Chapter 4. Mass Producing Example-tracing Tutors

Table of Contents

1. Enter variables to create a behavior graph (BRD) template
2. Generate a problems table based on the variables in the template
3. Input problems into the problems table
4. Merge the problems table and behavior graph template to generate mass-produced behavior graphs
5. Test and Revise

Using mass production, you can save time by authoring a large set of Example-tracing tutor problems in a spreadsheet. Based on a behavior graph template (a behavior graph with variables instead of problem-specific values), CTAT can then generate a behavior graph for each problem defined in the spreadsheet.

Below is an image depicting the mass production workflow:

Figure 4.1. The mass production workflow

In this workflow, you will:

Enter variables to create a behavior graph (BRD) template in the Behavior Recorder.
Generate a problems table from CTAT that is based on the variables in the template.
Input problems into the problems table via a spreadsheet or plain-text editor.
Merge the problems table and behavior graph template to generate mass-produced behavior graphs.
Test and revise the behavior graph template, problems table, or both.

1. Enter variables to create a behavior graph (BRD) template

In this phase of mass production, you can either create a new behavior graph through demonstration, or modify an existing one. But instead of authoring the content of hint and error messages, skills, and correct and incorrect student input, you will enter variables for these values.

	Note
	The following steps describe authoring a new behavior graph template from scratch. To modify an existing behavior graph, see To modify an existing behavior graph for use with mass production: below.

To create a new behavior graph template:

In CTAT, open the student interface for which you'd like to create multiple problems.
Select Set Start State as the author mode. If there are values in the initial state of your tutor that vary by problem, enter variable names in the interface instead of problem-specific values—these will be entered into the spreadsheet later—using the following syntax:
%(variableName)%
This special syntax—percent sign, opening parenthesis, variable name, closing parenthesis, percent sign—is required to define variables; you will use it again when authoring hints and feedback.
Tip
Use descriptive variable names: they will be useful in the next phase when you enter your problem data into a spreadsheet.
When your start state is complete, select Graph > Create Start State.

Author the behavior graph through demonstration, entering variables instead of correct text.

	Tip
	When demonstrating, focus on making a behavior graph that can apply to multiple similar problems.

	Tip
	For actions that don't allow the entering of a variable into the interface—selecting a combo box item, for example—interact with the widget to create a link in the behavior graph to act as a placeholder; then click that link and select Edit Student Input Matching. In the input field, enter variables as desired.

Annotate the graph with hint, error, and success messages, and skills, using variable names where desired.

To modify an existing behavior graph for use with mass production:

If there are values in the initial state of your tutor that vary by problem, modify the start state of the problem to use variables.
Edit links in the graph using the Edit Student Input Matching dialog. In the selection, action, or input fields, enter variables as desired.
Edit hint, error, and success messages, and skills, using variable names where desired.

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Chapter 3. Logging Student-Tutor Interactions	Home	2. Generate a problems table based on the variables in the template

	Tip
	Use descriptive variable names: they will be useful in the next phase when you enter your problem data into a spreadsheet.