PRELIMINARY VERSION – PRELIMINARY VERSION -PRELIMINA Modeling Tutoring Knowledge Jacqueline Bourdeau 1 and Monique Grandbastien 2 1 Télé-université, University of Quebec in Montreal, 100, Sherbrooke W., Montreal (Quebec) H2X 3P2 CANADA 2 LORIA, Université Henri Poincaré Nancy1 Campus scientifique, BP 239, 54506 Vandoeuvre Cedex, FRANCE bourdeau@teluq.uqam.ca monique.grandbastien@loria.fr Abstract. This chapter introduces Part II on modeling tutoring knowledge in ITS research. Starting with its origin and with a characterization of tutoring, it proposes a general definition of tutoring, and a description of tutoring functions, variables, and interactions. The Interaction Hypothesis is presented and discussed, followed by the development of the tutorial component of ITSs, and their evaluation. New challenges are described, such as integrating the emotional states of the learner. Perspectives of opening the Tutoring Model and of equipping it with social intelligence are also presented. 1 Introduction In the field of Artificial Intelligence in Education (AIED), the research on ITSs has attempted to develop, implement, and test systems that contain AIED principles and techniques. The "I" in ITS represents "intelligence" (AI techniques), the "T" is an abbreviation for "tutor," and the "S" signifies the application "software." In this chapter, the challenges of modeling tutoring knowledge are addressed, along with the problems that have arisen and have been dealt with, the solutions that have been tested, and the open questions that have been raised. This chapter begins by defining the term "tutoring", first, to distinguish it from education, instruction, and teaching, and, second, to place it in the context of ITS research. This chapter also provides insight into the following three main processes involved in building ITSs: modeling, developing, and evaluating the aspects and behavior of the tutoring system. This chapter concludes with a series of open questions. 2 What is Tutoring? Since tutoring is a concept from the field of education, we start by looking at the origins and meaning of tutoring. We then analyze tutoring in the context of ITSs, as well as its functions and variables. We lastly attempt to understand better why tutoring is the foundation of ITS research. 2.1 Tutoring in education Tutoring has always been a form of education and a means of instruction. It has two main properties: 1) the tutor/student ratio is 1/1-3(in most cases 1/1), so tutoring is often interpreted as individualized instruction since the attention of the tutor is totally focused on one student; 2) guidance or hal-00619823, version 1 - 6 Sep 2011 Author manuscript, published in "Advances in Intelligent Tutoring Systems, Nkambou R., Mizoguchi R., Bourdeau J. (Ed.) (2010) 123-143" DOI : 10.1007/978-3-642-14363-2