"... In PAGE 7: ... Optionally, Collagen can also use speech recognition software to allow the user to speak these utterances rather than creating them through the GUI, and it can use speech synthesis software to allow the agent to speak its utterances. 4 Tutorial Behaviors as Collaborative Discourse Acts Table1 is a summary of our progress in integrating ITS and CDS: it lays out in detail how eachofPaco apos;s tutorial behaviors is generated from Collagen apos;s discourse state representation and Paco apos;s student model. The #0Crst column of the table is a ranked list of the tutorial act types.... In PAGE 9: ...hich remains there until the agent provides the help #28e.g., line 41#29. Using the generic capabilities of Collagen to record information about a user, Paco maintains a simple overlay model #5B4#5D that records, for each step in a recipe, whether the student has been exposed to it. In Table1 , the condition #5Cthe student knows step ! quot; means that the student has been taught this step before. The condition #5Cstudent knows step ! needs to be done quot; means the student has been taught all the steps that connect ! to the root of the current plan.... In PAGE 9: ... However, this approach leaves open the question of howtochoose which act to perform. Paco chooses which act to perform based on the rankings of the discourse acts, given in the #0Crst column of Table1 . For example, Paco prefers to give initiative when the student knows what to do next rather than teach or remind her what to do next.... ..."

"... In PAGE 8: ... Optionally, Collagen can also use speech recognition software to allow the user to speak these utterances rather than creating them through the GUI, and it can use speech synthesis software to allow the agent to speak its utterances. 4 Tutorial Behaviors as Collaborative Discourse Acts Table1 is a summary of our progress in integrating ITS and CDS: it lays out in detail how eachofPaco apos;s tutorial behaviors is generated from Collagen apos;s discourse state representation and Paco apos;s student model. The #0Crst column of the table is a ranked list of the tutorial act types.... In PAGE 10: ...hich remains there until the agent provides the help #28e.g., line 41#29. Using the generic capabilities of Collagen to record information about a user, Paco maintains a simple overlay model #5B4#5D that records, for each step in a recipe, whether the student has been exposed to it. In Table1 , the condition #5Cthe student knows step ! quot; means that the student has been taught this step before. The condition #5Cstudent knows step ! needs to be done quot; means the student has been taught all the steps that connect ! to the root of the current plan.... In PAGE 10: ... However, this approach leaves open the question of howtochoose which act to perform. Paco chooses which act to perform based on the rankings of the discourse acts, given in the #0Crst column of Table1 . For example, Paco prefers to give initiative when the student knows what to do next rather than teach or remind her what to do next.... ..."

"... In PAGE 6: ... Optionally, Collagen can also use speech recognition software to allow the user to speak these utterances rather than creating them through the GUI, and it can use speech synthesis software to allow the agent to speak its utterances. 4 Tutorial Behaviors as Collaborative Discourse Acts Table1 is a summary of our progress in integrating ITS and CDS: it lays out in detail how eachofPaco apos;s tutorial behaviors is generated from Collagen apos;s discourse state representation and Paco apos;s student model. The #0Crst column of the table is a ranked list of the tutorial act types.... In PAGE 8: ...hich remains there until the agent provides the help #28e.g., line 41#29. Using the generic capabilities of Collagen to record information about a user, Paco maintains a simple overlay model #5B4#5D that records, for each step in a recipe, whether the student has been exposed to it. In Table1 , the condition #5Cthe student knows step ! quot; means that the student has been taught this step before. The condition #5Cstudent knows step ! needs to be done quot; means the student has been taught all the steps that connect ! to the root of the current plan.... In PAGE 8: ... However, this approach leaves open the question of howtochoose which act to perform. Paco chooses which act to perform based on the rankings of the discourse acts, given in the #0Crst column of Table1 . For example, Paco prefers to give initiative when the student knows what to do next rather than teach or remind her what to do next.... ..."

"... In PAGE 7: ...6% for WPI-78. We then did paired-t- tests between the % Error terms for the 497 students and found that the improvements are statistically significant in all the three cases as summarized in Table3 . [Please read across the columns for an answer to RQ1.... In PAGE 7: ... Does the Finer Grained Model Predict Better? Does WPI-78 Fit Better than WPI-5? How about WPI-1? To answer RQ2, we compared the three mixed-effects regression models (trained on the full data set with scaffolding questions used) fitted using the 3 different skill models. As shown in Table 4 (most content extracted from Table3 ), the WPI-78 had the best result, followed by the WPI-5, and followed by the WPI-1. % Error dropped down when a finer-grained model was used, from WPI-1 to WPI- 5 and then from WPI-5 to WPI-78.... ..."

"... In PAGE 20: ... 7 Instructo-Soar engages in an interactive dialogue with its instructor, receiving natural language instructions and learning to perform tasks and extend its knowledge of the domain. This section and the next describe how Instructo-Soar meets the targeted requirements of tutorial instruction, which are shown in expanded form in Table4 . This section describes the system apos;s basic performance when learning new procedures, and extending procedures to new situations, from imperative commands #28implicitly situated instructions#29; the next describes learning other types of knowledge and handling explicitly situated instructions.... In PAGE 34: ... Not surprisingly, psychological research shows that human subjects apos; learning from procedural instructions also degrades if they lack domain knowledge #28Kieras amp;Bovair, 1984#29. Returning to the targeted instruction requirements in Table4 , Instructo-Soar apos;s learn- ing of procedures illustrates #28T 1 #29 general learning from speci#0Cc instructions, #28T 2 #29 fast learn- ing #28because each procedure need only be instructed once#29 by#28T 3 #29 using prior domain knowledge to construct explanations, and #28T 4 #29 incremental learning during the agent apos;s on- going performance. Twotypes of PSCM knowledge are learned: #28T 5 #28b#29#29 operator proposals for sub-operators of the procedure, and #28T 5 #28e#29#29 the procedure apos;s termination conditions.... In PAGE 40: ... Although the domain used to demonstrate this behavior is simple, it has enough complexity to exhibit avariety of the di#0Berenttypes of instructional interactions that occur in tutorial instruction. Of the 11 requirements that tutorial instruction places on an instructable agent #28listed in Table 1#29, Instructo-Soar meets 7 #28listed in expanded form in Table4 #29 either fully or par- tially. Three of these in particular distinguish Instructo-Soar from previous instructable systems: #0F Command #0Dexibility: The instructor can give a command for any task at each instruction point, whether or not the agent knows the task or how to perform it in the current situation.... ..."

"... In PAGE 5: ... Hence, we revised the activity to provide metacognitive scaffolding [23][24][25]. In our case, we devised prompts (see Table2 ) to direct students to think about certain issues in relation to the course and to their program of study. The results indicate that students provided more information about their expectations.... ..."

"... In PAGE 5: ... In addition to determining the types of support that the CORT system provided for students for the problems that they attempted, it was important to determine the degree of assistance that CORT offered. Table3 shows this classification of the scaffolding levels provided by CORT and their meanings. Table 3: Classification of Levels of Scaffolding Scaffolding Level Meaning ... ..."

"... In PAGE 83: ...857 *Kaiser normalization. Table4 presents the results of the various blocks of variables analyzed in the HLR model. The following information is included in Table 4: control variables, independent variables of interest, beta coefficients, standard errors, p-values, and odds-ratio for each of ... In PAGE 83: ... Table 4 presents the results of the various blocks of variables analyzed in the HLR model. The following information is included in Table4 : control variables, independent variables of interest, beta coefficients, standard errors, p-values, and odds-ratio for each of ... In PAGE 84: ...X2 = 6.993, p gt; .05) indicates that the model for the third block fits the data well (See Table 5). In the fourth block, the independent variables of interest (academic involvement and social involvement) were entered along with the variables from the third block (See Table4... ..."

"... In PAGE 9: ... These data suggest that careful consideration needs to be given to ways in which students might be provided with greater opportunities to develop these skills during their 100 and 200 level programs. In considering this issue, however, due acknowledgment needs to be given to the findings of Table7 which indicates overwhelmingly that respondents to both surveys believe that their knowledge and skills in each of these areas was primarily developed through interaction with friends, in laboratories, and via a range of activities other than those formal activities organised by the department (e.... ..."

"... In PAGE 2: ... Mapped super-scaffolds for Beijing indica have a N50 size (the size above which half of the total length of a sequence dataset is found) of 8.3 Mb, which is a thousand times better than our previous draft, as shown in Table1 . We used an unorthodox method to construct super-scaffolds of megabase size from initial scaffolds of 30-kb size.... ..."