Abstract:
An augmented tutoring system is provided that includes a simulation device, at least one sensor and a controller. The simulation device is adapted to provide a simulation that has an objective to accomplish by a student, wherein to achieve the objective a plurality of tasks must be correctly completed. The at least one sensor is adapted to monitor a cognitive state of the student while engaged with the simulation. The controller is adapted to process cognitive state information from the at least one sensor and to process student progress information relating to the completion of each of the tasks. The controller is further adapted to provide feedback to the student based at least in part on the processed cognitive state information and the processed task completion information.

Description:
BACKGROUND  
       [0001]     Computer based learning techniques have become increasingly popular due to their versatility and cost effectiveness. For example, computer based military simulators are used by the military to develop and maintain operational proficiency of military personnel. Evaluating how a student performed is an important factor in determining the effectiveness of the learning technique. One approach used to evaluate a students performance is with an intelligent tutoring system. In an intelligent tutoring system, the progress of a student at different steps or tasks to complete a goal is compared to the progress at the different steps of an expert in completing the goal. This allows the evaluator to determine the efficiency of the student in reaching the goal in real time and provides various times to provide feedback to the student to enhance the learning experience.  
         [0002]     Although, the intelligent tutoring real time provides information regarding the ability of the student, it does not provide any insight into the internal states of the student such as the students working memory load or the student&#39;s attention level. This type of information is critical in determining how the student is able to learn and in determining an effective way to teach a particular student.  
         [0003]     For the reasons stated above and for other reasons stated below which will become apparent to those skilled in the art upon reading and understanding the present specification, there is a need in the art for an effective and efficient tutoring system that takes into consideration the internal states of the student during a test.  
       SUMMARY OF INVENTION  
       [0004]     The above-mentioned problems of current systems are addressed by embodiments of the present invention and will be understood by reading and studying the following specification.  
         [0005]     In one embodiment, a method of teaching a student is provided. The method comprises providing a simulation to a student that has an objective to accomplish, wherein to achieve the objective a plurality of tasks must be correctly completed and providing feedback to the student as the student completes the tasks based at least in part upon the performance in completing each task and a student&#39;s state while completing the task.  
         [0006]     In another embodiment, a method of training a student is provided. The method includes providing a problem to a student, the problem having one or more definable steps between a start and a goal. Evaluating a student&#39;s progress as the student completes each of the steps of the problem. Monitoring the student&#39;s neurophysiological activities while the student completes each of the steps of the problem and providing real time feedback to the student based at least in part on the students progress in completing each step and the student&#39;s neurophysiological activities in completing each step.  
         [0007]     In still another embodiment, an augmented tutoring system is provided. The system includes a simulation device, at least one sensor and a controller. The simulation device is adapted to provide a simulation that has an objective to accomplish by a student, wherein to achieve the objective a plurality of tasks must be correctly completed. The at least one sensor is adapted to monitor a cognitive state of the student while engaged with the simulation. The controller is adapted to process cognitive state information from the at least one sensor and to process student progress information relating to the completion of each of the tasks. The controller is further adapted to provide feedback to the student based at least in part on the processed cognitive state information and the processed task completion information.  
         [0008]     In yet still another embodiment, a machine readable medium having instructions stored thereon for increasing the effectiveness of a learning simulation is provided. The method includes associating sensed student&#39;s state with the progress of the student with a simulation problem. Determining a plan to increase the effectiveness of the simulation based at least in part on the sensed student&#39;s state and the student progress in the simulation and directing the simulation to provide feedback to the student based on the determined plan.  
         [0009]     In further still another embodiment, a dynamic tutoring system is provided. The tutoring system includes a means to track the progress of a student in performing tasks in accomplishing a goal, a means of determining the internal state of the student has the student performs the tasks and a means to provide feedback to the student based at least in part on the performance of the tasks and the state of the student when performing the task. 
     
    
     BRIEF DESCRIPTION OF THE DRAWINGS  
       [0010]     The present invention can be more easily understood and further advantages and uses thereof more readily apparent, when considered in view of the description of the preferred embodiments and the following figures in which:  
         [0011]      FIG. 1  is a block diagram of an augmented tutoring system of one embodiment of the present invention;  
         [0012]      FIG. 2  is a problem solving diagram; and  
         [0013]      FIG. 3  is a flow diagram illustrating one method of an augmented tutoring system of one embodiment of the present invention.  
         [0014]     In accordance with common practice, the various described features are not drawn to scale but are drawn to emphasize specific features relevant to the present invention. Reference characters denote like elements throughout Figures and text. 
     
    
     DETAILED DESCRIPTION  
       [0015]     In the following detailed description, reference is made to the accompanying drawings, which form a part hereof, and in which is shown by way of illustration specific embodiments in which the inventions may be practiced. These embodiments are described in sufficient detail to enable those skilled in the art to practice the invention, and it is to be understood that other embodiments may be utilized and that logical, mechanical and electrical changes may be made without departing from the spirit and scope of the present invention. The following detailed description is, therefore, not to be taken in a limiting sense, and the scope of the present invention is defined only by the claims and equivalents thereof.  
         [0016]     Embodiments of the present invention provide a method of training a student in real time using the assessment of a student&#39;s cognitive state during tasks of the test to help evaluate and provide feedback to the student. In particular, embodiments of the present invention combine computer based cognitive tutoring with non-invasive neurophysiological sensing to dynamically guide a student towards effectively learning a subject. Dynamically guiding the student is accomplished with feedback based upon both an assessment of overt problem solving actions and parameters such as working memory load, attention level and cognitive arousal that have an impact on learning outcomes. In other embodiments, physical characteristics of the student are monitored and the feedback to the student is based in part on the monitored physical characteristics.  
         [0017]     Referring to  FIG. 1 , a block diagram of an augmented tutoring system  100  of the present invention is provided. As illustrated, in this embodiment, the tutoring system  100  includes a simulator device  104 , sensing equipment  101  and a controller  106 . The simulator device  104  provides an interface with the student  101  (or learner). For example, the simulator  104  may simulate a military situation upon which the student is prompted to resolve various tasks in accomplishing an objective. The sensing equipment  102  is coupled to one or more sensors  107 - 1  through  107 -N. The sensors  107 - 1  through  107 -N maybe sensors that sense neurophysilogical activities, such as the cognitive state of the student. For example, sensors  107 - 1  through  107 -N maybe one of electroencephalogram (EEG) sensors, electrocardiogram (ECG/EKG) sensors, skin conductivity sensors or pupilmetry sensors. Further in one embodiment  107 - 1  represents functional near inferred (FNIR) monitoring device. Moreover, in other embodiments one or more of the sensors are sensors to sense physical characteristics of the student such as body movements or body positions. The sensing equipment  102  processes signals sensed by the sensors  107 - 1  through  107 -N and provides the signals to the controller  106 .  
         [0018]     The controller  106  processes the signals sent the sensing equipment  102 . The controller is also in communication with the simulation device  104 . In embodiments of the present invention the controller  106  tracks the progress of the student during the simulation provided by the simulation device  104 . The controller  106  further associates signals sent by the sensing equipment  102  with the progress of the student in the simulation. That is, the information regarding the student (i.e. cognitive state or physical characteristics) at a particular time is associated with what was occurring with the simulation at that particular time. The controller  106  includes a processor  110  to process information received and to provide direction to the simulation device  104 . The controller  106  further includes a memory to store results that can be accessed after the simulation has been completed for further analysis. Although, the controller  106 , sensing equipment  102  and simulation device  104  are illustrated as being separate from each other, it will be understood that they may be housed in one or more units. Accordingly, embodiments of present invention are not limited in the number of housings used to implement the augmented tutoring systems of the present invention.  
         [0019]      FIG. 2  is a problem solving diagram  200  associated with a simulation that can be combined with information regarding a students state to provide an augmented tutoring scenario of one embodiment of the present invention. In particular,  FIG. 2 , illustrates tasks completion points  220  that make a path to a goal  211 . As illustrated, starting from the start  201 , many paths  202 ,  204 ,  206 ,  208  and  210  can be taken. Only certain paths  202 ,  204  and  206 , however, reach the goal  211 . Moreover, the goal of the simulation is for the student to take the optimal path  202  which is the most efficient path to the goal  211 . In embodiments of the present, not only is the student&#39;s progress in completing the tasks  220  monitored but also the student&#39;s cognitive state (and in some embodiments the student&#39;s physical characteristics) as the student completes a task. The information regarding the student&#39;s progress in the simulation and the student&#39;s cognitive state is combined to provide the student with guidance as the student completes the exercise.  
         [0020]     As discussed above, an example of a student&#39;s state that could be monitored is a student&#39;s cognitive state with and EEG sensor. A sensed high cognitive load could mean that a task might not have been learned. In this scenario, the student may be asked to repeat a task. Moreover, a high cognitive load combined with the student taking the wrong path could indicate the student is having a hard time understanding certain concepts and the simulation could be directed to address the issue. On the other hand, a low cognitive state could mean a low attention level. Such lapses in attention over the course of reading text and watching video expositions of the simulation can have a negative impact on the skill acquisition process. Moreover, students may miss critical information that could be of importance in subsequent task problem solving efforts. In embodiments of the present mitigation strategies are invoked to minimize the negative impact of low attention levels. For example, the system could intervene and step the student through the material with the use of interactive prompts. In one embodiment, the prompts would present the student with questions having multiple choice answers so their progress in learning the subject matter can be tracked. In addition, in one embodiment, the system indexes text or video segments where the student&#39;s attention level was low and prompts the students to revisit those segments later in time.  
         [0021]     Another example of a student&#39;s state to be monitored is a student&#39;s cognitive arousal which can be tracked by assessing heart rate variability. Heart rate variability provides insight into sympathetic and parasympathetic components of the central nervous system. Monitoring a student&#39;s cognitive arousal can be important in military simulations to determine how a student will react to a given situation. In embodiments of the present invention, the system uses the monitored student&#39;s cognitive arousal to guide the student to a desired outcome. For example, the desired outcome may be a desired cognitive arousal when faced with similar situations in the future.  
         [0022]     Referring to  FIG. 3 a  flow diagram  300  illustrating an augmented tutor system  300  of one embodiment the present invention is illustrated. As illustrated, the learner  302  (or student) interfaces with a simulation environment  310 . Sensors are used to monitor the student&#39;s states at  304 . Examples of sensors illustrated in the flow diagram of  FIG. 3  are EEG and ECG/EKG sensors. It will be understood that these are only examples of the type of sensors that could be used and the present invention is not limited to the type of sensors. Moreover, it will be understood that other types of tools such as FNIR monitoring can be used to determine a cognitive state of the learner. A cognitive state classifier is used to process the signals from the sensors at  306 . The cognitive state classifier provides a similar function as the sensing equipment of  FIG. 1 . Examples of some of the classified cognitive states detected by the sensors are illustrated at  308 . As illustrated, the examples include attention levels, working memory capacity and cognitive arousal levels. A model tracing tutor receives the classified cognitive states  308  as well as the learner&#39;s actions and objects and events  312  in real time from the simulation environment at  316 . The model tracing tutor at  316  processes the cognitive states associated with the learner&#39;s actions and the objects and events of the simulation. As illustrated, the model tracing tutor at  316  then directs the simulation environment  104  to proceed based on the processed information. Examples of directions on how the simulation environment is to proceed are illustrated at  314 . As illustrated the examples include error feedback, hints, skill appropriate problems and simulation pace.  
         [0023]     The methods and techniques described herein are implemented by an augmented tutoring system. Embodiments of devices that make up the augmented tutoring system may be implemented in digital electronic circuitry, or with a programmable processor (for example, a special-purpose processor or a general-purpose process such as a computer firmware, software, or in combinations of them). Apparatus embodying these techniques may include appropriate input and output devices, a programmable processor, and a storage medium tangibly embodying program instructions for execution by the programmable processor. A process embodying these techniques may be performed by a programmable processor executing a program of instructions to perform desired functions by operating on input data and generating appropriate output. The techniques may be implemented in one or more programs that are executable on a programmable system including at least one programmable processor coupled to receive data and instructions from, and to transmit data and instructions to, a data storage system, at least one input device, and at least one output device. Generally, a processor will receive instructions and data from a read-only memory and/or a random access memory. Storage devices suitable for tangibly embodying computer program instructions and data include all forms of non-volatile memory, including by way of example semiconductor memory devices, such as EPROM, EEPROM, and flash memory devices; magnetic disks such as internal hard disks and removable disks; magneto-optical disks; and CD-ROM disks. Any of the foregoing may be supplemented by, or incorporated in, specially-designed application-specific integrated circuits (ASICs).  
         [0024]     Although specific embodiments have been illustrated and described herein, it will be appreciated by those of ordinary skill in the art that any arrangement, which is calculated to achieve the same purpose, may be substituted for the specific embodiment shown. This application is intended to cover any adaptations or variations of the present invention. Therefore, it is manifestly intended that this invention be limited only by the claims and the equivalents thereof.