Publications
Incorporating reflection into learner and instructor models for adaptive and predictive computer-based tutoring
In the present paper the act of learner reflection during training with an adaptive or predictive computer-based tutor is considered a learner-system interaction. Incorporating reflection and real-time evaluation of peer performance into adaptive and predictive computerbased tutoring can support the development of automated adaptation. Allowing learners to refine and inform student models from reflective practice with independent open learner models may improve overall accuracy and relevancy. Given the emphasis on selfdirected peer learning with adaptive technology, learner and instructor modeling research continue to be critical research areas for education and training technology.