Intelligent tutoring system

About: Intelligent tutoring system is a research topic. Over the lifetime, 3472 publications have been published within this topic receiving 58217 citations. The topic is also known as: ITS.

A Generic Tool to Browse Tutor-Student Interactions: Time Will Tell!

Abstract: A basic question in mining data from an intelligent tutoring system is, “What happened when…?” A generic tool to answer such questions should let the user specify which phenomenon to explore; explore selected events and the context in which they occurred; and require minimal effort to adapt the tool to new versions, to new users, or to other tutors. We describe an implemented tool and how it meets these requirements. The tool applies to MySQL databases whose representation of tutorial events includes student, computer, start time, and end time. It infers the implicit hierarchical structure of tutorial interaction so humans can browse it. A companion paper [1] illustrates the use of this tool to explore data from Project LISTEN's automated Reading Tutor.

Conquering the cube: learning to sketch primitives in perspective with an intelligent tutoring system

Abstract: Design sketching is a powerful tool for expressing ideas from pen and paper effectively and becoming a more well-rounded communicator. Sketching instructors conventionally employ pen and paper in their classrooms to convey these fundamentals to students. However this traditional approach limits the bandwidth and capability of instructors to give timely and individualized feedback. An intelligent tutoring system can leverage the knowledge of domain expert design sketching instructors so that students can practice and receive real-time feedback outside of classroom hours.Our system leverages consulted instructor insights and observed pedagogical practices of an active university design sketching curriculum, and applies them in a mastery-based progression of exercises that utilize sketch recognition to give real-time feedback. An evaluation of our system's usability in a class of engineering students studying design sketching showed that it performed very well, was seen by the students as a motivating and intuitive practice tool, and allowed the students to improve the accuracy and speed of their sketches.

Case-based tutoring systems for procedural problem solving on the www

Abstract: This study proposes a new intelligent tutoring system using case-based student modeling. The proposed system can effectively infer the state of the student's knowledge. The knowledge state is diagnosed through the cases that are generated when the student solves a problem. We have chosen a procedural learning in the physics and designed this domain. In solving this problem, the knowledge types can be divided into the declarative and the procedural knowledge. Procedural knowledge is represented as the graphical case that constitutes a set of nodes and arcs. Declarative knowledge is represented as the analytical case that constitutes attribute-value pairs. In this study, we have implemented the intelligent tutoring system using case-based student model. We have estimated the performance between the human expert and the proposed system to prove the validity of this study. As a result, we have found that the inference method of the proposed system is similar to the human expert.

Coaching intercultural communication in a serious game

Abstract: We consider the use of virtual humans and an intelligent tutoring system (ITS) for the teaching of cultural social conventions. Learning occurs in a serious game that requires the learner to establish trust and reach agreements with virtual characters of a different culture. Our tutoring system provides culturally focused learning support during and after the meetings with these virtual characters. In a study intended to determine the effectiveness of the ITS, we found that guidance provided during meetings seemed to improve learners’ understandings of culturally-related “phases” in meetings (e.g., when to talk about business) as well as greater success in an unsupported posttest meeting, but with no overall increase in cultural understanding when compared with learning in passive and unguided conditions.