Bridging the Bridge to Algebra

The project's goal was to develop an automated tutorial intervention that could improve learning in a pre-algebra curriculum by accounting for prerequisite skills. In practical terms, the work asked how new and more complex mathematical skills could be taught more effectively when the underlying component skills were modeled explicitly.

• Pavlik Jr., P. I., Cen, H., Wu, L., and Koedinger, K. R. (2008). Using item-type performance covariance to improve the skill model of an existing tutor.
• Pavlik Jr., P. I., Cen, H., and Koedinger, K. R. (2009). Learning factors transfer analysis: Using learning curve analysis to automatically generate domain models.
• Pavlik Jr., P. I., Cen, H., and Koedinger, K. R. (2009). Performance factors analysis: A new alternative to knowledge tracing.
• Pavlik Jr., P. I., and Toth, J. (2010). How to build bridges between intelligent tutoring system subfields of research.
• Yudelson, M., Pavlik Jr., P. I., and Koedinger, K. R. (2011). Towards better understanding of transfer in cognitive models of practice.
• Yudelson, M., Pavlik Jr., P. I., and Koedinger, K. R. (2011). User modeling: a notoriously black art.
• Pavlik Jr., P. I., Yudelson, M., and Koedinger, K. (2011). Using contextual factors analysis to explain transfer of least common multiple skills.
• Koedinger, K., Pavlik Jr., P. I., Stamper, J., Nixon, T., and Ritter, S. (2011). Fair blame assignment in student modeling.
• Pavlik Jr., P. I., Yudelson, M., and Koedinger, K. R. (2015). A measurement model of microgenetic transfer for improving instructional outcomes.