Evaluation of Two Intelligent Tutoring System Authoring Tool Paradigms: Graphical User Interface-Based and Text-Based

摘要

We describe an evaluation of two intelligent tutoring system authoring tool paradigms, graphical user interface-based and text-based by taking the examples of CTAT and xPST respectively, in two domains, statistics and geometry. We conducted a study with 16 tutor-authors divided into 2 groups (programmers and non-programmers). Our results showed that the GUI-based approach, aided by the visualization of problem-solving strategies, provides a much lower bar for entry when compared to the text-based approach. However, the difference in tutor-authoring time between the two approaches decreases as the tutor-authors gain experience using the respective authoring tools. We also do a theoretical comparison of the two paradigms by applying the cognitive dimensions framework. This research contributes design guidance for architects of tutor authoring systems.