This chapter focuses on the state-of-the-art modeling approaches used in Intelligent Tutoring Systems (ITSs) and the frameworks for researching and operationalizing individual and group models of performance, knowledge, and interaction. We adapt several ITS methodologies to model team performance as well as individuals’ performance of the team members. We briefly describe the point processes proposed by von Davier and Halpin (2013), and we also introduce the Competency Architecture for Learning in teaMs (CALM) framework, an extension of the Generalized Intelligent Framework for Tutoring (GIFT) (Sottilare, Brawner, Goldberg, & Holden, 2012) to be used for team settings.
The authors thank Alan Carlin, other Aptima researchers and Keith Brawner, ARL for their assistance and support while developing this chapter. The authors thank Shuchi Grover – Former ACTNext Principal Advisor on Learning Science, Saad Khan – ACTNext Director of Artificial Intelligence & Machine Learning for providing insightful comments and feedback for this chapter, and Andrew Cantine – ACTNext Technical Editor for editing this work. We thank ACT, Inc. for their ongoing support as this chapter took shape.
Chopade, P., Yudelson, M., Deonovic, B. and von Davier, A.A. (2018), "Modeling Dynamic Team Interactions for Intelligent Tutoring", Building Intelligent Tutoring Systems for Teams (Research on Managing Groups and Teams, Vol. 19), Emerald Publishing Limited, Bingley, pp. 131-151. https://doi.org/10.1108/S1534-085620180000019010
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