Cost–Benefits Analysis for Computer-Based Tutoring Systems

2020 ◽  
pp. 51-70
Author(s):  
A. Scott Wolff
Keyword(s):  
Tutoring Systems ◽  
Cost Benefits ◽  
Computer Based

An Evolution of Tutoring and Training from Humans to Intelligent Systems: Human Factors Considerations

2009 ◽  
Vol 53 (26) ◽  
pp. 1898-1902
Author(s):  
Jessica M. Ray ◽  
John S. Barnett
Keyword(s):  
Human Factors ◽  
Intelligent Tutoring Systems ◽  
Intelligent Systems ◽  
Tutoring Systems ◽  
Technological Advances ◽  
Effective Form ◽  
Computer Based ◽  
Training Research ◽  
Learning Issues ◽  
And Training

As training researchers and developers, we strive to understand and produce effective and efficient training. Research suggests the most effective form of instruction is individualized human tutoring. Yet this is rarely the most efficient form of instruction monetarily or in instructor time. Technological advances and a vision of effective, yet more efficient, computer based tutors has led to the development of sophisticated new training technologies such as Intelligent Tutoring Systems (ITSs). These systems have yet to reach their full forecast potential. In this paper we theorize that issues key to successful advancement of ITSs are human factors issues. Primary of these issues is determining how technology mediation impacts not only cognition, but also other key learning issues such as affect, emotions, motivation, and trust.

Soviet Applications of Microcomputers in Education: Developments in Research and Practice during the Gorbachev Era

1987 ◽  
Vol 3 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Stephen T. Kerr
Keyword(s):  
Computer Literacy ◽  
Centralized Control ◽  
Instructional Programs ◽  
School Students ◽  
Research Directions ◽  
Tutoring Systems ◽  
Soviet Education ◽  
Computer Based ◽  
Gorbachev Era ◽  
Specific Project

In 1985, the USSR inaugurated a major program to teach computer literacy to all secondary school students in the country. That program is discussed here first in light of several trends in Soviet education during the past twenty years; the courses and resources which support the program are then characterized, and the system of hardware and software development that supports the effort is described. Some research directions that are related to the program are then discussed. These include: a broad attempt to use computing to encourage the development of a variety of cognitive functions; a series of efforts intended to link research in pedagogy to the design of computerized instructional programs; and, as an example of the latter, a specific project to design intelligent computer-based tutoring systems. Finally, the likelihood of success for the program is assessed in the context of limited resources, limited goals, and centralized control. Soviet educators probably have a good chance to add computer literacy to the curriculum, but in a narrower sense than the way that subject is commonly conceived in the West.

Applications of psychology to computer‐based tutoring systems

1993 ◽  
Vol 5 (1) ◽  
pp. 23-40 ◽  
Author(s):  
Dan Milech ◽  
Kim Kirsner ◽  
Geoffrey Roy ◽  
Brook Waters
Keyword(s):  
Tutoring Systems ◽  
Computer Based

scholarly journals Feedback Design Considerations for Intelligent Team Tutoring Systems

2018 ◽  
Vol 62 (1) ◽  
pp. 1977-1981 ◽  
Author(s):  
Jamiahus Walton ◽  
Alec Ostrander ◽  
Kaitlyn Ouverson ◽  
Stephen B. Gilbert ◽  
Michael Dorneich ◽  
...  
Keyword(s):  
Task Performance ◽  
Self Assessment ◽  
Tutoring Systems ◽  
Design Considerations ◽  
Team Tutoring ◽  
Computer Based ◽  
Improved Performance ◽  
Feedback Content ◽  
Or Team ◽  
Direct Feedback

Challenges arise when developing a computer-based Intelligent Team Tutoring System (ITTS) that attempts to deliver feedback to teams as effectively as a human tutor. The purpose of this current work is to outline elements of feedback that should be considered when designing feedback for an ITTS. The authors present the results of a study that consisted of 32 participants grouped into 16 teams of two. Each team conducted a surveillance task where they received individual or team feedback. Feedback content was written using either the bald (direct feedback; no need for interpretation) or off-record (general feedback; interpretation needed) etiquette strategy. The results showed that feedback delivered using the bald etiquette strategy positively correlated with improved performance. The results also showed that team level feedback positively correlated with more accurate self-assessment among participants. This suggests that in an ITTS, direct feedback can lead to better performance, and that feedback provided at the team level can help to align self-interpretation of performance with actual task performance.

An Investigation Into the Feasibility of Using Intelligent Tutoring Systems in Preparing Students for Laboratory Work

1998 ◽  
Vol 35 (2) ◽  
pp. 107-116 ◽  
Author(s):  
Barry Dwolatzky ◽  
Ashley Levin ◽  
Steven Shulman
Keyword(s):  
Intelligent Tutoring Systems ◽  
Intelligent Tutoring ◽  
Controlled Experiment ◽  
Laboratory Work ◽  
Tutoring Systems ◽  
Computer Based Training ◽  
Training Systems ◽  
Computer Based

Intelligent Tutoring Systems (ITS) are computer based training systems with the ability to adapt to the requirements of each student A prototype ITS was developed to assess the feasibility of using such systems to prepare students for laboratory work. This prototype was evaluated in a controlled experiment involving 252 students.

Enhancing Intelligent Tutoring Systems with the Agent Paradigm

2011 ◽  
pp. 46-69 ◽  
Author(s):  
Xin Bai ◽  
John B. Black
Keyword(s):  
Learning Environment ◽  
Intelligent Tutoring Systems ◽  
Teaching And Learning ◽  
Intelligent Tutoring ◽  
Game Based Learning ◽  
Tutoring Systems ◽  
The Real ◽  
Future Design ◽  
Cognitive Framework ◽  
Computer Based

A cognitive framework called REflective Agent Learning environment (REAL) is developed in this study. REAL is a reusable framework that allows researchers to develop a simulation-based learning environment where users can learn through passing their thoughts to some computer-based agents and observe how the agents embodying their knowledge behave as the result of their instruction. Our research benefits from the research in Intelligent Tutoring Systems, game based learning systems, and agent technologies, stressing reflection as part of the thinking processes. It focuses on the design of the framework and the testing of its usability. The external evaluation of specific implementations serves as the guidance for the future design of the REAL applications. We hope, by grounding themselves in the needs of local practice, the REAL applications can give us opportunities to understand how theoretical claims about teaching and learning can be effectively transformed into meaningful learning.

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