Extraction, Validation, And Evaluation Of Motivational Tactics Rules In A Web-Based Intelligent Tutoring System (WITS)

Kajian ini memberi tumpuan terhadap cara menlestarikan serta meningkatkan motivasi pelajar semasa proses pembelajaran dalam persekitaran Sistem Pentutoran Cerdas Berasaskan Web (Web-Based Intelligent Tutoring System, WITS) The current study focuses on finding a way to sustain or enhance the learners’ motivation during the learning process within a Web-Based Intelligent Tutoring System (WITS) environmen

A Plugable Web Based Intelligent Tutoring System

With the development of WWW technology, web-based ITSs are becoming mainstream area of research and development. The major benefit of web-based ITS is that, the ITS installed and supported in one place can be used by thousands of learners all over the world. Although many web-based educational systems appeared recently, most of them emerged from their predecessor legacy standalone systems. Therefore, they not only restrict themselves in functionality, but also fail to take advantage of distributed nature of Internet. This paper describes an open architecture based adaptable web-based intelligent tutoring system with pluggable domain modules. The system is based client/server architecture and has distinct and separable domain modules and a generic module. Such architecture not only provides salability in the Internet environment but also allows the same architecture to be used for multiple subject domains

Intelligent tutoring system for web-based education

Intelligent Tutoring System (ITS) is a branch of Artificial Intelligence (AI) that attempts to simulate a "human like" tutoring capabilities.The term "intelligent" refers to a system with the ability to know what to teach, when to teach and how to teach.Such a tutoring system can be effective because it can respond to the specific needs of student, guide slow learners, challenge rapid learners and monitor the progress of each student as well as establishing a training plan.ITS have the ability to understand, learn, and solve problems just like the human counterpart.To date education trend is geering towards Web-based education.However, Web-based education is still in the early development stage and most of the base education.However, Web-based education is still in the early development stage and most of the courses offered does not contain intelligent capability in real sense.This paper discusses the state of the art of Web-based Intelligent Tutoring System and suggests way to enhance the current Web-based ITSs

Integrating a Web-based ITS with DM tools for Providing Learning Path Optimization and Visual Analytics

ABSTRACT We present an improved version of our web-based intelligent tutoring system integrated with data mining tools. The purpose of the integration is twofold; a) to power the systems adaptivity based on SPM, and b) to enable teachers (non-experts in data mining) to use data mining techniques on a daily basis and get useful visualizations that provide insights into the learning process/progress of their students. Keywords Web based intelligent tutoring system, data visualizations, visual analytics

Qualitative Evaluation of the Java Intelligent Tutoring System

In an effort to support the growing trend of the Java programming language and to promote web-based personalized education, the Java Intelligent Tutoring System (JITS) was designed and developed. This tutoring system is unique in a number of ways. Most Intelligent Tutoring Systems require the teacher to author problems with corresponding solutions. JITS, on the other hand, requires the teacher to only supply the problem and problem specification. JITS is designed to “intelligently” examine the student’s submitted code and determines appropriate feedback based on a number of factors such as JITS’ cognitive model of the student, the student’s skill level, and problem details. JITS is intended to be used by beginner programming students in their first year of College or University. This paper discusses the important aspects of the design and development of JITS, the qualitative methods and procedures, and findings. Research was conducted at the Sheridan Institute of Technology and Advanced Learning, Ontario, Canada

Developmental Process Model for the Java Intelligent Tutoring System.

The Java Intelligent Tutoring System (JITS) was designed and developed to support the growing trend of Java programming around the world. JITS is an advanced web-based personalized tutoring system that is unique in several ways. Most programming Intelligent Tutoring Systems require the teacher to author problems with corresponding solutions. JITS, on the other hand, requires the teacher to supply only the problem and problem specification. JITS rigorously analyzes the student’s submitted code, determines the intent of the student, and intelligently guides the student towards a potentially unique solution to the programming problem. JITS is intended to be used by beginner programming students in their first year of College or University. This article discusses the process by which the design and development of JITS took place. JITS has been and is currently being field-tested at the Sheridan Institute of Technology and Advanced Learning

ELM-ART - An Interactive and Intelligent Web-Based Electronic Textbook

This paper present provides a broader view on ELM-ART, one of the first Web-based Intelligent Educational systems that offered a creative combination of two different paradigms - Intelligent Tutoring and Adaptive Hypermedia technologies. The unique dual nature of ELM-ART contributed to its long life and research impact and was a result of collaboration of two researchers with complementary ideas supported by talented students and innovative Web software. The authors present a brief account of this collaborative work and its outcomes. We start with explaining the "roots" of ELM-ART, explain the emergence of the "intelligent textbook" paradigm behind the system, and discuss the follow-up and the impact of the original project

Investigating Learning in an Intelligent Tutoring System through Randomized Controlled Experiments

In the United States, many students are doing poorly on new high-stakes standards-based tests that are required by the No Child Left Behind Act of 2002. Teachers are expected to cover more material to address all of the topics covered in standardized tests, and instructional time is more precious than ever. Educators want to know that the interventions that they are using in their classrooms are effective for students of varying abilities. Many educational technologies rely on tutored problem solving, which requires students to work through problems step-by-step while the system provides hints and feedback, to improve student learning. Intelligent tutoring researchers, education scientists and cognitive scientists are interested in knowing whether tutored problem solving is effective and for whom. Intelligent tutoring systems have the ability to adapt to individual students but need to know what types of feedback to present to individual students for the best and most efficient learning results. This dissertation presents an evaluation of the ASSISTment System, an intelligent tutoring system for the domain of middle school mathematics. In general, students were found to learn when engaging in tutored problem solving in the ASSISTment System. Students using the ASSISTment System also learned more when compared to paper-and-pencil problem-solving. This dissertation puts together a series of randomized controlled studies to build a comprehensive theory about when different types of tutoring feedback are more appropriate in an intelligent tutoring system. Data from these studies were used to analyze whether interactive tutored problem solving in an intelligent tutoring system is more effective than less interactive methods of allowing students to solve problems. This dissertation is novel in that it presents a theory that designers of intelligent tutoring systems could use to better adapt their software to the needs of students. One of the interesting results showed is that the effectiveness of tutored problem solving in an intelligent tutoring system is dependent on the math proficiency of the students. Students with low math proficiency learned more when they engaged in interactive tutoring sessions where they worked on one step at a time, and students with high math proficiency learned more when they were given the whole solution at once. More interactive methods of tutoring take more time versus less interactive methods. The data showed that it is worth the extra time it takes for students with low math proficiency. The main contribution of this dissertation is the development of a comprehensive theory of when educational technologies should use tutored problem solving to help students learn compared to other feedback mechanisms such as hints on demand, worked out solutions, worked examples and educational web pages

EINO The Answer

This study investigated the various methods involved in creating an intelligent tutor for the University of Central Florida Web Applets (UCF Web Applets), an online environment where student can perform and/or practice experiments.  After conducting research into various methods, two major models emerged.  These models include: 1) solving the problem for the student 2) helping the student when they become stymied and unable to solve the problem.  A storyboard was created to show the interactions between the student and system along with a list of features that were desired to be included in the tutoring system.  From the storyboard and list of features, an architecture was created to handle all of the interactions and features.  After the initial architecture was designed, the development of the actual system was started.  The architecture underwent a several iterations to conclude with a working system, EINO.   EINO is an intelligent tutoring system integrated into the UCF Web Applets.  The final architecture of EINO incorporated a case-based reasoning system to perform pattern recognition on the student’s input into the UCF Web Applets.  The interface that the student interacts with was created using Flash™.  EINO was implemented in three of the experiments from the UCF Web Applets.  A series of tests were performed on the EINO tutoring system to determine that the system could actually perform each and every one of the features listed initially.  The final test was a simulation of how the EINO would perform in “real life.”  Test subjects with the same educational level as the target group were chosen to spend an unlimited time using each of the three experiments.  A single experiment is designed to reinforce a topic currently being covered by the book.  Each of the test subjects filled out a survey on every lab to determine if the EINO system produced a helpful output