His scientific interests lie mostly in Artificial intelligence, Mathematics education, Multimedia, Intelligent tutoring system and TUTOR. His Artificial intelligence study frequently draws connections between related disciplines such as Cognitive science. His Mathematics education research is multidisciplinary, relying on both Control, Pedagogy and Natural language.
In his research, Educational psychology, Competence, Software and Automated theorem proving is intimately related to User interface, which falls under the overarching field of Multimedia. As a member of one scientific family, Kurt VanLehn mostly works in the field of Intelligent tutoring system, focusing on Student learning and, on occasion, Systems design. His TUTOR study incorporates themes from Range, Deep learning, Qualitative physics and Reading.
Kurt VanLehn mainly focuses on Artificial intelligence, Mathematics education, TUTOR, Intelligent tutoring system and Multimedia. His primary area of study in Artificial intelligence is in the field of Natural language. His Mathematics education research includes elements of Pedagogy, Knowledge management and Set.
His TUTOR study combines topics in areas such as Cognitive skill and Reading. His work deals with themes such as Educational technology and Domain knowledge, which intersect with Intelligent tutoring system. Kurt VanLehn works mostly in the field of Multimedia, limiting it down to topics relating to Human–computer interaction and, in certain cases, User interface.
The scientist’s investigation covers issues in Multimedia, Mathematics education, Intelligent tutoring system, TUTOR and Human–computer interaction. His Multimedia research is multidisciplinary, incorporating perspectives in Software and Formative assessment. His Mathematics education study combines topics from a wide range of disciplines, such as Competence and Set.
To a larger extent, Kurt VanLehn studies Artificial intelligence with the aim of understanding Intelligent tutoring system. His research in Artificial intelligence intersects with topics in Construct, Arithmetic, Learning sciences and Natural language processing. His Human–computer interaction research incorporates elements of Metacognition, User interface and Interactivity.
Kurt VanLehn mostly deals with Mathematics education, Multimedia, Artificial intelligence, TUTOR and Intelligent tutoring system. The study incorporates disciplines such as Backward chaining and Set in addition to Mathematics education. The concepts of his Multimedia study are interwoven with issues in User interface, Educational data mining and Cognitive tutor.
His Artificial intelligence study combines topics in areas such as Class, Machine learning, Construct and Advice. His research on TUTOR also deals with topics like
This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.
The Relative Effectiveness of Human Tutoring, Intelligent Tutoring Systems, and Other Tutoring Systems
Kurt VanLehn.
Educational Psychologist (2011)
Repair theory: A generative theory of bugs in procedural skills
John Seely Brown;Kurt VanLehn.
Cognitive Science (1980)
The Behavior of Tutoring Systems
Kurt Vanlehn.
artificial intelligence in education (2006)
COGNITIVE SKILL ACQUISITION
Kurt VanLehn.
Annual Review of Psychology (1996)
Using Bayesian Networks to Manage Uncertainty in Student Modeling
Cristina Conati;Abigail Gertner;Kurt Vanlehn.
User Modeling and User-adapted Interaction (2002)
The Andes Physics Tutoring System: Lessons Learned
Kurt Vanlehn;Collin Lynch;Kay Schulze;Joel A. Shapiro.
artificial intelligence in education (2005)
Mind Bugs: The Origins of Procedural Misconceptions
Kurt VanLehn.
(1990)
Problem solving and cognitive skill acquisition
Kurt VanLehn.
Foundations of cognitive science (1989)
Intelligent tutoring systems with conversational dialogue
Arthur C. Graesser;Kurt VanLehn;Carolyn P. Rosé;Pamela W. Jordan.
Ai Magazine (2001)
A model of the self-explanation effect.
Kurt VanLehn;Randolph M. Jones;Michelene T.H. Chi.
The Journal of the Learning Sciences (1991)
If you think any of the details on this page are incorrect, let us know.
We appreciate your kind effort to assist us to improve this page, it would be helpful providing us with as much detail as possible in the text box below:
Carnegie Mellon University
University of Pittsburgh
University of British Columbia
University of Memphis
Arizona State University
University of California, Berkeley
Carnegie Mellon University
Arizona State University
Palo Alto Research Center
University of Pittsburgh
TU Wien
Idaho National Laboratory
Google (United States)
Chinese Academy of Sciences
A. N. Nesmeyanov Institute of Organoelement Compounds
Kyushu Institute of Technology
University of Melbourne
Pohang University of Science and Technology
Central South University
Wellcome Sanger Institute
University of Cambridge
Tokyo Metropolitan Institute of Medical Science
University of Hawaii at Manoa
Sorbonne University
University of Southern California
United States Department of Agriculture