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.

Cognitive task analysis and interface design in a technical troubleshooting domain

Abstract: A model of the interface design process is proposed that uses two interdependent levels of cognitive analysis: (a) study of the criterion task through the analysis of expert/novice differences, and (b) evaluation of the working user interface design through the application of practical interface analysis methodology (the GOMS model). This dual analysis is reviewed in the context of HYDRIVE, an intelligent tutoring system that has been designed to facilitate the development of aircraft hydraulics systems troubleshooting skills. Initial cognitive task analyses identified critical troubleshooting skills and procedures. However, even with an initial cognitive task analysis, the GOMS analysis resulted in significant and beneficial design changes.

The LEAP Authoring Tool: Supporting complex courseware authoring through reuse, rapid prototyping, and interactive visualizations

Abstract: courseware for use in the LEAP system. In this paper we will provide a brief description of LEAP and then describe the goals, design, implementation, and evaluation of the LAT, and discuss the process we followed in the development of the LAT and some of the lessons we have learned along the way. 1.1. Overview of LEAP

Affective Tutoring Systems: Enhancing e-Learning with the Emotional Awareness of a Human Tutor

Abstract: This paper introduces the field of affective computing, and the benefits that can be realized by enhancing e-learning applications with the ability to detect and respond to emotions experienced by the learner. Affective computing has potential benefits for all areas of computing where the computer replaces or mediates face to face communication. The particular relevance of affective computing to e-learning, due to the complex interplay between emotions and the learning process, is considered along with the need for new theories of learning that incorporate affect. Some of the potential means for inferring users' affective state are also reviewed. These can be broadly categorized into methods that involve the user's input, and methods that acquire the information independent of any user input. This latter category is of particular interest as these approaches have the potential for more natural and unobtrusive implementation, and it includes techniques such as analysis of vocal patterns, facial expressions or physiological state. The paper concludes with a review of prominent affective tutoring systems and promotes future directions for e-learning that capitalize on the strengths of affective computing.

Unification-Based Parsing Applications for Intelligent Foreign Language Tutoring Systems

Abstract: This paper is a description of a computer based intelligent tutoring system for French as a second language, and of its ancillary grammar editor, which is built on an object oriented, unification-based natural language processor. First I review some of the considerations that motivate using intelligent tutoring systems in second language education. Second, I discuss the details of object oriented programming and unification grammar. Third, I give some examples of how this software interacts with students and of what sort of grammatical phenomena it is capable of handling. I will show how the parser straightforwardly handles some thorny problems of complex grammatical structures (e.g. conjunctions; reflexive binding; phrase embedding; dislocated, missing, or superfluous parts of speech) which have had an inhibitory effect on CALL parsing applications in the past.