Topic
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.
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14 May 2005TL;DR: The system's architecture and functionality are presented and the results of a preliminary study with postgraduate students who interacted with the system as part of a think-aloud study suggest that using the system helped them improve their UML knowledge.
Abstract: COLLECT-UML is an intelligent tutoring system that teaches Object-Oriented design using Unified Modelling Language (UML). UML is one of the most popular techniques used in the design and development of Object-Oriented systems nowadays. The Constraint-Based Modelling (CBM) has been used successfully in several systems and they have proved to be extremely effective in evaluations performed in real classrooms. In this paper, we present our experiences in implementing another constraint-based tutor, in the area of Object-Oriented design. We present the system's architecture and functionality and describe the results of a preliminary study with postgraduate students who interacted with the system as part of a think-aloud study. Participants felt that using the system helped them improve their UML knowledge. A full evaluation study is planned for May 2005, which aims to evaluate the interface and the effect of using the system on students' learning.
26 citations
TL;DR: Results of tests did not identify a learning advantage associated with either the OHM or the ITS and when this study's results were compared to exam results from 14 previous semesters, implications for accounting educators and future research directions are discussed.
Abstract: The online homework manager (OHM) and the intelligent tutoring system (ITS) are two supplemental teaching tools available for accounting educators' use in the introductory financial accounting course. While research related to these systems is limited, prior studies find a tenuous performance advantage related to their use. To advance the literature in this area, this paper evaluates the performance benefit related to an OHM and an ITS, each employed independently as an additional study aid during the first course unit in one of two sections of the introductory financial accounting course. A third section used paper-and-pencil only and served as a control group. Results of tests on several performance measures did not identify a learning advantage associated with either the OHM or the ITS. Nor was a learning advantage identified when this study's results were compared to exam results from 14 previous semesters. Implications for accounting educators and future research directions are discussed.
26 citations
TL;DR: In this article, the concept of an electronic teaching theater is proposed, which takes advantage of hypermedia and collaborative work environments, and the aim is not to totally redesign the classroom and instructional interaction, but rather to facilitate it using well understood metaphors to lay out the dynamics of classroom interaction on the electronic media and to use the results from research in human/computer interaction to design the interface.
Abstract: The introduction of hypermedia into the classroom presents both an opportunity to expand the power of teaching through electronic facilitation of the media and a challenge to redesign the classroom and instructional environment to exploit the enhanced features of hypermedia. This paper briefly surveys the current state of computers in the classroom and then argues that a more integrated approach is required. To this end, the concept of an electronic teaching theater is proposed which takes advantage of hypermedia and collaborative work environments. The aim of the electronic teaching theater is not to totally redesign the classroom and instructional interaction, but rather to facilitate it using well understood metaphors to lay out the dynamics of classroom interaction on the electronic media and to use the results from research in human/computer interaction to design the interface. To facilitate the application of hypermedia, a model of instructional interaction among the students, the instructors, the course material, and the products of instruction is presented. A number of component models pertaining to course preparation, lectures, note taking, and other instructional activities are then discussed that should prove useful in designing the electronic classroom. The origin of these models is the mental representation of the interaction as perceived by the teacher and the student. The idea is to start with such models as a base metaphor, to instantiate the metaphors in the electronic classroom, and then to explore innovations in the technology that go beyond the strict application of the metaphor.
26 citations
01 Jan 2007
TL;DR: By combining intelligent tutoring and collaborative learning, the methods shown to improve students’ learning in mathematics are combined, it is believed that they could foster the advantages of both instructional methods and overcome their disadvantages.
Abstract: Dejana Diziol, Nikol Rummel, Hans Spada, Bruce McLaren Institute of Psychology, University of Freiburg, Germany Human Computer Interaction Institute, Carnegie Mellon University, Pittsburgh, PA, USA We combined two different instructional methods both of which have been shown to improve students’ learning in mathematics: Learning with intelligent tutoring systems (Koedinger, Anderson, Hadley, & Mark, 1997) and collaborative problem solving (Berg, 1993). The problem-solving guidance provided by an intelligent tutoring system is effective, but because it places emphasis on learning problem solving skills, a deep understanding of underlying mathematical concepts is not necessarily achieved (Anderson, Corbett, Koedinger, & Pelletier, 1995). Collaborative activities can yield elaboration of learning content (Teasley, 1995) and thus increase the potential for the acquisition of deep knowledge, but students are not always able to effectively meet the challenges of a collaborative setting and tap this potential (Rummel & Spada, 2005). Collaboration scripts that prompt fruitful interaction have proven effectively in supporting collaborative learning (Kollar, Fischer & Hesse, in press). We believe that by combining intelligent tutoring and collaborative learning we could foster the advantages of both instructional methods and overcome their disadvantages. Collaborative interaction could augment the effects of an intelligent tutoring system by promoting deeper elaboration, and script support integrated in the tutoring environment could provide guidance to students as they collaborate and thus improve the quality of their collaboration.
26 citations
02 Jun 2002
TL;DR: ClARISSE, which is a novel categorization method, is introduced and illustrated with the identification of categories among students for QUANTI, an intelligent tutoring system for the teaching of quantum information processing.
Abstract: The initialization of the student model in an intelligent tutoring system is a crucial issue It is not realistic to assume that each new student has the same prior knowledge concerning the topic being taught, be it nothing or some "standard" prior knowledge We introduce CLARISSE, which is a novel categorization method We illustrate this tool with the identification of categories among students for QUANTI, an intelligent tutoring system for the teaching of quantum information processing In order to classify a new learner, CLARISSE generates an adaptive pre-test that can identify with high accuracy the learner's category after very few questions
26 citations