Impasse-Driven Tutoring for Reactive Skill Acquisition

Abstract

We introduce a new approach to intelligent tutoring in performance-oriented training environments based on a method called situated plan attribution. The aim of this method is to provide contextualized tutoring for procedural tasks requiring reactive, goal-oriented skills. We use the term plan attribution instead of plan recognition because it does not assume that the problem solver is consciously executing plan. We avoid some of the pitfalls of other popularly used methods, i.e., model tracing and procedure net grammars, by selectively using an expert cognitive model to generate advice after detecting a problem solving impasse. The tutor attributes a set of plans to the student based on a task description. Each action is evaluated with respect to: the student's attributed plans, its actual effects on the training device, and the contextualized goals associated with the plans.