Human-Computer Interaction Institute
School of Computer Science, Carnegie Mellon University
A Cognitive Game for Teaching Policy Argument
Matthew W. Easterday
Our democracy depends upon the creation of an active engaged citizenry.
The purpose of this dissertation is to provide the foundational research
necessary for constructing an intelligent tutoring system to teach policy
deliberation. The dissertation makes five use-inspired basic research
contributions to the knowledge and technology of Intelligent Tutoring Systems
and Artificial Intelligence in Education. Specifically it: (a) develops a
cognitive framework for deliberation, (b) localizes reasoning difficulties
within the synthesis stage of the framework, (c) shows that causal diagrams
can improve reasoning, (d) demonstrates that we can design intelligent
tutoring systems that teach deliberation, and (e) shows that educational
games can increase learning and interest by using intelligent tutoring
approaches to providing assistance.