Graphical user interface, GUI, today, constitutes an important part of a computer system. They can be found almost everywhere, whether in a cell phone, tablet, computer, machine, car, watch or control panel in a power plant, to name a few. The massive role of the internet has increased the popularity of web GUI's. Via the internet we can use a variety of online portals and applications, for e.g. even to control smart houses. Due to their simplicity they can be used by anyone, in most cases, without having special knowledge.
The task of this thesis was to create the graphical interface for an existing, reasoning-based intelligent tutoring system. It was important that the GUI was consistent with the mode of use of the intelligent tutoring system, ITS, which, until now, operated only as a console application. ITS uses a large amount of data in its operation, therefore, upon implementation of these in the graphical user interface, it is most important that they are properly structured, as only then can they come to the fore. The first challenge was therefore the data display system. Here, we had to bear in mind that the intelligence system running in the background also supported the work of different data for a variety of didactic domains. Another important challenge was related to communication between the intelligent tutoring system and the web server, on which the GUI is located.
In addressing these challenges we used several different methods. To assist in planning, we used various principles found both in the literature and on the web. We created a simple and clear graphical interface, based on a one-sided page view. This enabled a dynamic display and optimised the display loading time. With an appropriate selection of colours, we contrived an attractive appearance for the interface and the correct setting up of elements, that all together brought a good user-experience. We connected the graphical interface using a socket, enabling real-time communication. The developed web application, among other things, allows the teacher to determine the advanced concepts in the selected didactic domain, upon which the student will be specially focused when explaining learning examples. The GUI, then gives a continual display of the progress of the student in these selected concepts. The operation of the graphical user interface was demonstrated in didactic domain, where students learn how to understand and establish company credit ratings
