ABSTRACT
The successive refinement of cognitive models and intelligent tutoring systems (ITS) provides a novel research paradigm for cognitive scientists interested in modeling human learning. Intelligent tutoring systems can be viewed as unique scientific instruments that yield new and richer measures of human behavior than the traditional tests and assessment devices. Traces of ongoing student-ITS interactions provide the best data available for refining computational models of the dynamic flow of cognition and learning. This chapter describes the beginnings of our explorations of this new paradigm for improved understanding of learning.
