A generic architecture for interactive intelligent tutoring systems

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University, 07/06/2001.This research is focused on developing a generic intelligent architecture for an interactive tutoring system. A review of the literature in the areas of instructional theories, cognitive and social views of learning, intelligent tutoring systems development methodologies, and knowledge representation methods was conducted. As a result, a generic ITS development architecture (GeNisa) has been proposed, which combines the features of knowledge base systems (KBS) with object-oriented methodology. The GeNisa architecture consists of the following components: a tutorial events communication module, which encapsulates the interactive processes and other independent computations between different components; a software design toolkit; and an autonomous knowledge acquisition from a probabilistic knowledge base. A graphical application development environment includes tools to support application development, and learning environments and which use a case scenario as a basis for instruction. The generic architecture is designed to support client-side execution in a Web browser environment, and further testing will show that it can disseminate applications over the World Wide Web. Such an architecture can be adapted to different teaching styles and domains, and reusing instructional materials automatically can reduce the effort of the courseware developer (hence cost and time) in authoring new materials. GeNisa was implemented using Java scripts, and subsequently evaluated at various commercial and academic organisations. Parameters chosen for the evaluation include quality of courseware, relevancy of case scenarios, portability to other platforms, ease of use, content, user-friendliness, screen display, clarity, topic interest, and overall satisfaction with GeNisa. In general, the evaluation focused on the novel characteristics and performances of the GeNisa architecture in comparison with other ITS and the results obtained are discussed and analysed. On the basis of the experience gained during the literature research and GeNisa development and evaluation. a generic methodology for ITS development is proposed as well as the requirements for the further development of ITS tools. Finally, conclusions are drawn and areas for further research are identified

The development of intelligent hypermedia courseware, for design and technology in the English National Curriculum at Key Stage 3, by the sequential combination of cognition clusters, supported by system intelligence, derived from a dynamic user model

The purpose of this research was to develop an alternative to traditional textbooks for the teaching of electronics, within Design and Technology at Key Stage 3, in the English National Curriculum. The proposed alternative of intelligent hypermedia courseware was investigated in terms of its potential to support pupil procedural autonomy in task directed, goal oriented, design projects. Three principal design criteria were applied to the development of this courseware: the situation in which it is to be used; the task that it is to support; and the pedagogy that it will reflect and support. The discussion and satisfaction of these design criteria led towards a new paradigm for the development of intelligent hypermedia courseware, i.e. the sequential combination of cognition clusters, supported by system intelligence, derived from a dynamic user model. A courseware prototype was instantiated using this development paradigm and subsequently evaluated in three schools. An illuminative evaluation method was developed to investigate the consequences of using this courseware prototype. This evaluation method was based on longitudinal case studies where cycles of observation, further inquiry and explanation are undertaken. As a consequence of following this longitudinal method, where participants chose to adopt the courseware after the first trial, the relatability of outcomes increased as subsequent cycles were completed. Qualitative data was obtained from semi-structured interviews with participating teachers. This data was triangulated against quantitative data obtained from the completed dynamic user models generated by pupils using the courseware prototype. These data were used to generate hypotheses, in the form of critical processes, by the identification of significant features, concomitant features and recurring concomitants from the courseware trials. Four relatable critical processes are described that operate when this courseware prototype is used. These critical processes relate to: the number of computers available; the physical environment where the work takes place; the pedagogical features of a task type match, a design brief frame match and a preferred teaching approach match; and the levels of heuristic interaction with the courseware prototype

Enabling school pupils to interrogate census data

Der Artikel berichtet über die Arbeit zur Errichtung eines Datenabfrage- und Datenerfassungssystems zum Gebrauch von Mikrocomputern in Schulen. Das Ziel der Arbeit ist bei den Schülern Verständnis zu erleichtern über das Wesen der historischen Forschung, indem man ihnen eine Gelegenheit gibt, Daten selber zu sammeln, zu suchen und abzufragen. Indem man die enormen Kapazitäten und Möglichkeiten von Mikrocomputern in der Schule nutzt, will man den Schülern gleichzeitig einen praktischen Weg zum Verständnis der Arbeitsmethoden und der Natur von Informationsverarbeitung im Computerzeitalter geben. (KW)'This article reports the work that has been undertaken to develop a data retrieval and interrogation package for use on microcomputers in schools. The aim of this work is to facilitate an understanding by the pupils themselves of the nature of historical investigation by giving them an opportunity to colate, store, search, and interrogate the material. By utilising the enormous power and potential of micros in the classroom it is also hoped that the pupils will be provided with a practical path for an understanding of the workings and nature of information storage and retrieval in a computer age.' (author's abstract

PERSONALIZED LEARNING PATH GENERATION BASED ON GENETIC ALGORITHMS

A substantial disadvantage of traditional learning is that all students follow the same curriculum sequence, but not all of them have the same background of knowledge, the same preferences, the same learning goals, and the same needs. Traditional teaching resources, such as textbooks, in most cases orient students to follow fixed sequences during the learning process, thus impairing their performance. Curriculum sequencing is an important research issue for learning process because no fixed learning paths will be appropriate for all learners. For this reason, many research papers are focused on the development of mechanisms to offer personalization on learning sequences, considering the learner needs, interests, behaviors, and abilities. In most cases, these researches are totally focused on the student\u27s preferences, ignoring the level of difficulty and the relation degree that exists between various concepts in a course. This work presents a genetic algorithm-based model to offer personalization on learning paths, considering the level of difficulty and relation degree of the constituent concepts of a course. The experimental result shows that the genetic algorithm is suitable to generate optimal learning paths based on learning object difficulty level, duration, rating, and relation degree between each learning object. Furthermore, it indicates that using the proposed genetic-based approach for personalized learning path generation is superior to the traditional curriculum sequencing

Paradigms for the design of multimedia learning environments in engineering

The starting point for this research was the belief that interactive multimedia learning environments represent a significant evolution in computer based learning and therefore their design requires a re-examination of the underlying principles of learning and knowledge representation. Current multimedia learning environments (MLEs) can be seen as descendants of the earlier technologies of computer-aided learning (CAL), intelligent tutoring systems (ITS) and videodisc-based learning systems. As such they can benefit from much of the wisdom which emerged from those technologies. However, multimedia can be distinguished from earlier technologies by its much greater facility in bringing to the learner high levels of interaction with and control over still and moving image, animation, sound and graphics. Our intuition tells us that this facility has the potential to create learning environments which are not merely substitutes for "live" teaching, but which are capable of elucidating complex conceptual knowledge in ways which have not previously been possible. If the potential of interactive multimedia for learning is to be properly exploited then it needs to be better understood. MLEs should not just be regarded as a slicker version of CAL, ITS or videodisc but a new technology requiring a reinterpretation of the existing theories of learning and knowledge representation. The work described in this thesis aims to contribute to a better understanding of the ways in which MLEs can aid learning. A knowledge engineering approach was taken to the design of a MLE for civil engineers. This involved analysing in detail the knowledge content of the learning domain in terms of different paradigms of human learning and knowledge representation. From this basis, a design strategy was developed which matched the nature of the domain knowledge to the most appropriate delivery techniques. The Cognitive Apprenticeship Model (CAM) was shown to be able to support the integration and presentation of the different categories of knowledge in a coherent instructional framework. It is concluded that this approach is helpful in enabling designers of multimedia systems both to capture and to present a rich picture of the domain. The focus of the thesis is concentrated on the domain of Civil Engineering and the learning of concepts and design skills within that domain. However, much of it could be extended to other highly visual domains such as mechanical engineering. Many of the points can also be seen to be much more widely relevant to the design of any MLE.Engineering and Physical Sciences Research Counci

Differential evolution with an evolution path: a DEEP evolutionary algorithm

Utilizing cumulative correlation information already existing in an evolutionary process, this paper proposes a predictive approach to the reproduction mechanism of new individuals for differential evolution (DE) algorithms. DE uses a distributed model (DM) to generate new individuals, which is relatively explorative, whilst evolution strategy (ES) uses a centralized model (CM) to generate offspring, which through adaptation retains a convergence momentum. This paper adopts a key feature in the CM of a covariance matrix adaptation ES, the cumulatively learned evolution path (EP), to formulate a new evolutionary algorithm (EA) framework, termed DEEP, standing for DE with an EP. Without mechanistically combining two CM and DM based algorithms together, the DEEP framework offers advantages of both a DM and a CM and hence substantially enhances performance. Under this architecture, a self-adaptation mechanism can be built inherently in a DEEP algorithm, easing the task of predetermining algorithm control parameters. Two DEEP variants are developed and illustrated in the paper. Experiments on the CEC'13 test suites and two practical problems demonstrate that the DEEP algorithms offer promising results, compared with the original DEs and other relevant state-of-the-art EAs