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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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Book ChapterDOI
09 Jul 2013
TL;DR: The design and evaluation of the PHP Intelligent Tutoring System (PHP ITS) was described and it showed that students who used the PHP ITS showed a significant improvement in test scores.
Abstract: Teaching introductory programming has challenged educators through the years. Although Intelligent Tutoring Systems that teach programming have been developed to try to reduce the problem, none have been developed to teach web programming. This paper describes the design and evaluation of the PHP Intelligent Tutoring System (PHP ITS) which addresses this problem. The evaluation process showed that students who used the PHP ITS showed a significant improvement in test scores.

17 citations

Journal ArticleDOI
TL;DR: According to the properties of students' inconsistent behaviors, the ITS (intelligent tutoring system) may then adopt appropriate methods, such as intensifying teaching and practicing, to prevent their inconsistent behaviors from reoccurring.
Abstract: Purpose – This study aims to propose a blackboard approach using multistrategy machine learning student modeling techniques to learn the properties of students' inconsistent behaviors during their learning process.Design/methodology/approach – These multistrategy machine learning student modeling techniques include inductive reasoning (similarity‐based learning), deductive reasoning (explanation‐based learning), and analogical reasoning (case‐based reasoning).Findings – According to the properties of students' inconsistent behaviors, the ITS (intelligent tutoring system) may then adopt appropriate methods, such as intensifying teaching and practicing, to prevent their inconsistent behaviors from reoccurring.Originality/value – This research sets the learning object on a single student. After the inferences are accumulated from a group of students, what kinds of students tend to have inconsistent behaviors or under what conditions the behaviors happened for most students can be learned.

17 citations

Proceedings Article
01 Jan 2009
TL;DR: This thesis lays the foundation for future research that explores the delivery of intelligent tutoring systems off the desktop as well as for research in methods of transforming desktop learning applications for mobile devices.
Abstract: The prominence of computers in the 21st Century has caused educators to reexamine the needs of today's K–12 students. The proposed 21st Century Skills center on the use of technology and thus millions of students are unable fully to master these skills due to their minimal access to technology. The Digital Divide, a correlation between an individual's access to technology and their socio-economic status, is poised to prevent large segments of society from advancing and thriving in this technology based economy. One proposed solution to this lack of computing resources lay in the transformation of mobile devices, like cell phones, from single-purpose communication tools to multipurpose computing resources. The smaller scale of mobile devices mandates the design of mobile learning applications be more than miniature desktop learning applications. Whether the applications are based on existing desktop applications or presenting new paradigms of learning activities there are human-computer-interaction and education concerns to address. This thesis describes the design, implementation, and evaluation of a complete mobile intelligent tutoring system (ITS). The research questions investigated address the design and evaluation of the implemented system. To answer first question, “How might the design of an ITS be adapted for delivery on a mobile device?” a set of general mobile ITS guidelines is described. To answer the second question, “Can a mobile ITS provide learning gains greater than traditional instructional activities?” data was gathered from a controlled study to compare the performance of students using the mobile ITS with those who did not. These data reveal that students using the mobile ITS achieved gains greater than students receiving standard instruction. The third question, “What teaching strategy best supports a mobile ITS?”, is answered through data gathered from the comparison of two teaching strategies, long and short. These data suggest that the long strategy, in which students are required to calculate the final answer to the problem, best facilitates student performance gains. This thesis lays the foundation for future research that explores the delivery of intelligent tutoring systems off the desktop as well as for research in methods of transforming desktop learning applications for mobile devices.

17 citations

Book ChapterDOI
03 Jul 1995
TL;DR: It is suggested that every learner using a new navigational based learning system needs to be supported by an initial phase of orientation and initiation in both spaces of interface and domain contents, and proposes a three-phases navigational model specific for educational software.
Abstract: From a user-centered point of view, learning with hypermedia educational software is mainly a matter of navigation in a corpus of knowledge. However, although navigating obviously requires minimal competences in both computer interaction skills and domain knowledge, yet most current models of navigational support rely on a presupposed degree of proficiency in both domains. We suggest that every learner using a new navigational based learning system needs to be supported by an initial phase of orientation and initiation in both spaces of interface and domain contents. Activity metaphors seem to be a convenient way of supporting learner's cognitive transfer from familiar to unfamiliar domain in particular to help them structure their dynamic progress through the different phases of learning. We will refer to activity theory as a framework to structure both the support of the user navigation and the description of the learning process. As an overall navigational metaphor we will draw on a travel metaphor interpreted as a quest of objects by subjects (Greimas' semio-narrative theory). Considering that navigational issues in learning must evolve from a focus on navigation in the interface to navigation in the domain contents, we propose a three-phases navigational model specific for educational software. Each of the three phases call for different navigational support with Adaptive Hypermedia Systems (AHS) as one of them.

17 citations

Book ChapterDOI
30 Aug 2004
TL;DR: Ambre-AWP, an Intelligent Tutoring System designed within the framework of the multidisciplinary Ambre project to teach abstract knowledge based on problem classes thanks to the Case-Based Reasoning paradigm is presented.
Abstract: This paper describes the evaluation of an Intelligent Tutoring System (ITS) designed within the framework of the multidisciplinary Ambre project. The aim of this ITS is to teach abstract knowledge based on problem classes thanks to the Case-Based Reasoning paradigm. We present here Ambre-AWP, an ITS we designed following this principle for additive word problems domain and we describe how we evaluated it. We conducted first a pre-experiment with five users. Then we conducted an experiment in classroom with 76 eight-year-old pupils using comparative methods. We present the quantitative results and we discuss them using results of qualitative analysis.

17 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
202322
202244
202199
2020110
2019138
2018165