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Article
Publication date: 31 August 2004

Mircea Gh. Negoita and David Pritchard

Education is increasingly using Intelligent Tutoring Systems (ITS), both for modelling instructional and teaching strategies and for enhancing educational programs. The first part…

Abstract

Education is increasingly using Intelligent Tutoring Systems (ITS), both for modelling instructional and teaching strategies and for enhancing educational programs. The first part of the paper introduces the basic structure of an ITS as well as common problems being experienced within the ITS community. The second part describes WITNeSS ‐ an original hybrid intelligent system using Fuzzy‐Neural‐GA techniques for optimising the presentation of learning material to a student. The original work in this paper is related to the concept of a “virtual student”. This student model, modelled using fuzzy technologies, will be useful for any ITS, providing it with an optimal learning strategy for fitting the ITS itself to the unique needs of each individual student. In the third part, experiments focus on problems developing a “virtual student” model, which simulates, in a rudimentary way, human learning behaviour. Part four finishes with concluding remarks.

Details

Interactive Technology and Smart Education, vol. 1 no. 3
Type: Research Article
ISSN: 1741-5659

Keywords

Book part
Publication date: 20 September 2018

Jared Freeman and Wayne Zachary

Technology for training military teams has evolved through a convergence of advances in simulation technology for individual and collective training, methods for analyzing…

Abstract

Technology for training military teams has evolved through a convergence of advances in simulation technology for individual and collective training, methods for analyzing teamwork and designing training solutions, and intelligent tutoring technologies that adapt training to the student, to accelerate learning. A number of factors have slowed this evolution toward intelligent team tutoring systems (ITTS), including the challenges of processing communications data, which are the currency of teamwork, and the paucity of automated and generalizable measures of team work. Several systems fulfill a subset of the features required of an ITTS, namely the use of team training objectives, teamwork models, measures of teamwork, diagnostic capability, instructional strategies, and adaptation of training to team needs. We describe these systems: the Advanced Embedded Training System (AETS), Synthetic Cognition for Operational Team Training (SCOTT), the AWO Trainer, the Benchmarked Experiential System for Training (BEST), and the Cross-Platform Mission Visualization Tool. We close this chapter with recommendations for future research.

Details

Building Intelligent Tutoring Systems for Teams
Type: Book
ISBN: 978-1-78754-474-1

Keywords

Book part
Publication date: 20 September 2018

Anne M. Sinatra and Robert Sottilare

This chapter considers the essential elements and processes in designing and building a computer-based tutor to instruct teams. In this chapter, the choices of authoring tools…

Abstract

This chapter considers the essential elements and processes in designing and building a computer-based tutor to instruct teams. In this chapter, the choices of authoring tools, the instructional context, the goal of the instruction, and the characteristics of the domain were evaluated in terms of their influence on the Intelligent Tutoring System (ITS) design in support of team learning and performance. While each team tutor may be unique in terms of its learning objectives, measures, selections of learning strategies and tutor interventions, there are some identified design decisions that need to be made. Considering the best decision for the specific tutor's design is intended to ease the authoring burden and make computer-based team tutoring more ubiquitous.

Article
Publication date: 25 April 2022

Huixiao Le and Jiyou Jia

In intelligent tutoring systems (ITS), learners were often granted limited authority and are forced to obey the decision of the system which might not satisfy their needs. Failure…

Abstract

Purpose

In intelligent tutoring systems (ITS), learners were often granted limited authority and are forced to obey the decision of the system which might not satisfy their needs. Failure to grant learners sufficient autonomy could yield unexpected effects that hinder learning, including undermining learners’ motivation, priming learners’ aversion to the algorithm. On the contrary, granting learners overwhelming autonomy could also be harmful as the absence of learning support would also have a negative impact on learning. As such, this study aims to design and implement an intelligent tutoring system that offers learners proper autonomy.

Design/methodology/approach

The main learning activity in the system is doing exercises, and by finishing exercises learners could earn virtual coins. Based on item response theory, exercises are administered to learners with proper difficulty. Based on a recommended difficulty parameter predicted by the system, learners could manually modify the difficulty of the exercises, they could earn more credits by finishing more challenging exercises. Meanwhile, a pedagogical agent is embedded. Learners could customize the agent’s personality jointly with the system to create the learning context they prefer.

Findings

A intelligent tutoring system with proper learner autonomy (LA) is designed and implemented.

Originality/value

Few previous researches have noticed the potentially important role that LA plays in ITS. Learning might be facilitated using such a design.

Details

Interactive Technology and Smart Education, vol. 19 no. 4
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 1 April 2002

Masood Mehmood Khan

The success of intelligent tutoring systems (ITS) has always been questioned. Recent developments however in the object‐oriented technologies and artificial intelligence…

1295

Abstract

The success of intelligent tutoring systems (ITS) has always been questioned. Recent developments however in the object‐oriented technologies and artificial intelligence techniques have allowed development of better human‐computer interaction for effective teaching and learning. This paper presents the implementation of an ITS that employs game environment and object‐oriented user interface (OOUI) for teaching and learning. The reported implementation is based on use of a game environment to impart industrial training for energy conservation in a steam distribution system. The ITS developed allows players to assume a particular role in a process industry and learn efficient operation of steam distribution system for conserving energy in the plant. The design of game environment and supporting OOUI are discussed. Those aspects of design and implementation that are of equal interest to game designers, instructional designers and educationists are described in detail. The paper may assist game developers and instructional designers in developing ITS for other disciplines.

Details

The Electronic Library, vol. 20 no. 2
Type: Research Article
ISSN: 0264-0473

Keywords

Book part
Publication date: 20 September 2018

Pravin Chopade, Michael Yudelson, Benjamin Deonovic and Alina A. von Davier

This chapter focuses on the state-of-the-art modeling approaches used in Intelligent Tutoring Systems (ITSs) and the frameworks for researching and operationalizing individual and…

Abstract

This chapter focuses on the state-of-the-art modeling approaches used in Intelligent Tutoring Systems (ITSs) and the frameworks for researching and operationalizing individual and group models of performance, knowledge, and interaction. We adapt several ITS methodologies to model team performance as well as individuals’ performance of the team members. We briefly describe the point processes proposed by von Davier and Halpin (2013), and we also introduce the Competency Architecture for Learning in teaMs (CALM) framework, an extension of the Generalized Intelligent Framework for Tutoring (GIFT) (Sottilare, Brawner, Goldberg, & Holden, 2012) to be used for team settings.

Article
Publication date: 25 July 2019

Ali Yuce, A. Mohammed Abubakar and Mustafa Ilkan

Intelligent tutoring systems (ITS) are a supplemental educational tool that offers great benefits to students and teachers. The systems are designed to focus on an individual’s…

1303

Abstract

Purpose

Intelligent tutoring systems (ITS) are a supplemental educational tool that offers great benefits to students and teachers. The systems are designed to focus on an individual’s characteristics, needs and preferences in an effort to improve student outcomes. Despite the potential benefits of such systems, little work has been done to investigate the impact of ITS on users. To provide a more nuanced understanding of the effectiveness of ITS, the purpose of this paper is to explore the role of several ITS parameters (i.e. knowledge, system, service quality and task–technology fit (TTF)) in motivating, satisfying and helping students to improve their learning performance.

Design/methodology/approach

Data were obtained from students who used ITS, and a structural equation modeling was deployed to analyze the data.

Findings

Data analysis revealed that the quality of knowledge, system and service directly impacted satisfaction and improved TTF for ITS. It was found that TTF and student satisfaction with ITS did not generate higher learning performance. However, student satisfaction with ITS did improve learning motivation and resulted in superior learning performance. Data suggest this is due to students receiving constant and constructive feedback while simultaneously collaborating with their peers and teachers.

Originality/value

This study verifies that there was a need to assess the benefits of ITS. Based on the study’s findings, theoretical and practical implications are proposed.

Details

Online Information Review, vol. 43 no. 4
Type: Research Article
ISSN: 1468-4527

Keywords

Book part
Publication date: 20 September 2018

Arthur C. Graesser, Nia Dowell, Andrew J. Hampton, Anne M. Lippert, Haiying Li and David Williamson Shaffer

This chapter describes how conversational computer agents have been used in collaborative problem-solving environments. These agent-based systems are designed to (a) assess the…

Abstract

This chapter describes how conversational computer agents have been used in collaborative problem-solving environments. These agent-based systems are designed to (a) assess the students’ knowledge, skills, actions, and various other psychological states on the basis of the students’ actions and the conversational interactions, (b) generate discourse moves that are sensitive to the psychological states and the problem states, and (c) advance a solution to the problem. We describe how this was accomplished in the Programme for International Student Assessment (PISA) for Collaborative Problem Solving (CPS) in 2015. In the PISA CPS 2015 assessment, a single human test taker (15-year-old student) interacts with one, two, or three agents that stage a series of assessment episodes. This chapter proposes that this PISA framework could be extended to accommodate more open-ended natural language interaction for those languages that have developed technologies for automated computational linguistics and discourse. Two examples support this suggestion, with associated relevant empirical support. First, there is AutoTutor, an agent that collaboratively helps the student answer difficult questions and solve problems. Second, there is CPS in the context of a multi-party simulation called Land Science in which the system tracks progress and knowledge states of small groups of 3–4 students. Human mentors or computer agents prompt them to perform actions and exchange open-ended chat in a collaborative learning and problem-solving environment.

Details

Building Intelligent Tutoring Systems for Teams
Type: Book
ISBN: 978-1-78754-474-1

Keywords

Article
Publication date: 15 February 2024

Xuanyan Zhong and Zehui Zhan

The purpose of this study is to develop an intelligent tutoring system (ITS) for programming learning based on information tutoring feedback (ITF) to provide real-time guidance…

62

Abstract

Purpose

The purpose of this study is to develop an intelligent tutoring system (ITS) for programming learning based on information tutoring feedback (ITF) to provide real-time guidance and feedback to self-directed learners during programming problem-solving and to improve learners’ computational thinking.

Design/methodology/approach

By analyzing the mechanism of action of ITF on the development of computational thinking, an ITF strategy and corresponding ITS acting on the whole process of programming problem-solving were developed to realize the evaluation of programming problem-solving ideas based on program logic. On the one hand, a lexical and syntactic analysis of the programming problem solutions input by the learners is performed and presented with a tree-like structure. On the other hand, by comparing multiple algorithms, it is implemented to compare the programming problem solutions entered by the learners with the answers and analyze the gaps to give them back to the learners to promote the improvement of their computational thinking.

Findings

This study clarifies the mechanism of the role of ITF-based ITS in the computational thinking development process. Results indicated that the ITS designed in this study is effective in promoting students’ computational thinking, especially for low-level learners. It also helped to improve students’ learning motivation, and reducing cognitive load, while there’s no significant difference among learners of different levels.

Originality/value

This study developed an ITS based on ITF to address the problem of learners’ difficulty in obtaining real-time guidance in the current programming problem-solving-based computational thinking development, providing a good aid for college students’ independent programming learning.

Details

Interactive Technology and Smart Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 29 June 2010

Anastasios Savvopoulos and Maria Virvou

The elderly are often unfamiliar with computer technology and can encounter great difficulties. Moreover, the terms used in such systems may prove to be a challenge for these…

Abstract

Purpose

The elderly are often unfamiliar with computer technology and can encounter great difficulties. Moreover, the terms used in such systems may prove to be a challenge for these users. The aim of this research is to tutor the elderly on using an adaptive e‐shop system in order to buy products easily.

Design/methodology/approach

In view of the above, the paper creates an intelligent tutoring component for the elderly. It incorporated this component into an e‐shop application for interactive TV in order to evaluate it. The component created is both medium‐ and domain‐independent.

Findings

The independent tutoring component that provided combined product recommendations and adaptive help actions had a positive influence on the elderly and created a friendlier shopping environment for them.

Originality/value

The research proposes a novel component for the elderly that uniquely combines product recommendations and adaptive help reactions. This component can be used in a large variety of recommendation applications as it is medium‐ and domain‐independent.

Details

Campus-Wide Information Systems, vol. 27 no. 3
Type: Research Article
ISSN: 1065-0741

Keywords

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