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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TL;DR: JITS is intended to be used by beginner programming students in their first year of College or University and is designed to “intelligently” examine the student’s submitted code and determines appropriate feedback based on a number of factors such as JITS’ cognitive model of the student, the student's skill level and problem details.
Abstract: In an effort to support the growing trend of the Java programming language and to promote web-based personalized education, the Java Intelligent Tutoring System (JITS) was designed and developed. This tutoring system is unique in a number of ways. Most Intelligent Tutoring Systems require the teacher to author problems with corresponding solutions. JITS, on the other hand, requires the teacher to only supply the problem and problem specification. JITS is designed to “intelligently” examine the student’s submitted code and determines appropriate feedback based on a number of factors such as JITS’ cognitive model of the student, the student’s skill level, and problem details. JITS is intended to be used by beginner programming students in their first year of College or University. This paper discusses the important aspects of the design and development of JITS, the qualitative methods and procedures, and findings. Research was conducted at the Sheridan Institute of Technology and Advanced Learning, Ontario, Canada.
20 citations
TL;DR: StatFAG as discussed by the authors is an intelligent tutoring system for education on design, optimisation and the manufacturing of gears and gearing, which helps lecturers to plan and execute optimal lessons for various subjects; it makes self-studies of students of higher level of education at the Faculty of Mechanical Engineering much more efficient; and also assists less experienced graduates who must independently design gear assemblies in companies.
20 citations
01 Aug 1993
TL;DR: Today’s research focuses on the design of intelligent computer assisted learning programs (ICAL), which adapt itself to the students needs and weaknesses.
Abstract: In the early 1960s researchers started to develop educational computer programs. These programs can be categorized in: experimental environments [Papert, 1980; Abelson and diSessa, 1981]; games and simulations [Goldstein, 1982]; and computer-assisted instructions (CAI). The CAI-programs try, unlike the first two approaches, to stimulate and control learning process explicitly ~owe, 1973]. The early CAI-programs were not more than electronic “page turners”, which printed predefine text, or drill-and-practice programs, printing problems and pre-stored responses @3arr and Atkinson, 1977]. Today’s research focuses on the design of intelligent computer assisted learning programs (ICAL), which adapt itself to the students needs and weaknesses. Pioneers in this field are Carbonell and Collins with SCHOLAR, a geography tutor [Carbonell, 1970]; Brown and Burton with SOPHIE, an electronic troubleshooting tutor ~rown, Burton and de Kleer, 1982] as well as BUGGY, a program that can determine student’s misconceptions (bugs) about basic arithmetic skills ~rown and Burton, 1978]; and Clancey with GUIDON, a program for teaching diagnostic problem solving [Clancey, 1983, 1984] using the rules of the MYCIN consultation system. However in the field of legal ICAL systems, there is only evidence of a few attempts, each with different goals and objectives. We can mention the work of Haft and Jones on the LEX-tutor, a program which gives students an open ended exploratory learning environment using a natural language dialogue ~aft ea., 1987]. What has become of this ambitious project is unclear [Jones, 1989]. We also got the work of Sherman. constructing a Prolog-program which is able to
20 citations
05 Apr 2004
TL;DR: One important strategy in Socratic tutoring is the directed line of reasoning, in which the tutor asks a series of directive questions, to help the student follow a particular approach to the problem as discussed by the authors.
Abstract: One important strategy in Socratic tutoring is the directed line of reasoning, in which the tutor asks a series of directive questions, to help the student follow a particular approach to the problem. The questions may contain useful information to assist the student in making the argument. If the student gets stuck, the tutor often supplies a hint. The result is an effective dialog with the student that helps students reason about the solution to a problem, while still feeling they are solving it themselves.
20 citations
02 Jun 2002
TL;DR: This poster presents the first statistically reliable empirical evidence from a controlled study for the effect of human-provided emotional scaffolding on student persistence in an intelligent tutoring system.
Abstract: Everyone agrees emotions are important, and some have even built supportive language into their ITSs, such as praise. But what is the effect of such emotional scaffolding, and is it worth including in a system that is already providing cognitive scaffolding? This poster presents the first statistically reliable empirical evidence from a controlled study for the effect of human-provided emotional scaffolding on student persistence in an intelligent tutoring system. We conducted an experiment that added human-provided emotional scaffolding to an automated Reading Tutor that listens.
20 citations