@article{Graesser:2001,
	title = {Intelligent tutoring systems with conversational dialogue},
	author = {Arthur Graesser and Kurt VanLehn and Carolyn Ros\'{e} and Pamela Jordan and Derek Harter},
	journal = {AI Magazine},
	number = {22},
	url = {http://www.findarticles.com/p/articles/mi_m2483/is_4_22/ai_82129226},
	volume = {4},
	year = {2001},
	biburl = {http://www.bibsonomy.org/bibtex/2049494f127d5685d3aa2387af4e0f92e/diego_ma},
	abstract = {Intelligent tutoring systems (ITSs) are clearly one of the successful enterprises in AI. There is a long list of ITSs that have been tested on humans and have proven to facilitate learning. There are well-tested tutors of algebra, geometry, and computer languages (such as PACT [Koedinger et al. 1997]); physics (such as ANDES [Gertner and VanLehn 2000; VanLehn 1996]); and electronics (such as SHERLOCK [Lesgold et al. 1992]). These ITSs use a variety of computational modules that are familiar to those of us in the world of AI: production systems, Bayesian networks, schema templates, theorem proving, and explanatory reasoning. According to the current estimates, the arsenal of sophisticated computational modules inherited from AI produce learning gains of approximately .3 to 1.0 standard deviation units compared with students learning the same content in a classroom (Corbett et al. 1999).},
	keywords = {tutoring_system }
}