The idea of clustering students according to their online learning behavior has the potential of providing more adaptive scaffolding by the intelligent tutoring system itself or by a human teacher. With the aim of identifying student groups who would benefit from the same intervention in AC-ware Tutor, this research examined online learning behavior using 8 tracking variables: the total number of content pages seen in the learning process; the total number of concepts; the total online score; the total time spent online; the total number of logins; the stereotype after the initial test, the final stereotype, and the mean stereotype variability. The previous measures were used in a four-step analysis that consisted of data preprocessing, dimensionality reduction, the clustering, and the analysis of a posttest performance on a content proficiency exam. The results were also used to construct the decision tree in order to get a human-readable description of student clusters.
Student Perceptions of an Intelligent Tutoring System: A Technology Acceptance Model Perspective