@inproceedings{colling-etal-2023-reconciling,
    title = "Reconciling Adaptivity and Task Orientation in the Student Dashboard of an Intelligent Language Tutoring System",
    author = "Colling, Leona  and
      Heck, Tanja  and
      Meurers, Detmar",
    editor = {Kochmar, Ekaterina  and
      Burstein, Jill  and
      Horbach, Andrea  and
      Laarmann-Quante, Ronja  and
      Madnani, Nitin  and
      Tack, Ana{\"\i}s  and
      Yaneva, Victoria  and
      Yuan, Zheng  and
      Zesch, Torsten},
    booktitle = "Proceedings of the 18th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2023)",
    month = jul,
    year = "2023",
    address = "Toronto, Canada",
    publisher = "Association for Computational Linguistics",
    url = "https://aclanthology.org/2023.bea-1.25",
    doi = "10.18653/v1/2023.bea-1.25",
    pages = "288--299",
    abstract = "In intelligent language tutoring systems, student dashboards should display the learning progress and performance and support the navigation through the learning content. Designing an interface that transparently offers information on students{'} learning in relation to specific learning targets while linking to the overarching functional goal, that motivates and organizes the practice in current foreign language teaching, is challenging. This becomes even more difficult in systems that adaptively expose students to different learning material and individualize system interactions. If such a system is used in an ecologically valid setting of blended learning, this generates additional requirements to incorporate the needs of students and teachers for control and customizability.We present the conceptual design of a student dashboard for a task-based, user-adaptive intelligent language tutoring system intended for use in real-life English classes in secondary schools. We highlight the key challenges and spell out open questions for future research.",
}

In intelligent language tutoring systems, student dashboards should display the learning progress and performance and support the navigation through the learning content. Designing an interface that transparently offers information on students{'} learning in relation to specific learning targets while linking to the overarching functional goal, that motivates and organizes the practice in current foreign language teaching, is challenging. This becomes even more difficult in systems that adaptively expose students to different learning material and individualize system interactions. If such a system is used in an ecologically valid setting of blended learning, this generates additional requirements to incorporate the needs of students and teachers for control and customizability.We present the conceptual design of a student dashboard for a task-based, user-adaptive intelligent language tutoring system intended for use in real-life English classes in secondary schools. We highlight the key challenges and spell out open questions for future research.
Colling, Leona Heck, Tanja Meurers, Detmar
Reconciling Adaptivity and Task Orientation in the Student Dashboard of an Intelligent Language Tutoring System