Nathaniel P. Grove, University of North Carolina Wilmington, nathaniel.grove@uncw.edu Abstract This paper describes how BeSocratic can be used to improve learning and class interaction. BeSocratic is a novel intelligent tutoring system that aims to fill the gap between simple multiple-choice systems and free-response systems. The system includes a set of interactive modules that provide instructors with powerful tools to assess student performance. Beyond text boxes and multiple-choice

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... , BeSocratic contains several feedback driven modules that can capture free-form student drawings. These drawings can be automatically recognized and evaluated as complex structures including Euclidean graphs, chemistry molecules, computer science graphs, or simple drawings for use within science, technology, engineering, and mathematics courses. This paper describes three use-cases for BeSocratic and how each scenario can improve learning and class interaction throughout the curriculum. These scenarios are: (1) formative assessments and tutorials, (2) free-response exercises, and (3) in-class real-time activities. Problem Statement and Context Since the early days of personal computing, software has been developed for educational purposes. The number of such applications continues to increase, and the sophistication of the systems is constantly evolving. There exists a wide spectrum of educational software meeting needs from Pre-K to industry. Today, most higher education institutions use broad learning management systems such as Blackboard, Moodle, or Instructure Canvas to aid in assessment. Additionally, specialized systems (such as the Mastering software series, OWL, etc.) exist for individual disciplines and courses. A subset of these systems includes intelligent tutoring software such as MathTutor and CogTutor, which provide students with step-by-step guidance during problem solving. While these systems have been shown to enhance student learning in a range of domains [4, 5, 6] , they tend to be difficult to author, and the majority of questions they can ask fall into one of two categories: free-response text-based questions or multiple-choice/matching questions. Freeresponse systems allow teachers to ask meaningful questions that require students to have a deep understanding of the subject in order to answer correctly; unfortunately, they are difficult to assess quickly and without bias. Multiple choice and matching questions are more restrictive by nature, and research has suggested that these questions cannot be used to properly assess deep knowledge on a subject since the exercises often only involve memorization [2, 3, 7, 8] .