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User modelling in Exploratory Learning Environments (ELEs) is an
emerging field with several challenges to be addressed. Due to the
freedom given to learners, the amount of information generated is
very large, making the modelling process very challenging.
Consequently, only relevant information should be used in the user
modelling process. This, however, leads to other challenges such as
identification of relevant information, finding an optimal
knowledge representation and defining an inference mechanism by
which this knowledge is used in diagnosing the learner. This
research addresses the challenges of user modelling in ELEs by
monitoring learners' behaviour and taking into account only
relevant actions in the context of an ELE for the domain of
mathematical generalisation. An iterative approach was used, in
line with the iterative design of the ELE. The modelling mechanism
employed a modified version of Case-based Reasoning and was
evaluated using pedagogical scenarios and data from simulated and
real students. This approach has the advantage of storing only
relevant information and allows learner diagnosis during as well as
at the end of a task.
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