A methodology for evaluating intelligent tutoring systems

DissertationThis dissertation proposes a generic methodology for evaluating intelligent tutoring systems (ITSs), and applies it to the evaluation of the SQL-Tutor, an ITS for the database language SQL. An examination of the historical development, theory and architecture of intelligent tutoring systems, as well as the theory, architecture and behaviour of the SQL-Tutor sets the context for this study. The characteristics and criteria for evaluating computer-aided instruction (CAl) systems are considered as a background to an in-depth investigation of the characteristics and criteria appropriate for evaluating ITSs. These criteria are categorised along internal and external dimensions with the internal dimension focusing on the intrinsic features and behavioural aspects of ITSs, and the external dimension focusing on its educational impact. Several issues surrounding the evaluation of ITSs namely, approaches, methods, techniques and principles are examined, and integrated within a framework for assessing the added value of ITS technology for instructional purposes.Educational StudiesM. Sc. (Information Systems

Educator Perceptions of Virtual Learning System Quality Characteristics

In higher education institutions, digital learning environments, referred to as virtual learning systems in this article, have been adopted and are becoming increasingly popular among academics. A virtual learning system (VLS) has a suite of tools with associated functions and non-functional system characteristics. Higher education institutions (HEIs) implement a VLS with the intent to assimilate e-Learning with face-to-face instruction and thereby derive associated benefits from its usage. Currently there is limited information on educators’ perceptions on the usefulness of VLS tool functionality, and the importance assigned to non-functional characteristics. This article adapted the generic framework of the ISO 9126 external software quality model to ascertain the perceptions of educators with regards to VLS functionality and non-functional quality characteristics. A case study research strategy was adopted, using two South African higher education institutions. The main contribution of this article is a proposed model representing VLS quality in use characteristics, measured by the constructs of perceived usefulness and perceived importance. In addition to the theoretical contribution, this article makes a practical contribution by providing educators’ recommendations on the improvement of VLS quality characteristics. This article has potentially useful implications for the use of a VLS by educators and future VLS design iterations

Critical Success Factors for the Adoption of Health Management Information Systems in Public Hospitals in Zimbabwe

The Zimbabwean healthcare sector faces huge challenges due to increased demands for improved services for a growing number of patients with fewer resources. The use of information and communications technologies, prevalent in many industries, but lacking in Zimbabwean healthcare, could increase productivity and innovation. The adoption of health management information systems (HMISs) can lead to improved patient safety and high-level patient care. These technologies can change delivery methods to be more patient focused by utilising integrated models and allowing for a continuum of care across healthcare providers. However, implementation of these technologies in the health care sector remains low. The purpose of this study is to demonstrate the advantages to be attained by using HMISs in healthcare delivery and to ascertain the factors that influence the uptake of such systems in the public healthcare sector. A conceptual model, extending the technology, organization, and environment framework by means of other adoption models, underpins the study of adoption behavior. A mixed method methodology was used to conduct the study. For the quantitative approach, questionnaires were used to allow for regression analysis. For the qualitative approach, thematic analysis was used to analyse interview data. The results showed that the critical success factors (namely, relative advantage, availability, complexity, compatibility, trialability, observability, management support, information and communication technology expertise, communication processes, government regulation, infrastructure support, organizational readiness, industry and competitive support, external support, perceived ease of use, perceived usefulness, attitude, and intention to use) influenced adoption of HMISs in public hospitals in Zimbabwe

Virtual Learning System Usage in Higher Education – A Study at Two South African Institutions

In higher education institutions various VLSs have been formally adopted to support online teaching and learning. However, there has been little research on patterns of VLS use among educators. The purpose of the research was to provide a descriptive analysis of VLS feature usage, and associated challenges at two South African higher education institutions. A case study research strategy was adopted, combining qualitative and quantitative approaches to data collection and analysis. Survey findings revealed four clusters of VLS feature usage, namely, communication, management, content and pedagogic. Analysis showed that the ‘content cluster’ was used more than the other clusters. The average usage of the ‘pedagogic cluster’ for Durban University of Technology (DUT) was significantly greater than that of University of KwaZulu-Natal (UKZN), which tentatively indicates that staff development seems to be an important aspect of VLS usage. There was no significant difference in the usage of the ‘communication’ and ‘management’ clusters between the two institutions, DUT and UKZN. The study contributes to the body of system utilisation research by confirming an uneven pattern of VLS feature usage among educators, whilst providing fresh insights into the challenges associated with the usage of two different VLSs in two different universities