Showing papers on "Intelligent tutoring system published in 1986"
01 Sep 1986
TL;DR: Evaluating LISPITS's performance in a more industrial environment than heretofore attempted suggests this technology works in an industrial environment and two aspects of the interaction appear to have salient impact on learning and user acceptance for students with professional engineering experience.
Abstract: In a cooperative arrangement between Westinghouse and Carnegie-Mellon University, a test version of CMU's LISP Intelligent Tutoring System (LISPITS) was installed on a Westinghouse VAX 11/785 that could be accessed by engineering personnel from company sites anywhere in the country. The object of this research was to evaluate LISPITS's performance in a more industrial environment than heretofore attempted. More specific research questions concerned (a) dialog structure, (b) computer resource requirements for large numbers of students, (c) rule–base applicability to students of different backgrounds, and (d) LISPITS's effectiveness as measured by student performance. Four classes of data were collected: (1) computer usage (accounting data) (2) 34–item questionnaires, (3) mid–term and final exams, (4) computer–readable files of activity in both the exercise and coding windows.Results suggest (a) overall, this group's experience with LISPITS was a positive one, and that basically this technology works in an ...
6 citations
01 Jan 1986
TL;DR: An architecture of a tutoring system based on artificial intelligence techniques of pattern matching and, divide and conquer for teaching Thevenin equivalents in electrical circuits is presented.
Abstract: Science and Engineering course contain one or two topics that are "bottlenecks" in that they are brief, very difficult and important. Students often fail to master these topics and encounter difficulty in future performance and learning. Thevenin Equivalents in electrical circuits is one such topic. In this paper, we have presented an architecture of a tutoring system based on artificial intelligence techniques of pattern matching and, divide and conquer for teaching Thevenin equivalents. The architecture consists of several modules that communicate through a common data base or blackboard. The modules are problem solver, problem generator, instructor, scheduler-input recognizer, and Thevenin expert. The system is implemented in OPS5, Lisp and C. The system uses the Andrew window manager system for providing graphical capabilities to represent and manipulate the circuit. The paper also presents an illustration of interaction between the student and the current implementation of the system. Table of