CHI, or ITS as a good domain in which to study and explore issues in computer-human interaction.
