SPRITS: Secure Pedagogical Resources in Intelligent Tutoring Systems (original) (raw)

Abstract

During the training phase in an Intelligent Tutoring System, learners usually require help. However, it may happen that the tutor cannot provide such help, unless it has access to additional pedagogical resources. Moreover, in a collaborative but competitive learning environment in which each user could be both learner and expert, security problems may arise. For instance, the exchanges between users could require security services such as anonymity, confidentiality and integrity. In this paper, we introduce a system, called SPRITS, whose aim is to provide the tutor with mechanisms to capture, exploit, organize, deliver and evaluate learners knowledge, in a secure way, based on the learner-expert concept. Our main contribution is the introduction of security services in an ITS for the benefit of learners. This may be helpful to protect learners’ privacy as well as communication contents and pedagogical resources in an artificial competitive peer environment, thus allowing the tutor to better evaluate learners.

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Authors and Affiliations

  1. Département IRO, Université de Montréal, CP 6128, Succ. Centre-Ville, Montréal, Québec, H3C 3J7, Canada
    Esma Aïmeur, Flavien Serge Mani Onana & Anita Saleman

Authors

  1. Esma Aïmeur
  2. Flavien Serge Mani Onana
  3. Anita Saleman

Editor information

Editors and Affiliations

  1. JAIST, 1-1, Asahi-dai, Nomi, 923-1292, Ishikawa, Japan
    Mitsuru Ikeda
  2. Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, USA
    Kevin D. Ashley
  3. Graduate Institute of Network Learning Technology, National Central University, 300, Jhongda Rd., 32001, Jhongli City,Taoyuan County, Taiwan
    Tak-Wai Chan

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Aïmeur, E., Onana, F.S.M., Saleman, A. (2006). SPRITS: Secure Pedagogical Resources in Intelligent Tutoring Systems. In: Ikeda, M., Ashley, K.D., Chan, TW. (eds) Intelligent Tutoring Systems. ITS 2006. Lecture Notes in Computer Science, vol 4053. Springer, Berlin, Heidelberg. https://doi.org/10.1007/11774303\_24

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