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.
Papers published on a yearly basis
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TL;DR: Assessment and Learning in Knowledge Spaces (ALEKS) is one of the widely used online intelligent tutoring systems (ITS) in the USA, but it has rarely been included in meta-analyses of ITS e...
Abstract: Assessment and Learning in Knowledge Spaces (ALEKS) is one of the widely used online intelligent tutoring systems (ITS) in the USA, but it has rarely been included in meta-analyses of ITS e...
29 citations
Journal Article•
TL;DR: The design of a desktop based intelligent tutoring system that functions as a special tutor who deals with trainees according to their levels and skills and is adaptive with the trainee’s individual progress is described.
Abstract: This paper aims at helping trainees to overcome the difficulties they face when dealing with Arduino platform by describing the design of a desktop based intelligent tutoring system. The main idea of this system is a systematic introduction into the concept of Arduino platform. The system shows the circuit boards of Arduino that can be purchased at low cost or assembled from freely-available plans; and an open-source development environment and library for writing code to control the board topic of Arduino platform. The system is adaptive with the trainee’s individual progress. The system functions as a special tutor who deals with trainees according to their levels and skills. Evaluation of the system has been applied on professional and unprofessional trainees in this field and the results were good.
29 citations
TL;DR: The experimental results indicate an enhanced learning gain through a curriculum recommender approach of SeisTutor as opposed to its absence, and this article focuses on ITS, mimicking a human tutor in terms of providing a curriculum sequence exclusive for the learner.
Abstract: Face to face human tutoring in classroom environments amply facilitates human tutor-learner interactions wherein the tutor gets opportunity to exercise his cognitive intelligence to understand learner's pre-knowledge level, learning pattern, specific learning difficulties, and be able to offer course content well-aligned to the learner's requirements and tutor in a manner that best suits the learner. Reaching this level in an intelligent tutoring system is a challenge even today given the advanced developments in the field. This article focuses on ITS, mimicking a human tutor in terms of providing a curriculum sequence exclusive for the learner. Unsuitable courseware disorients the learner and thus degrades the overall performance. A bug model approach has been used for curriculum design and its re-alignment as per requirements and is demonstrated through a prototype tutoring recommender system, SeisTutor, developed for this purpose. The experimental results indicate an enhanced learning gain through a curriculum recommender approach of SeisTutor as opposed to its absence.
29 citations
TL;DR: This research proposes the integration of a generic and adaptable intelligent tutoring system (Pegase) that emits a set of knowledge used by an artificial intelligence to make pedagogical decisions.
Abstract: This research is situated within the context of the creation of human learning environments using virtual reality. We propose the integration of a generic and adaptable intelligent tutoring system (Pegase). The aim is to instruct the learner, and to assist the instructor. The multi-agent system emits a set of knowledge (actions carried out by the learner, knowledge of the field, etc.) used by an artificial intelligence to make pedagogical decisions. Our study focuses on the representation of knowledge about the environment, and on the adaptable pedagogical agent providing instructive assistance.
29 citations
TL;DR: Three emerging technologies in physics education are evaluated from the interdisciplinary perspective of cognitive science and physics education research to assess their potential at promoting conceptual change, developing expert-like problem-solving skills, and achieving the goals of the traditional physics laboratory.
Abstract: Three emerging technologies in physics education are evaluated from the interdisciplinary perspective of cognitive science and physics education research. The technologies—Physlet Physics, the Andes Intelligent Tutoring System (ITS), and Microcomputer-Based Laboratory (MBL) Tools—are assessed particularly in terms of their potential at promoting conceptual change, developing expert-like problem-solving skills, and achieving the goals of the traditional physics laboratory. Pedagogical methods to maximize the potential of each educational technology are suggested.
29 citations