Macroadapting Animalwatch to Gender and Cognitive Differnces with Respect to Hint Interactivity and Symbolism

摘要: We have built empirical models of elementary-school students' behavior from analyzing student interaction with a mathematics tutor the objective building teaching policies for individually different students. This model incorporates external information about student, namely cognitive development and gender. It also hint features, degree interactivity symbolism each given. found that boys benefit better noninteractive low-intrusive hints, while girls highly interactive hints. low symbolic hints are more effective ability students than ones, opposite happens high