EMBRACE: Applying cognitive tutor principles to reading comprehension

Erin Walker, Audrey Wong, Sarah Fialko, Maria Restrepo, Arthur Glenberg

Research output: Chapter in Book/Report/Conference proceedingConference contribution

7 Scopus citations


Reading comprehension is a critical skill, and one where dual language learners can fall behind compared to native English speakers. We developed EMBRACE, an intelligent tutoring system to improve reading comprehension of dual language learners. Based on theories of embodied cognition, EMBRACE tutors children on how to create cognitive simulations of text content. We describe the implementation of EMBRACE and show how it is closely aligned to principles posed by Anderson and colleagues in 1995 for the design of cognitive tutors, a type of intelligent tutoring system.

Original languageEnglish (US)
Title of host publicationArtificial Intelligence in Education - 18th International Conference, AIED 2017, Proceedings
EditorsElisabeth Andre, Xiangen Hu, Ma. Mercedes T. Rodrigo, Benedict du Boulay, Ryan Baker
PublisherSpringer Verlag
Number of pages4
ISBN (Print)9783319614243
StatePublished - 2017
Event18th International Conference on Artificial Intelligence in Education, AIED 2017 - Wuhan, China
Duration: Jun 28 2017Jul 1 2017

Publication series

NameLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume10331 LNAI
ISSN (Print)0302-9743
ISSN (Electronic)1611-3349


Other18th International Conference on Artificial Intelligence in Education, AIED 2017


  • Cognitive tutors
  • Embodied cognition
  • Reading comprehension

ASJC Scopus subject areas

  • Theoretical Computer Science
  • Computer Science(all)


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