The Logic-ITA is a web-based Intelligent Teaching Assistant system, aimed at alleviating some of the problems caused by large classes or distance learning. Its domain of application is the construction of formal proofs in logic. The system acts as an intermediary between teacher and students: on one hand, it provides students with an environment to practice formal proofs with feedback and on the other hand it allows teachers to monitor the class’s progress and mistakes. It is complementary in the sense that it does not aim to replace any of the existing interactions between teachers and students. Since its introduction, over 600 students have used the tool. Evaluation shows a significant improvement in students’ assessment results with an effect size of around 1 sigma.
Revisiting interestingness of strong symmetric association rules in educational data Inproceedings
Proceedings of International Workshop on Applying Data Mining in e-Learning (ADML'07), 2007.
Clustering students to help evaluate learning Book Chapter
Courtiat, Jean-Pierre; Davarakis, Costas; Villemur, Thierry (Ed.): 171 , pp. 31–42, Springer, 2005.
The Logic-ITA in the classroom: a medium scale experiment Journal Article
International Journal on Artificial Intelligence in Education, 15 , pp. 41–60, 2005.
TADA-Ed for Educational Data Mining Journal Article
Interactive Multimedia Electronic Journal of Computer-Enhanced Learning, 7 (1), 2005.
Educational Data Mining: a Case Study Inproceedings
Looi, C K; McCalla, G; Bredeweg, B; Breuker, J (Ed.): Proceedings of the 12th Conference on Artificial Intelligence in Education, pp. 467–474, IOS Press, Amsterdam, The Netherlands, 2005.
Clustering students to help evaluate learning, Technology Enhanced Learning Book Chapter
Courtiat, Jean-Pierre ; Davarakis, Costas ; Villemur, Thierry (Ed.): 171 , pp. 31–42, Springer, 2005.
Making large class teaching more adaptive with the Logic-ITA Inproceedings
Lister, R; Young, A (Ed.): Proceedings of Sixth Australasian Computing Education Conference (ACE2004), pp. 343–347, Dunedin, New Zealand, 2004.
Mining Student Data Captured from a Web-Based Tutoring Tool: Initial Exploration and Results Journal Article
Journal of Interactive Learning Research (JILR), 15 (4), pp. 319–346, 2004.
Train, store, analyse for more adaptive teaching Inproceedings
Proceedings of International Symposium Information and Knowledge Technologies in Higher Education and Industry (TICE2004), pp. 52–59, Technical University of Compigne, Compiegne, France, 2004.
TADA-Ed, a tool to visualize and mine students' online work Inproceedings
McKay, E; Collis, B (Ed.): Proceedings of International Conference on Computers in Education, (ICCE04), pp. 1891–1897, RMIT, Melbourne, Australia, 2004.
Experiment and Evaluation Results of the Logic-ITA Technical Report
School of Information Technologies, University of Sydney (542), 2003.
Verdejo, F; Hoppe, U (Ed.): Proceedings of 11th International Conference on Artificial Intelligence in Education (AIED03), pp. 201–208, IOS Press, Sydney, 2003.
Intelligent Teaching Assistant Systems Inproceedings
Kinshuk, (Ed.): Proceedings of International Conference on Computers in Education (ICCE'02), pp. 136–140, Auckland, New Zealand, 2002.
An Intelligent Teaching-Assistant System for Logic Inproceedings
Cerri, S; Paraguo, F (Ed.): Proceedings of International Conference on Intelligent Tutoring Systems (ITS'02), pp. 421–431, Springer-Verlag, 2002.
Adaptation in the Web-based Logic-ITA Inproceedings
de Bra, P (Ed.): Proceedings of 2nd International Conference on Adaptive Hypermedia and Adaptive Web Based Systems (AH2002), pp. 456–461, Springer-Verlag, Malaga, Spain, 2002.
The Logic Tutor: a Multimedia Presentation Journal Article
Interactive Multimedia Electronic Journal of Computer-Enhanced Learning, 3 , 2001.
The Logic Tutor Inproceedings
Proceedings of International conference on Innovation and Technology in Computer Science Education (ITiCSE), Canterbury, England, 2001.
A tool to practice formal proofs Inproceedings
Proceedings of International Conference ED-MEDIA, Tampere, Finland, 2001.