Comparing Learning Content Management System’s and Intelligent Tutoring System’s Effectiveness (original) (raw)
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Analysis and design of a Web-based authoring tool generating intelligent tutoring systems
Computers & Education, 2003
Authoring tools for intelligent tutoring systems (ITSs) are meant to provide environments where instructors may author their own ITSs in varying domains. In this way, painful constructions of ITSs, which are not reusable, may be avoided. However, the construction of an authoring tool is associated with many problems, such as the generality of the techniques incorporated, domain-independence, effectiveness for the prospective authors (instructors), and effectiveness for the students who will use the resulting ITSs. In this paper we will report on an empirical study that we conducted in order to design and develop WEAR, an ITS authoring tool for Algebra-related domains. In the study we investigated several aspects concerning the attitude and behaviour of both students and instructors. The study revealed important issues and was then used for the specification of the design of WEAR. A brief description of the developed system is also included in the paper so that the way that the design specifications were put into practice may be shown. However, a lot of the authoring tool's requirements that came to light could be applicable to other authoring tools as well. The most important requirement of this kind was the need for an instructor modelling component so that adaptivity could be provided to human instructors (authors). The provision of such facility is a novelty in the area of ITS authoring tools. # (M. Moundridou), mvirvou@unipi.gr (M. Virvou). the individual student. As such, ITSs have the ability to present the teaching material in a flexible way and to provide learners with tailored instruction and feedback. This is achieved through the main components constituting an ITS: the domain expert, the student model, the teaching expert and the user interface. shown that such systems can be educationally effective in comparison with traditional instructional methods either by reducing the amount of time it takes students to reach a particular level of achievement or by improving the achievement levels, given the same time on a task.
With the rapid growth of technology, computer learning has become increasingly integrated with artificial intelligence techniques in order to develop more personalized educational systems. These systems are known as Intelligent Tutoring systems (ITSs). This paper focused on the variant characteristics of ITSs developed across different educational fields. The original studies from 2007 to 2017 were extracted from the PubMed, ProQuest, Scopus, Google scholar, Embase, Cochrane, and Web of Science databases. Finally, 53 papers were included in the study based on inclusion criteria. The educational fields in the ITSs were mainly computer sciences (37.73%). Action-condition rule-based reasoning, data mining, and Bayesian network with 33.96%, 22.64%, and 20.75% frequency respectively, were the most frequent artificial intelligent techniques applied in the ITSs. These techniques enable ITSs to deliver adaptive guidance and instruction, evaluate learners, define and update the learner's model, and classify or cluster learners. Specifically, the performance of the system, learner's performance, and experiences were used for evaluation of ITSs. Most ITSs were designed for web user interfaces. Although these systems could facilitate reasoning in the learning process, these systems have rarely been applied in experimental courses including problem-solving, decisionmaking in physics, chemistry, and clinical fields. Due to the important role of a cell phone in facilitating personalized learning and given the low rate of using mobile-based ITSs, this study has recommended the development and evaluation of mobile-based ITSs.
Continuous Innovation and Evolution of the Intelligent Tutoring System TEx-Sys
2006
The structures and functionalities of all developed and implemented intelligent tutoring systems based on the very first TEx-Sys model are presented, and their continuous innovation and evolution are shown. The TEx-Sys is based on the cybernetic model of educational system, which is based on Gordon Pask's statement that teaching is control of learning. The knowledge has a contextual component and creation and design of knowledge bases is emphasised as particularly important. The testing of prototypes has been carried out with students of different ages, from primary education to university level. Based on our experience of designing and implementing intelligent tutoring tools a possible extension of our approach using intelligent tutoring applets is considered.
Evaluating authoring tools for teachers as instructional designers
Computers in human behavior, 2006
The REDEEM authoring environment was developed to allow educators with no programming knowledge to design learning environments (simple Intelligent Tutoring Systems) for their students in a time-effective manner. The success of this approach depends on two key factors. Firstly, on the extent to which the authoring tool is usable by its intended author population (classroom teachers, university lecturers, adult trainers), and secondly, whether the resulting systems are effective at supporting learning. In this paper, a five year program is reviewed that evaluated the extent to which REDEEM has met these goals. The conclusion of the research is that in many ways REDEEM has exceeded the initial expectations for it, but that improvements to its design could further enhance its functionality.
2018
With the rapid growth of technology, computer learning has become increasingly integrated with artificial intelligence techniques in order to develop more personalized educational systems. These systems are known as Intelligent Tutoring systems (ITSs). This paper focused on the variant characteristics of ITSs developed across different educational fields. The original studies from 2007 to 2017 were extracted from the PubMed, ProQuest, Scopus, Google scholar, Embase, Cochrane, and Web of Science databases. Finally, 53 papers were included in the study based on inclusion criteria. The educational fields in the ITSs were mainly computer sciences (37.73%). Action-condition rule-based reasoning, data mining, and Bayesian network with 33.96%, 22.64%, and 20.75% frequency respectively, were the most frequent artificial intelligent techniques applied in the ITSs. These techniques enable ITSs to deliver adaptive guidance and instruction, evaluate learners, define and update the learner's model, and classify or cluster learners. Specifically, the performance of the system, learner's performance, and experiences were used for evaluation of ITSs. Most ITSs were designed for web user interfaces. Although these systems could facilitate reasoning in the learning process, these systems have rarely been applied in experimental courses including problem-solving, decision-making in physics, chemistry, and clinical fields. Due to the important role of a cell phone in facilitating personalized learning and given the low rate of using mobile-based ITSs, this study has recommended the development and evaluation of mobile-based ITSs. ARTICLE HISTORY
E-Learning Paradigm and Intelligent Tutoring Systems
WWW service has enabled development of thousands of systems that are considered to be direct application of modern information and communication technology, and they base their work on a static presentation of a subject matter. Educational systems capabilities incensement is gained by adding interactive, adaptive and intelligent functions and those features enable development of Web oriented intelligent authoring shells. E-learning, new paradigm enabled by electronic technology, seems like universal replacement for all researches and development that have been conducted in the last fifty years, in a field of computer systems' applications in education. E-learning is closely related to intelligent tutoring systems. Influence of intelligent tutoring systems on learning and teaching process is again actual because researchers have seen importance and relation between these systems' pedagogical paradigm and Bloom's "2-sigma" problem. Bloom's "2-sigma" problem is related to the efficacy in a knowledge acquisition while comparing individual and team learning. We present some research findings and we indicate their relationship with our own research that has been conduced over ten years. Also, we present our latest work related to Tutor-Expert System model, an authoring shell for intelligent tutoring systems development in freely chosen domain knowledge.
Effects of Web-based Intelligent Tutoring Systems on Academic Achievement and Retention
International Journal of Computer Applications, 2018
This study examines the effect of web-based intelligent tutoring systems (ITS) on academic achievement and retention. The ITS developed by Arıcı and Karacı (2013) was adapted for instruction on electronic spreadsheet software, and an experimental study was conducted with 80 undergraduate students. The experimental design involved quantitative research using a pre-and post-tests with a control group. The control and experimental groups consisted of 42 and 38 students, respectively. To measure academic achievement and retention, the researchers developed an achievement test that consisted of 27 questions. After a four-week implementation period, students that used the ITS showed higher levels of academic achievement than the control group. However, the ITS did not significantly influence retention levels.