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Albert T. Corbett

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Albert T. Corbett

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Publications by Albert T. Corbett (bibliography)

» 2007 «

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Baker, Ryan S. J. d., Habgood, M. P. Jacob, Ainsworth, Shaaron and Corbett, Albert T. (2007): Modeling the Acquisition of Fluent Skill in Educational Action Games. In: Conati, Cristina, McCoy, Kathleen F. and Paliouras, Georgios (eds.) User Modeling 2007 - 11th International Conference - UM 2007 June 25-29, 2007, Corfu, Greece. pp. 17-26. Available online

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Corbett, Albert T., Wagner, Angela Z., Lesgold, Sharon, Ulrich, Harry and Stevens, Scott M. (2007): Modeling Students' Natural Language Explanations. In: Conati, Cristina, McCoy, Kathleen F. and Paliouras, Georgios (eds.) User Modeling 2007 - 11th International Conference - UM 2007 June 25-29, 2007, Corfu, Greece. pp. 117-126. Available online

» 2005 «

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Baker, Ryan Shaun, Corbett, Albert T., Koedinger, Kenneth R. and Roll, Ido (2005): Detecting When Students Game the System, Across Tutor Subjects and Classroom Cohorts. In: Ardissono, Liliana, Brna, Paul and Mitrovic, Antonija (eds.) User Modeling 2005 - 10th International Conference - UM 2005 July 24-29, 2005, Edinburgh, Scotland, UK. pp. 220-224. Available online

» 2004 «

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Baker, Ryan Shaun, Corbett, Albert T., Koedinger, Kenneth R. and Wagner, Annette (2004): Off-task behavior in the cognitive tutor classroom: when students "game the system. In: Dykstra-Erickson, Elizabeth and Tscheligi, Manfred (eds.) Proceedings of ACM CHI 2004 Conference on Human Factors in Computing Systems April 24-29, 2004, Vienna, Austria. pp. 383-390. Available online

“We investigate the prevalence and learning impact of different types of off-task behavior in classrooms where students are using intelligent tutoring software. We find that within the classrooms studied, no other type of off-task behavior is associated nearly so strongly with reduced learning as "gaming the system": behavior aimed at obtaining correct answers and advancing within the tutoring curriculum by systematically taking advantage of regularities in the software's feedback and help. A student's frequency of gaming the system correlates as strongly to post-test score as the student's prior domain knowledge and general academic achievement. Controlling for prior domain knowledge, students who frequently game the system score substantially lower on a post-test than students who never game the system. Analysis of students who choose to game the system suggests that learned helplessness or performance orientation might be better accounts for why students choose this behavior than lack of interest in the material. This analysis will inform the future re-design of tutors to respond appropriately when students game the system.”

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» 2003 «

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Brusilovsky, Peter, Corbett, Albert T. and Rosis, Fiorella De (eds.) User Modeling 2003 - 9th International Conference - UM 2003 June 22-26, 2003, Johnstown, PA, USA.

» 2001 «

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Corbett, Albert T. and Anderson, John R. (2001): Locus of Feedback Control in Computer-Based Tutoring: Impact on Learning Rate, Achievement and Attitudes. In: Beaudouin-Lafon, Michel and Jacob, Robert J. K. (eds.) Proceedings of the ACM CHI 2001 Human Factors in Computing Systems Conference March 31 - April 5, 2001, Seattle, Washington, USA. pp. 245-252. Available online

“Five public school teachers were observed during two self-study sessions where they learned to use Visual AgenTalk (VAT). The first session emphasized the basic visual programming skills, while the second introduced ways to reuse existing simulations. Two versions of the reuse tutorial were developed, one offering a concrete example world for reuse, and the second an abstract world. During their learning and reuse sessions, the teachers thought out loud as they worked, enabling a detailed analysis of their goals, reactions, problems, and successes. After each session, the teachers also completed user reaction questionnaires. Although all teachers succeeded in learning the basics of VAT, they varied considerably in their reuse of the example simulations. It appears that the simplified components of the abstract world supported reuse to a greater degree than those of the concrete example world.”

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Corbett, Albert T. (2001): Cognitive Computer Tutors: Solving the Two-Sigma Problem. In: Bauer, Mathias, Gmytrasiewicz, Piotr J. and Vassileva, Julita (eds.) User Modeling 2001 - 8th International Conference - UM 2001 July 13-17, 2001, Sonthofen, Germany. pp. 137-147. Available online

» 2000 «

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Corbett, Albert T. and Trask, Holly (2000): Instructional Interventions in Computer-Based Tutoring: Differential Impact on Learning Time and Accuracy. In: Turner, Thea, Szwillus, Gerd, Czerwinski, Mary, Peterno, Fabio and Pemberton, Steven (eds.) Proceedings of the ACM CHI 2000 Human Factors in Computing Systems Conference April 1-6, 2000, The Hague, The Netherlands. pp. 97-104. Available online

“We can reliably build "second generation" intelligent computer tutors that are approximately half as effective as human tutors. This paper evaluates two interface enhancements designed to improve the effectiveness of one successful second generation tutor, the ACT Programming Tutor. One enhancement employs animated feedback to make key data structure relationships salient. The second enhancement employs subgoal scaffolding to support students in developing simple programming plans. Both interventions were successful, but had very different impacts on student effort required to achieve mastery in the tutor environment and on subsequent posttest accuracy. These results represent a step forward in closing the gap between computer tutors and human tutors.”

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» 1997 «

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Modugno, Francesmary, Corbett, Albert T. and Myers, Brad A. (1997): Graphical Representation of Programs in a Demonstrational Visual Shell -- An Empirical Evaluation. In ACM Transactions on Computer-Human Interaction, 4 (3) pp. 276-308

“An open question in the area of Programming by Demonstration (PBD) is how to best represent the inferred program. Without a way to view, edit, and share programs, PBD systems will never reach their full potential. We designed and implemented two graphical representation languages for a PBD desktop similar to the Apple Macintosh Finder. Although a user study showed that both languages enabled nonprogrammers to generate and comprehend programs, the study also revealed that the language that more closely reflected the desktop domain doubled users' abilities to accurately generate programs. Trends suggest that the same language was easier for users to comprehend. These findings suggest that it is possible for a PBD system to enable nonprogrammers to construct programs and that the form of the representation can impact the PBD system's effectiveness. A paper-and-pencil evaluation of the two versions of the PBD desktop prior to the study supported these finding and provided interesting feedback on the interaction between usability evaluations and user studies. In particular, the comparison of the paper-and-pencil evaluation with the empirical evaluation suggested that nonempirical evaluation techniques can provide guidance into how to interpret empirical data and, in particular, that PBD systems need to provide support for programming-strategy selection in order to be successful.”

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» 1996 «

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Pane, John F., Corbett, Albert T. and John, Bonnie E. (1996): Assessing Dynamics in Computer-Based Instruction. In: Tauber, Michael J., Bellotti, Victoria, Jeffries, Robin, Mackinlay, Jock D. and Nielsen, Jakob (eds.) Proceedings of the ACM CHI 96 Human Factors in Computing Systems Conference April 14-18, 1996, Vancouver, Canada. pp. 197-204. Available online

“We present an evaluation of a multimedia educational software system that includes text, graphics, animations, and simulations. When compared with an informationally equivalent control environment that used text and carefully selected still images, we found little evidence that the dynamic presentations enhanced student understanding of the declarative information in this lesson. Furthermore, students cannot be relied on to take full advantage of exploratory opportunities in computer-based instruction. These results prescribe further investigation of whether and how computer-based multimedia can be used effectively in education and training.”

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Modugno, Francesmary, Corbett, Albert T. and Myers, Brad A. (1996): Evaluating Program Representation in a Demonstrational Visual Shell. In: Gray, Wayne D., Boehm-Davis, Deborah A. and Spohrer, James C. (eds.) Empirical Studies of Programmers - Sixth Workshop January 5-7, 1996, 1996, Alexandria, Virginia. pp. 131-146.

» 1989 «

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Anderson, John R., Conrad, Frederick G. and Corbett, Albert T. (1989): Skill Acquisition and the LISP Tutor. In Cognitive Science, 13 (4) pp. 467-505

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28 Apr 2003: Added the author to the bibliography

Publication statistics

Publication period:1989-2007
Publication count:12
Number of co-authors:20

Productive colleagues

Albert T. Corbett's 3 most productive colleagues in number of publications:

Brad A. Myers:135
Bonnie E. John:51
Peter Brusilovsky:41

Collaboration count

Number of publications with 3 favourite co-authors:

Ryan Shaun Baker:2
Kenneth R. Koedinger:2
John R. Anderson:2

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Conference Calendar

Mar 21

WritersUA Conf. for Software User Assistance

Mar 22

UX People

Mar 22

ETRA '10 - Eye Tracking Research & Applications Symp.

Mar 20

“ Computer programs emerge as the outcome of complex human processes of cognition, communication and negotiation, which serve to establish the meaningful embedding of the computer system in its intended use context. ”

-- Floyd, 1992, p. 24 ”

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Albert T. Corbett

Publications by Albert T. Corbett (bibliography)

» 2007 «

» 2005 «

» 2004 «

» 2003 «

» 2001 «

» 2000 «

» 1997 «

» 1996 «

» 1989 «

What do YOU think?

Changes to this page (author)

Publication statistics

Productive colleagues

Collaboration count

Other options

Conference Calendar

Eva Hornecker on Tangible Interaction

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