Developing an Intelligent Tutoring System that has Automatically Generated Hints and Summarization for Algebra and Geometry

2015 ◽  
Vol 11 (2) ◽  
pp. 14-31 ◽  
Author(s):  
Yatao Li ◽  
Ke Zhao ◽  
Wei Xu
Keyword(s):  
Problem Solving ◽  
Natural Language ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
After School ◽  
Tutoring System ◽  
Learning Gain ◽  
Web Based ◽  
Tutoring Systems ◽  
Natural Language Interface

Intelligent tutoring systems (ITSs), which provide step-by-step guidance to students in problem-solving activities, have been shown to enhance student learning in a range of domains. However, they tend to be preestablished and cannot supply the tutoring function immediately from the diverse mathematical questions. The MITSAS (multiagent intelligent tutoring system after school) is a web-based ITS in algebra and geometry with a natural language interface which is designed to extract the hint and summarization from the detailed solving answer automatically. In this paper, its Design principles and functionality is analysed firstly. Then, the framework including the natural language understanding agent, automatic modelling agent and automatic problem-solving agent are discussed in the following in order to support the real-time problems solution. Next, the methods for automatically extracting tutoring function such as hint and summarization is given based on the difficulty of knowledge components and the type of problem acquired from the detailed answer. Finally, the effectiveness of MITSAS at improving the Chinese Students' learning gain is shown by an experiment conducted in junior school.

MAKING DECISIONS IN AN INTELLIGENT TUTORING SYSTEM

2005 ◽  
Vol 04 (02) ◽  
pp. 207-233 ◽  
Author(s):  
PENG-KIAT PEK ◽  
KIM-LENG POH
Keyword(s):  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Learning Objectives ◽  
Tutoring System ◽  
Web Based ◽  
Tutoring Systems ◽  
Test Items ◽  
Optimal Policies ◽  
Separability Condition ◽  
Engineering Mechanics

In computerized tutoring, the pace of instruction is related to the student's mastery levels of the learning objectives. The observable student's behavior that can be used to measure his knowledge is usually his responses to test items. Unobservable variables that are related to learner's motivation can affect learning but are difficult to quantify. In comparison with other decision-theoretic tutoring systems, the novelties of this research are: (1) the efficiency-centric approach to develop the Bayesian networks; (2) the formulation of utility values for different tutoring outcomes that are independent of past actions and to satisfy the separability condition; (3) the development of a common measure for student's mastery levels and item difficulties; and (4) the generation of optimal policies in polynomial time. A prototype web-based tutoring system, known as iTutor, incorporating the novelties has been developed for engineering mechanics. Formative evaluations of iTutor have shown encouraging results.

scholarly journals Advances in Intelligent Tutoring Systems: Problem-solving Modes and Model of Hints

2007 ◽  
Vol 2 (1) ◽  
pp. 48 ◽  
Author(s):  
Alla Anohina
Keyword(s):  
Problem Solving ◽  
Intelligent Tutoring Systems ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Tutoring System ◽  
Layer Model ◽  
Tutoring Systems ◽  
Adaptive Support ◽  
Two Layer Model ◽  
Adaptive Abilities

The paper focuses on the issues of providing an adaptive support for learners in intelligent tutoring systems when learners solve practical problems. The results of the analysis of support policies of learners in the existing intelligent tutoring systems are given and the revealed problems are emphasized. The concept and the architectural parts of an intelligent tutoring system are defined. The approach which provides greater adaptive abilities of systems of such kind offering two modes of problem-solving and using a two-layer model of hints is described. It is being implemented in the intelligent tutoring system for the Minimax algorithm at present. In accordance with the proposed approach the learner solves problems in the mode which is the most appropriate for him/her and receives the most suitable hint.

Principles of Natural Language Processing and Adaptive Courseware in E-Assessments

2019 ◽  
pp. 335-366
Author(s):  
Ani Grubišić ◽  
Slavomir Stankov ◽  
Branko Žitko ◽  
Suzana Tomaš ◽  
Emil Brajković ◽  
...  
Keyword(s):  
Natural Language ◽  
Language Processing ◽  
Intelligent Tutoring Systems ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Tutoring System ◽  
Tutoring Systems ◽  
Knowledge Domains ◽  
Education Levels ◽  
Supported Education

Over the last few decades, researchers put efforts to improve intelligent tutoring systems' abilities with the aim to get them as close as possible to the ultimate goal of one-to-one tutoring. CoLaB Tutor and AC-ware Tutor are intelligent tutoring systems based on conceptual knowledge learning and are notable due to the fact they are relatively easy to generalize to multiple knowledge domains. CoLaB Tutor's forte lies in teacher-learner communication in controlled natural language, while AC-ware Tutor focuses on the automatic and dynamic generation of adaptive courseware. In order to compare various intelligent tutoring system supported education environments, in this chapter, the authors summarize several empirical evaluations of CoLaB Tutor and AC-ware Tutor. The results of intelligent tutoring systems' effectiveness in these environments offer the possibility to observe the specific intelligent tutoring system across various education levels, as well as to compare the intelligent tutoring systems' supported education environments.

Web-Based Music Intelligent Tutoring Systems

2011 ◽  
pp. 231-248
Author(s):  
Somnuk Phon-Amnuaisuk ◽  
Chee Keh Siong
Keyword(s):  
Teaching And Learning ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Learning Technologies ◽  
Tutoring System ◽  
Web Based ◽  
Tutoring Systems ◽  
Pedagogical Aspect ◽  
Teaching Music ◽  
Inference Techniques

Our work bridges two interesting topics: the research in the area of web-based applications and the area of learning technologies. We give an overall picture of the current development in web-based music intelligent tutoring system (WMITS). The term WMITS is coined by us to describe the two main areas in our focus. In this chapter, we address the following issues: (i) the pedagogical aspect of teaching and learning music, (ii) the background of music intelligent tutoring system and (iii) our WMITS system for teaching music theories. A web-based environment offers strengths in terms of accessibility and self-paced learning. However, the environment has a great drawback in terms of inter-activities between the users and the system. Our design addresses this issue by developing a specialised client tool. The client tool provides an interactive environment for score editing which is crucial for learning music theories. The system incorporates three major inference techniques (i.e. Deductive, Inductive, and Bayesian Inference) in dealing with music theories and uncertain knowledge such as students’ understanding.

Development and Evaluation of a Game-Based Bayesian Intelligent Tutoring System for Teaching Programming

2017 ◽  
Vol 56 (6) ◽  
pp. 775-801 ◽  
Author(s):  
Danial Hooshyar ◽  
Rodina Binti Ahmad ◽  
Minhong Wang ◽  
Moslem Yousefi ◽  
Moein Fathi ◽  
...  
Keyword(s):  
Problem Solving ◽  
Educational Games ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Computer Assisted ◽  
Online Information ◽  
Tutoring System ◽  
Web Based ◽  
Problem Solving Skills ◽  
Individual Knowledge

Games with educational purposes usually follow a computer-assisted instruction concept that is predefined and rigid, offering no adaptability to each student. To overcome such problem, some ideas from Intelligent Tutoring Systems have been used in educational games such as teaching introductory programming. The objective of this study was to advance Online Game-based Bayesian Intelligent Tutoring System (OGITS) to enhance programming acquisition and online information searching skills, thus improving students’ ability in web-based problem solving through board games. The study sample comprised 79 college students in introductory level Computer Science classes. Qualitative and quantitative data were then gathered. Results of this study revealed generally favorable opinions about OGITS. As OGITS targets individual knowledge acquisition of computer programming and web-based problem-solving skills, it offers a suitable learning environment for students both as a stand-alone course and as a supplement to traditional classroom settings.

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