A method for learning scenario determination and modification in intelligent tutoring systems
01 Mar 2011-International Journal of Applied Mathematics and Computer Science (Versita)-Vol. 21, Iss: 1, pp 69-82
TL;DR: An algorithm of scenario determination (named ADOLS) and a procedure for modifying the learning scenario AMLS with auxiliary definitions are presented and preliminary results of an experiment conducted in a prototype of the proposed intelligent e-learning system are described.
Abstract: Computers have been employed in education for years. They help to provide educational aids using multimedia forms such as films, pictures, interactive tasks in the learning process, automated testing, etc. In this paper, a concept of an intelligent e-learning system will be proposed. The main purpose of this system is to teach effectively by providing an optimal learning path in each step of the educational process. The determination of a suitable learning path depends on the student's preferences, learning styles, personal features, interests and knowledge state. Therefore, the system has to collect information about the student, which is done during the registration process. A user is classified into a group of students who are similar to him/her. Using information about final successful scenarios of students who belong to the same class as the new student, the system determines an opening learning scenario. The opening learning scenario is the first learning scenario proposed to a student after registering in an intelligent e-learning system. After each lesson, the system tries to evaluate the student's knowledge. If the student has a problem with achieving an assumed score in a test, this means that the opening learning scenario is not adequate for this user. In our concept, for this case an intelligent e-learning system offers a modification of the opening learning scenario using data gathered during the functioning of the system and based on a Bayesian network. In this paper, an algorithm of scenario determination (named ADOLS) and a procedure for modifying the learning scenario AMLS with auxiliary definitions are presented. Preliminary results of an experiment conducted in a prototype of the described system are also described.
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TL;DR: In this paper, a meta-analysis was conducted on research that compared the outcomes from students learning from Intelligent Tutoring Systems (ITS) to those learning from non-ITS learning environments.
Abstract: Intelligent Tutoring Systems (ITS) are computer programs that model learners’ psychological states to provide individualized instruction. They have been developed for diverse subject areas (e.g., algebra, medicine, law, reading) to help learners acquire domain-specific, cognitive and metacognitive knowledge. A meta-analysis was conducted on research that compared the outcomes from students learning from ITS to those learning from non-ITS learning environments. The meta-analysis examined how effect sizes varied with type of ITS, type of comparison treatment received by learners, type of learning outcome, whether knowledge to be learned was procedural or declarative, and other factors. After a search of major bibliographic databases, 107 effect sizes involving 14,321 participants were extracted and analyzed. The use of ITS was associated with greater achievement in comparison with teacher-led, large-group instruction (g .42), non-ITS computer-based instruction (g .57), and textbooks or workbooks (g .35). There was no significant difference between learning from ITS and learning from individualized human tutoring (g –.11) or small-group instruction (g .05). Significant, positive mean effect sizes were found regardless of whether the ITS was used as the principal means of instruction, a supplement to teacher-led instruction, an integral component of teacher-led instruction, or an aid to homework. Significant, positive effect sizes were found at all levels of education, in almost all subject domains evaluated, and whether or not the ITS provided feedback or modeled student misconceptions. The claim that ITS are relatively effective tools for learning is consistent with our analysis of potential publication bias.
393 citations
TL;DR: This paper proposes a technology trends analysis and forecasting model based on quantitative analysis and several text mining technologies for effective, systematic, and objective information analysis and forecasts technology trends.
Abstract: Analyzing mass information and supporting foresight are very important task but they are extremely time-consuming work. In addition, information analysis and forecasting about the science and technology are also very critical tasks for researchers, government officers, businessman, etc. Some related studies recently have been executed and semi-automatic tools have been developed actively. Many researchers, annalists, and businessmen also generally use those tools for strategic decision making. However, existing projects and tools are based on subjective opinions from several experts and most of tools simply explain current situations, not forecasting near future trends. Therefore, in this paper, we propose a technology trends analysis and forecasting model based on quantitative analysis and several text mining technologies for effective, systematic, and objective information analysis and forecasting technology trends. Additionally, we execute a comparative evaluation between the suggested model and Gartner's forecasting model for validating the suggested model because the Gartner's model is widely and generally used for information analysis and forecasting.
62 citations
Cites methods from "A method for learning scenario dete..."
...The scenario method (Hetmanska & Nguyen, 2011; Wright & Goodwin, 2009) is a strategic planning method that a group of experts analyze base information for decision making....
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TL;DR: A hybrid assessment based-on ACT-R cognitive learning theory, combining ontology knowledge map with skills is proposed, which can not only obtain the score of students' mastery of knowledge points and the structure through knowledge map, but also assess the learning skills in problem solving process through exercises quantitatively.
Abstract: An intelligent tutoring system plays vital role in education and its importance is constantly increasing, meanwhile the key challenge in the teaching learning process is assessing students' learning efficiently. In this paper, a hybrid assessment based-on ACT-R cognitive learning theory, combining ontology knowledge map with skills is proposed. In order to assess how well students master knowledge structure, an ontology knowledge map is constructed to describe declarative knowledge; and in order to assess how well students master knowledge skills, a problem solving process is constructed to describe procedural knowledge based on ACT-R. Finally, a student's mastery of knowledge is assessed through both the knowledge map and skills in the problem solving process, as well as auxiliary indicators like time usage, prior knowledge level, self-assessment, etc. This method is implemented in a geometric intelligent assessment system and is evaluated in a junior high school. Experiments show that the assessment results are consistent with students' actual learning levels. The hybrid cognitive assessment method can not only obtain the score of students' mastery of knowledge points and the structure through knowledge map, but also assess the learning skills in problem solving process through exercises quantitatively.
19 citations
TL;DR: The overall architecture and structure of an intelligent E-learning system is presented and a proof of the statement that a personalized learning scenario should provide better effects than a randomized scenario is included.
Abstract: Intelligent E-learning systems attract attention because they facilitate personalized learning to the particular characteristics of the users. In this article the overall architecture and structure of an intelligent E-learning system is presented. The intelligent E-learning system described has a typical architecture for this kind of system and consists of three modules: the student module, the domain module, and the pedagogical module. Each part of the system is responsible for different functions and activities. Methods and algorithms applied in the modules are also presented. In addition, a proof of the statement that a personalized learning scenario should provide better effects than a randomized scenario is included. It has been pointed out that the probability of passing all lessons from the learning scenario is greater if the opening learning scenario is determined using a worked-out method than if the opening learning scenario is chosen randomly. The obtained results have significant implications for development of an intelligent E-learning system.
12 citations
Cites methods from "A method for learning scenario dete..."
...The proposed graph-based knowledge structure has been defined by Kozierkiewicz-Hetmańska (2009) and Kozierkiewicz-Hetmańska and Nguyen (2010a, 2011)....
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...Modification Procedure for Learning Scenarios The procedure for modification of a learning scenario uses a Bayesian network (Kozierkiewicz-Hetmańska and Nguyen 2011)....
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...Determination of an Opening Learning Scenario The method for determining the learning scenario uses information about a student’s characteristic and final successful scenario (Kozierkiewicz 2008b; Kozierkiewicz-Hetmańska and Nguyen 2011)....
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TL;DR: This paper studies how data mining can be used to induce student models from the data acquired by a specific Web-based tool for adaptive testing, called SIETTE, and uses top down induction decision trees algorithms to extract the patterns.
Abstract: Educational Data Mining (EDM) is getting great importance as a new interdisciplinary research field related to some other areas. It is directly connected with Web-based Educational Systems (WBES) and Data Mining (DM, a fundamental part of Knowledge Discovery in Databases). The former defines the context: WBES store and manage huge amounts of data. Such data are increasingly growing and they contain hidden knowledge that could be very useful to the users (both teachers and students). It is desirable to identify such knowledge in the form of models, patterns or any other representation schema that allows a better exploitation of the system. The latter reveals itself as the tool to achieve such discovering. Data mining must afford very complex and different situations to reach quality solutions. Therefore, data mining is a research field where many advances are being done to accommodate and solve emerging problems. For this purpose, many techniques are usually considered. In this paper we study how data mining can be used to induce student models from the data acquired by a specific Web-based tool for adaptive testing, called SIETTE. Concretely we have used top down induction decision trees algorithms to extract the patterns because these models, decision trees, are easily understandable. In addition, the conducted validation processes have assured high quality models.
8 citations
Cites background from "A method for learning scenario dete..."
...It is interesting to modify the educational system to respond to specific necessities of students [15]....
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References
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TL;DR: Computer tutors based on a set of pedagogical principles derived from the ACT theory of cognition have been developed for teaching students to do proofs in geometry and to write computer programs in the language LISP.
Abstract: Cognitive psychology, artificial intelligence, and computer technology have advanced to the point where it is feasible to build computer systems that are as effective as intelligent human tutors Computer tutors based on a set of pedagogical principles derived from the ACT theory of cognition have been developed for teaching students to do proofs in geometry and to write computer programs in the language LISP
3,092 citations
TL;DR: This article gives a comprehensive overview of techniques for personalised hypermedia presentation by describing the data about the computer user, the computer usage and the physical environment that can be taken into account when adapting hypermedia pages to the needs of the current user.
Abstract: This article gives a comprehensive overview of techniques for personalised hypermedia presentation. It describes the data about the computer user, the computer usage and the physical environment that can be taken into account when adapting hypermedia pages to the needs of the current user. Methods for acquiring these data, for representing them as models in formal systems and for making generalisations and predictions about the user based thereon are discussed. Different types of hypermedia adaptation to the individual user's needs are distinguished and recommendations for further research and applications given. While the focus of the article is on hypermedia adaptation for improving customer relationship management utilising the World Wide Web, many of the techniques and distinctions also apply to other types of personalised hypermedia applications within and outside the World Wide Web, like adaptive educational systems.
587 citations
"A method for learning scenario dete..." refers background in this paper
...First a student’s profile which contains two types of data, user data and usage data (Kobsa et al., 2001), is built....
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Proceedings Article•
01 Jan 2001
TL;DR: It is argued that versatility is an important feature of successful Web-based education systems and ELM-ART, an intelligent interactive educational system to support learning programming in LISP, demonstrates how some interactive and adaptive educational component can be implemented in WWW context and how multiple components can be naturally integrated together in a single system.
Abstract: This paper discusses the problems of developing versatile adaptive and intelligent learning systems that can be used in the context of practical Web-based education. We argue that versatility is an important feature of successful Web-based education systems. We introduce ELM-ART, an intelligent interactive educational system to support learning programming in LISP. ELM-ART provides all learning material online in the form of an adaptive interactive textbook. Using a combination of an overlay model and an episodic student model, ELM-ART provides adaptive navigation support, course sequencing, individualized diagnosis of student solutions, and example-based problem-solving support. Results of an empirical study show different effects of these techniques on different types of users during the first lessons of the programming course. ELM-ART demonstrates how some interactive and adaptive educational components can be implemented in WWW context and how multiple components can be naturally integrated together in a single system.
582 citations
"A method for learning scenario dete..." refers methods in this paper
...In one of the first intelligent tutoring systems, ELM-ART, domain knowledge is represented as a multi-layered overlay model (Weber and Brusilovsky, 2001)....
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12 Jun 1996
TL;DR: The system ELM-ART is presented which is a WWW-based ITS to support learning programming in Lisp and demonstrates how several known ITS technologies can be implemented in WWW context.
Abstract: Making ITS available on the World Wide Web (WWW) is a way to integrate the flexibility and intelligence of ITS with world-wide availability of WWW applications This paper discusses the problems of developing WWW-available ITS and, in particular, the problem of porting existing ITS to a WWW platform We present the system ELM-ART which is a WWW-based ITS to support learning programming in Lisp ELM-ART demonstrates how several known ITS technologies can be implemented in WWW context
578 citations
"A method for learning scenario dete..." refers methods in this paper
...ELM-ART offers also the “next topic" button....
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...This method, called curriculum sequencing, is also applied in KBS Hyperbook, InterBook, PAT InterBook, CALAT, VC Prolog Tutor, ELM-ART-II, AST, ADI, ART-Web, ACE and ILESA (Brusilovsky, 1999)....
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...In one of the first intelligent tutoring systems, ELM-ART, domain knowledge is represented as a multi-layered overlay model (Weber and Brusilovsky, 2001)....
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...In ELM-ART (Brusilovsky et al., 1996), the problem of providing a student with suitable learning material is solved by using visual adaptive annotation of links....
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Book•
21 Feb 2001
TL;DR: Professor Tadeusz Szuba develops both a formal definition of CI and practical guidelines for its assessment and applications, and introduces the Collective Intelligence Quotient and develops clear-cut guidelines for measuring it.
Abstract: From the Publisher:
"Does Collective Intelligence (CI) exist and if so, how can it be characterized quantified, and harnessed? Questions such as these continue to be hotly debated within both the scientific and philosophical communities. Yet few researchers working in the fields of artificial intelligence or distributed computing doubt CI's enormous potential value to the future of computing. Unfortunately, for lack of a rigorous, formal theory of Collective Intelligence, most attempts to analyze CI systems have been disappointing, at best. In Computational Collective Intelligence, Professor Tadeusz Szuba does much to rectify that situation by developing, for the first time, both a formal definition of CI and practical guidelines for its assessment and applications." "Working from the ground up, Dr. Szuba begins with a stimulating and insightful discussion of the types of intelligence - including individual, artificial and collective - into which he brings ideas from AI, information theory, and distributed computing, as well as psychology, sociology, animal behavior, cognitive science, and other relevant disciplines. He tackles the problem of computational models for simulating and measuring CI. He explores all theoretically feasible of CI computations and presents a groundbreaking, nondeterministic approach using the Random PROLOG Processor (RPP) as a CI modeling and evaluation tool. He then introduces the Collective Intelligence Quotient (IQS) and develops clear-cut guidelines for measuring it. In the final chapters, he lays the foundation for a dynamic new discipline, Collective Intelligence Engineering (CIE), and considers its potential applications as an organizational restructuring tool."--BOOK JACKET.
576 citations