EXPERT ASSESSMENT MODULE (EAM) FOR INTELLIGENT TUTORING SYSTEM (ITS)

This paper, entitled Expert Assessment Module (EAM) for Intelligence Tutoring System (ITS), looks into theway of implementing Artificial Intelligence (AI) components into an online learning system that could help tertiary students to master the subject of Structure Programming in C. The main objective ofthis project isto develop aprototype of EAM that is capable of assessing, diagnosing and categorizing students into three main level of expertise based ontheir performance, so that learning experience can be much more effective. Currently, most of the existing online learning systems are only capable to cater one-way-communication direction in which the lecturer of a particular subject will upload all the relevant study materials at one end and students will download and learn them firom the other end. Unfortunately, slow learners might find difficulty to understand complicated topics without any explanation or guidance from the lecturers. Nevertheless, the lecturer has less or no supervision of his students' performances and perhaps the tests conducted tend to be set according to the lecturer's own standard. Therefore, the scope of study for this project will covers the understanding ofcurrent online learning system and the field of Artificial Intelligence, the best pedagogical approach to design the course contents for learning modules based on the student's performance, prototype development of EAM and integration of the system as a whole. The EAM is expected to solve this problem by assessing the student's capability, providing guidance and tips, grading students, and deterrnining the best ways of presenting the lecture materials according to the student's level of expertise. The Waterfall Model is used to assist and monitor all activities through out the project's lifetime. The methodology consists of five phases including the requirement definition phase, system and software design phase, development and unit testing phase, implementation and system testing phase and project closing and submission phase. This project is seen to be capable of improving the capability of current online learning system andthe output obtained is expected to assist both students and lecturers in learning and teaching the subject ofCPrograrnming more conveniently and effectively.

Introductory programming: a systematic literature review

As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming. This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research

Natural Language Tutoring and the Novice Programmer

For beginning programmers, inadequate problem solving and planning skills are among the most salient of their weaknesses. Novices, by definition, lack much of the tacit knowledge that underlies effective programming. This dissertation examines the efficacy of natural language tutoring (NLT) to foster acquisition of this tacit knowledge. Coached Program Planning (CPP) is proposed as a solution to the problem of teaching the tacit knowledge of programming. The general aim is to cultivate the development of such knowledge by eliciting and scaffolding the problem solving and planning activities that novices are known to underestimate or bypass altogether. ProPL (pro-PELL), a dialogue-based intelligent tutoring system based on CPP, is also described. In an evaluation, the primary findings were that students who received tutoring from ProPL seemed to exhibit an improved ability compose plans and displayed behaviors suggestive of thinking at greater levels of abstraction than students in a read-only control group. The major finding is that NLT appears to be effective in teaching program composition skills

A Perspective Of Automated Programming Error Feedback Approaches In Problem Solving Exercises

Programming tools are meant for student to practice programming. Automated programming error feedback will be provided for students to self-construct the knowledge through their own experience. This paper has clustered current approaches in providing automated error programming feedback to the students during problem solving exercises. These include additional syntax error messages, solution template mismatches, test data comparison, assisted agent report and collaborative comment feedback. The study is conducted based on published papers for last two decades. The trends are analyzed to get the overview of latest research contributions towards eliminating programming difficulties among students. The result shows that future direction of automated programming error feedback approaches may combine agent and collaborative feedback approaches towards more interactive, dynamic, end-user oriented and specific goal oriented. Such future direction may help other researchers fill in the gap on new ways of assisting learners to better understand feedback messages provided by automated assessment tool

A workshop on the gathering of information for problem formulation

Issued as Quarterly progress reports no. [1-5], Proceedings and Final contract report, Project no. G-36-651Papers presented at the Workshop/Symposium on Human Computer Interaction, March 26 and 27, 1981, Atlanta, G

Microcomputer Intelligence for Technical Training (MITT): The evolution of an intelligent tutoring system

Microcomputer Intelligence for Technical Training (MITT) uses Intelligent Tutoring System (OTS) technology to deliver diagnostic training in a variety of complex technical domains. Over the past six years, MITT technology has been used to develop training systems for nuclear power plant diesel generator diagnosis, Space Shuttle fuel cell diagnosis, and message processing diagnosis for the Minuteman missile. Presented here is an overview of the MITT system, describing the evolution of the MITT software and the benefits of using the MITT system

A Monitoring Language for Run Time and Post-Mortem Behavior Analysis and Visualization

UFO is a new implementation of FORMAN, a declarative monitoring language, in which rules are compiled into execution monitors that run on a virtual machine supported by the Alamo monitor architecture.Comment: In M. Ronsse, K. De Bosschere (eds), proceedings of the Fifth International Workshop on Automated Debugging (AADEBUG 2003), September 2003, Ghent. cs.SE/030902

Towards the Use of Dialog Systems to Facilitate Inclusive Education

Continuous advances in the development of information technologies have currently led to the possibility of accessing learning contents from anywhere, at anytime, and almost instantaneously. However, accessibility is not always the main objective in the design of educative applications, specifically to facilitate their adoption by disabled people. Different technologies have recently emerged to foster the accessibility of computers and new mobile devices, favoring a more natural communication between the student and the developed educative systems. This chapter describes innovative uses of multimodal dialog systems in education, with special emphasis in the advantages that they provide for creating inclusive applications and learning activities