scholarly journals The Role of Feedback in Intelligent Tutoring System

2013 ◽  
Vol 14 (1) ◽  
pp. 88-93 ◽  
Author(s):  
Jānis Dāboliņš ◽  
Jānis Grundspeņķis
Keyword(s):  
Information Technologies ◽  
System Analysis ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Self Regulation ◽  
Technology Enhanced Learning ◽  
Tutoring System ◽  
Web Technologies ◽  
Self Evaluation

Abstract Improvement of IT technologies, expansion of internet and popularization of web technologies have enabled technology enhanced learning introduction in adaption of general matters and acquaintance of specialized problems. It is necessary to integrate in ITS (Intelligent Tutoring System) analysis mechanisms and reactions to simulate or overcome natural tutoring environment achievements. In the development of learning systems it is necessary to take into account both individual needs and requirements, as well as the resources of information technologies. Feedback should be aligned, as much as possible, to the learner’s individuality, special needs, self-evaluation, self-explanation, self-regulation, etc.

scholarly journals A METAMEMORY MODEL FOR AN INTELLIGENT TUTORING SYSTEM UN MODELO DE METAMEMORIA PARA UN SISTEMA TUTOR INTELIGENTE

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Manuel Caro ◽  
Darsana Josylua
Keyword(s):  
Layer Structure ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Self Regulation ◽  
Experimental Tests ◽  
Long Term Memory ◽  
Self Awareness ◽  
Tutoring System ◽  
Functional Layer ◽  
Information Layer

  Metamemory refers to the processes involved in self-regulation or self-awareness of memory. In this paper we describe a novel rule-based architecture of metamemory named M2-Acch. M2-Acch consists of a cycle of reasoning about events that occur in long-term memory (LTM) in an intelligent tutoring system. M2-Acch is composed of a three layer structure: static layer, functional layer and information layer. The structural components of each layer model are described using formal definitions. M2-Acch uses confidence judgments for recommending search strategies for adaptation to changes in the information retrieval constraints. An intelligent tutoring system named FUNPRO was implemented and validated. The results of the experimental tests show that M2-Acch can be used as a valid tool for adapting to changes 

scholarly journals Differential Efficacy of an Intelligent Tutoring System for University Students: A Case Study with Learning Disabilities

2020 ◽  
Vol 12 (21) ◽  
pp. 9184 ◽  
Author(s):  
Rebeca Cerezo ◽  
Maria Esteban ◽  
Guillermo Vallejo ◽  
Miguel Sanchez-Santillan ◽  
Jose Nuñez
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Self Regulation ◽  
Learning Difficulties ◽  
Learning Processes ◽  
Tutoring System ◽  
Self Regulated Learning ◽  
Regulated Learning

Computer-Based Learning Environments (CBLEs) have emerged as an almost limitless source of education, challenging not only students but also education providers; teaching and learning in these virtual environments requires greater self-regulation of learning. More research is needed in order to assess how self-regulation of learning strategies can contribute to better performance. This study aims to report how an Intelligent Tutoring System can help students both with and without learning difficulties to self-regulate their learning processes. A total of 119 university students with and without learning difficulties took part in an educational experiment; they spent 90 min learning in a CBLE specifically designed to assess and promote self-regulated learning strategies. Results show that as a consequence of the training, the experimental group applied more self-regulation strategies than the control group, not only as a response to a system prompt but also self-initiated. In addition, there were some differences in improvement of learning processes in students with and without learning difficulties. Our results show that when students with learning difficulties have tools that facilitate applying self-regulated learning strategies, they do so even more than students without learning difficulties.

scholarly journals Creating Bridges: The Role of Exploratory Design Research in an Intelligent Tutoring System Project

2015 ◽  
Vol 28 (3) ◽  
pp. 372-386 ◽  
Author(s):  
Daniel Gooch ◽  
Laura Benton ◽  
Rilla Khaled ◽  
Dominik Lukeš ◽  
Asimina Vasalou
Keyword(s):  
Design Research ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Tutoring System ◽  
System Project
Sign in / Sign up

Export Citation Format

Share Document