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Journal articles on the topic 'Intelligent tutoring systems Computer-assisted instruction'

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Published: 4 June 2021

Last updated: 16 February 2022

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1

du Boulay, Benedict. "Computer-assisted instruction and intelligent tutoring systems." Computers & Education 20, no. 2 (1993): 213–14. http://dx.doi.org/10.1016/0360-1315(93)90093-x.

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Duchastel, Philippe, and Jacques Imbeau. "Intelligent Computer-assisted Instruction (ICAI): Flexible Learning through Better Student-Computer Interaction." Journal of Information Technology 3, no. 2 (1988): 102–5. http://dx.doi.org/10.1177/026839628800300206.

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Intelligent computer-assisted instruction (ICAI) uses artificial intelligence techniques to imitate in computer form the power of human tutorial processes. Its major technical features are the use of a modularized knowledge base instead of CAI's textual scripts, and the ability to interpret the student's statements and questions expressed in natural English. These features make ICAI systems extremely flexible and allow the student much greater learner control of the interaction than is traditionally possible in CAI. Other major elements of an ICAI system are an extensive model of the student a

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Law, Rob. "Computer-Assisted Instruction in Hospitality Education: An Intelligent Tutoring Systems Approach." Journal of Hospitality & Tourism Education 11, no. 1 (1999): 50–56. http://dx.doi.org/10.1080/10963758.1999.10685223.

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Inoue, Yukiko. "Methodological Issues in the Evaluation of Intelligent Tutoring Systems." Journal of Educational Technology Systems 29, no. 3 (2001): 251–58. http://dx.doi.org/10.2190/b5vf-qk3f-pccd-64lb.

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Drill and practice, simulation, and tutorial are the main formats of computer-assisted instruction, yet tutorial format is particularly suitable to conceptual school subjects. When a knowledge module is added to the tutorial format, it is termed an intelligent tutoring system (ITS). Although ITS evaluation studies greatly influence interest in and support for the future ITS work, valid evaluation methodologies are lacking because ITS is fairly new. Consequently, this article examined the ITS evaluation studies, with the focus on the methodological issue. The critical component in ITS is the kn

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Duchastel, Philippe. "Intelligent Computer Assisted Instruction Systems: The Nature of Learner Control." Journal of Educational Computing Research 2, no. 3 (1986): 379–93. http://dx.doi.org/10.2190/d4jw-nr13-adta-mr8a.

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Learner control, which is contrary in spirit to the design philosophy underlying traditional CAI systems, is an important feature of most intelligent computer assisted instruction (ICAI) systems, as revealed through the learning dialogues they support. Such learner control is made possible by the natural language interface and the type of knowledge base incorporated in these systems. Such systems, it is argued, because they enable unplanned interactions with the learner and capitalize on student curiosity and motivation, can attain a much finer grain of individualization than traditional CAI s

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Lamia, Mahnane, and Hafidi Mohamed. "A Problem Solving Using Intelligent Social Network." International Journal of Web-Based Learning and Teaching Technologies 14, no. 3 (2019): 28–38. http://dx.doi.org/10.4018/ijwltt.2019070103.

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Nowadays, students are becoming familiar with the computer technology at a very early age. Moreover, the wide availability of the internet gives a new perspective to distance education making e-learning environments crucial to the future of education. Intelligent tutoring systems (ITSs) provide sophisticated tutoring systems using artificial intelligence techniques in computer programs to facilitate instruction. ITSs support problem solving by providing adaptive scaffolding in terms of feedback, guidance, problem selection and other types of help. Little attention has been devoted thus far to

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Ray, Jessica M., and John S. Barnett. "An Evolution of Tutoring and Training from Humans to Intelligent Systems: Human Factors Considerations." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 53, no. 26 (2009): 1898–902. http://dx.doi.org/10.1177/154193120905302603.

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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

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Hooshyar, Danial, Rodina Binti Ahmad, Minhong Wang, Moslem Yousefi, Moein Fathi, and Heuiseok Lim. "Development and Evaluation of a Game-Based Bayesian Intelligent Tutoring System for Teaching Programming." Journal of Educational Computing Research 56, no. 6 (2017): 775–801. http://dx.doi.org/10.1177/0735633117731872.

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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

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Alqahtani, Fehaid, and Naeem Ramzan. "Comparison and Efficacy of Synergistic Intelligent Tutoring Systems with Human Physiological Response." Sensors 19, no. 3 (2019): 460. http://dx.doi.org/10.3390/s19030460.

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The analysis of physiological signals is ubiquitous in health and medical diagnosis as a primary tool for investigation and inquiry. Physiological signals are now being widely used for psychological and social fields. They have found promising application in the field of computer-based learning and tutoring. Intelligent Tutoring Systems (ITS) is a fast-paced growing field which deals with the design and implementation of customized computer-based instruction and feedback methods without human intervention. This paper introduces the key concepts and motivations behind the use of physiological s

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PEK, PENG-KIAT, and KIM-LENG POH. "MAKING DECISIONS IN AN INTELLIGENT TUTORING SYSTEM." International Journal of Information Technology & Decision Making 04, no. 02 (2005): 207–33. http://dx.doi.org/10.1142/s0219622005001489.

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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 i

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Griffiths, John, and Ann Degner. "Training for Instructional Uses of Multimedia at San Juan College: Toward the Campus of the Future." Journal of Educational Technology Systems 23, no. 4 (1995): 337–52. http://dx.doi.org/10.2190/5288-plug-p1qq-xdbq.

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A multimedia training program for community college faculty includes research results in its training. Recent research in computer assisted multimedia instruction is examined and summarized. Changes in the technology of instruction are described and illustrated. A description of the pedagogical relevance of research to teacher training is offered. The facilities, activities, and outcomes of an instructional multimedia training project for faculty at San Juan College are described. The current principles of instructional systems design, identified by a survey of current research in cai, reflect

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Stellan, Ohlsson, and Antonija Mitrovic. "Constraint-based knowledge representation for individualized instruction." Computer Science and Information Systems 3, no. 1 (2006): 1–22. http://dx.doi.org/10.2298/csis0601001s.

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Traditional knowledge representations were developed to encode complete explicit and executable programs, a goal that makes them less than ideal for representing the incomplete and partial knowledge of a student. In this paper, we discuss state constraints, a type of knowledge unit originally invented to explain how people can detect and correct their own errors. Constraint-based student modeling has been implemented in several intelligent tutoring systems (ITS) so far, and the empirical data verifies that students learn while interacting with these systems. Furthermore, learning curves are sm

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Syed Mustapha, S. M. F. D. "Building Learning System for Content Knowledge and Social Knowledge." International Journal of Emerging Technologies in Learning (iJET) 13, no. 01 (2018): 4. http://dx.doi.org/10.3991/ijet.v13i01.6912.

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In the late 50’s or early 60’s, there were huge interests towards building learning systems for individual learning and they are called with various names such as Intelligent Tutoring System, Microworld, Computer Based Training, Computer Aided System, Intelligent Computer Aided Instruction and others. They are made to be different with regard to the technological approaches and the learning pedagogies, knowledge models and student models. Over the years, the interest of building learning systems has migrated from individual learning on content knowledge to community learning as the result of t

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Orey, Michael A., and Wayne A. Nelson. "Development principles for intelligent tutoring systems: Integrating cognitive theory into the development of computer-based instruction." Educational Technology Research and Development 41, no. 1 (1993): 59–72. http://dx.doi.org/10.1007/bf02297092.

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Sottilare, Robert, Matthew Hackett, William Pike, and Joseph LaViola. "Adaptive instruction for medical training in the psychomotor domain." Journal of Defense Modeling and Simulation: Applications, Methodology, Technology 14, no. 4 (2016): 331–43. http://dx.doi.org/10.1177/1548512916668680.

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The adaptive instruction provided by Intelligent Tutoring Systems (ITSs) tailors direction, support, and feedback to enhance/maintain the learning needs (e.g., lack of knowledge or skill) of each individual. Today, ITSs are generally developed to support desktop training applications, with the most common domains involving cognitive problem solving tasks (e.g., mathematics and physics). In recent years, implementations of game-based tutors authored using the Generalized Intelligent Framework for Tutoring (GIFT), an open-source tutoring architecture, provided tailored training experiences for m

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Keough, Barbara, Valerie L. Shalin, and Paul McKenna. "A Training Approach for Context-Sensitive Skills: An Example with Typeface Selection." Proceedings of the Human Factors Society Annual Meeting 36, no. 17 (1992): 1274–78. http://dx.doi.org/10.1518/107118192786749351.

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Cognitive task analysis and Computer Science have revolutionized training technology with intelligent tutoring systems (Wenger, 1987). However, some key assumptions determine the success of such systems: 1) Student knowledge is rule-based, so that performance may be evaluated according to the presence or absence of rules and 2) The computer and the student have access to the same information about the problem context. In the instructional task domain we are addressing–-typeface selection–-neither assumption is appropriate. Each selection emerges as an interaction with the parameters and contin

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Livergood, Norman D. "A Study of the Effectiveness of a Multimedia Intelligent Tutoring System." Journal of Educational Technology Systems 22, no. 4 (1994): 337–44. http://dx.doi.org/10.2190/dthe-9hmv-qgr9-d38m.

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In this study, college undergraduate students were presented identical material on the domain of intelligent tutoring systems. The author designed his research to isolate the key variables, disallow for the effect of some of those variables, and determine in a precise way what effects are produced by a multimedia delivery system, repetition of instructional and testing material, and an intelligent tutoring system delivery system. The first phase of this study, comparing test scores of students who were presented material in two delivery systems: 1) hard-copy (printed material), and 2) a comput

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Tafazoli, Dara, Elena Gómez María, and Cristina A. Huertas Abril. "Intelligent Language Tutoring System." International Journal of Information and Communication Technology Education 15, no. 3 (2019): 60–74. http://dx.doi.org/10.4018/ijicte.2019070105.

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Intelligent computer-assisted language learning (ICALL) is a multidisciplinary area of research that combines natural language processing (NLP), intelligent tutoring system (ITS), second language acquisition (SLA), and foreign language teaching and learning (FLTL). Intelligent tutoring systems (ITS) are able to provide a personalized approach to learning by assuming the role of a real teacher/expert who adapts and steers the learning process according to the specific needs of each learner. This article reviews and discusses the issues surrounding the development and use of ITSs for language le

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Obradovich, Jodi Heintz. "The Transfusion Medicine Tutor: A Model for the Design and Use of Expert Systems for Teaching." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 40, no. 21 (1996): 1055–59. http://dx.doi.org/10.1177/154193129604002102.

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There is a long research history addressing the design of knowledge-based systems for tutoring. There exists, however, very little rigorous empirical data describing the impact of such systems on users. This paper presents the results of two studies that were conducted to investigate the effectiveness of an expert system for teaching medical technology students a complex abduction task, the identification of alloantibodies in a patient's blood. The first study, involving 30 students, showed that those students who used the system with all intelligent tutoring functions turned on and with instr

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Kearsley, Greg. "Microcomputer Software: Design and Development Principles." Journal of Educational Computing Research 1, no. 2 (1985): 209–20. http://dx.doi.org/10.2190/gvb4-72kl-aj34-8trp.

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This article surveys principles for the design and development of microcomputer-based instructional software. A set of design guidelines based upon existing research are outlined. Three approaches to authoring software are examined: general purpose programming languages, author languages, and authoring systems. The tradeoffs in using these three approaches are outlined. The implications of research in automated instructional development systems and intelligent tutoring systems are discussed.

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Khan, Tariq, and Yau Jim Yip. "CBT II—Case-based computer-aided instruction: survey of principles, applications and issues." Knowledge Engineering Review 10, no. 3 (1995): 235–68. http://dx.doi.org/10.1017/s0269888900007475.

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AbstractIn this paper we consider the role case-based reasoning has had in development of computer-aided instruction systems. We survey several case-based teaching systems, each of which is representative of a basic pedagogical principle that motivated its development. Firstly, 15 pedagogical principles are presented that were identified from the analysis of case-based teaching systems. We present some background to the principles, and indicate which systems they are incorporated in. Next, the teaching systems themselves are described, with emphasis on how case-based reasoning has been applied

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Khemaja, Maha, and Taoufik Mastour. "Skill oriented Training Activity as a Service." International Journal of Human Capital and Information Technology Professionals 5, no. 4 (2014): 55–78. http://dx.doi.org/10.4018/ijhcitp.2014100104.

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In this paper, the authors address the problem of fast changing Information and Communication Technology (ICT) profession which hampers efficiency of ICT professionals and practitioners as well as businesses. For instance, ICT practitioners increasingly need support and training activitie to adapt their skills or to acquire new ones in order to deal with ICT technology changes. The authors attempt for that aim to provide a generic training Framework based on Intelligent Tutoring Systems' configuration and adaptation to ICT professionals and practitioners needs. In this framework, the Intellige

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Fontaine, D., C. Riou, C. Jacquelinet, and P. Le Beux. "An Intelligent Computer-Assisted Instruction System for Clinical Case Teaching." Methods of Information in Medicine 33, no. 04 (1994): 433–45. http://dx.doi.org/10.1055/s-0038-1635038.

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Abstract:The use of computers in the field of medical education is common. Our purpose is to present a Computer-Assisted Instruction system which has been developed over ten years at the University of Compiegne and the University of Rennes Medical School. This system can be used to help the student to solve clinical cases by analyzing and critiquing their answers and by using a knowledge base which has been previously structured in a rule network. It is an intelligent Computer-Assisted Instruction system comprising an author module, a pedagogical module and a student module. The CAI system can

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Wang, Jian Hua, Yan Yu, and Jun Jie Guo. "The Study on the Multiple Agent-Based Independent and Collaborative Intelligent Tutoring System Model." Advanced Materials Research 846-847 (November 2013): 1885–88. http://dx.doi.org/10.4028/www.scientific.net/amr.846-847.1885.

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Over the years, the traditional computer-assisted teaching can not meet the needs of university teaching, the traditional teaching system software, most of the existence of low intelligence, lack of teaching strategies and other shortcomings.Multi-AGENT technology and intelligent tutoring systems is the current research focus in computer intelligence education. Integrating multi-Agent features and multi-Agent application theories in ITS, this paper proposes a multiple Agent-based intelligent network tutoring system design model, detailedly analyzes the functions of each layer in the system, an

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Duchastel, Philippe, and Jacques Imbeau. "Intelligent Computer-assisted Instruction (ICAI): Flexible Learning Through Better Student-Computer Interaction." Journal of Information Technology 3, no. 2 (1988): 102–5. http://dx.doi.org/10.1057/jit.1988.18.

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Seidel, Robert J., and Ok-Choon Park. "An Historical Perspective and a Model for Evaluation of Intelligent Tutoring Systems." Journal of Educational Computing Research 10, no. 2 (1994): 103–28. http://dx.doi.org/10.2190/xuwl-g11v-9lfx-67xp.

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The purposes of this article are to 1) examine the changes which have occurred in the development and evaluation of ITS systems for the last twenty years, 2) speculate on future directions, and 3) propose a conceptual model to evaluate and institutionalize this technological innovation into training and educational settings. First, we review theoretical and technical dimensions that could be considered relevant to internal evaluation of ITS technology. Secondly, we discuss evaluation dimensions which, while external to ITS per se, are relevant for situational evaluation of any technological in

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Rogerson-Revell, Pamela M. "Computer-Assisted Pronunciation Training (CAPT): Current Issues and Future Directions." RELC Journal 52, no. 1 (2021): 189–205. http://dx.doi.org/10.1177/0033688220977406.

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This viewpoint essay considers the current status of computer-assisted pronunciation training (CAPT) before examining some of the current issues and future directions in the field. The underlying premise is the pedagogic potential of CAPT systems and resources for teaching and learning, and the need for greater synergy between technological design and functionality on the one hand, and pedagogic purpose on the other. Some of the key issues examined include providing accurate and individualised automated feedback for pronunciation, for both learning and assessment, and evaluating the effectiven

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Teather, B. A., M. Sharples, N. Jeffery, et al. "Statistical Modelling and Structured Image Description for Intelligent Tutoring in MR Imaging of the Head." Rivista di Neuroradiologia 7, no. 1 (1994): 29–35. http://dx.doi.org/10.1177/197140099400700104.

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A collaborative research project between the Medical Systems Research Group, De Montfort University Leicester, and the School of Cognitive and Computing Sciences, University of Sussex, is examining the feasibility of utilising statistical-based principles and a structured image description language for tutoring about radiological image interpretation and diagnosis. This paper describes the construction of a sophisticated intelligent tutoring system (ITS) for the interpretation of magnetic resonance images in the diagnosis of cerebral disease. The outcome of the project will be a tutoring syste

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Kane-lturrioz, Rosario. "Computer-based language assessment: a formative approach." ReCALL 9, no. 1 (1997): 15–21. http://dx.doi.org/10.1017/s0958344000004584.

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This paper analyses new research into learner-assisted testing. The results of this research, in addition to advances in computer technology and programming, have opened up the possibility of helping students to learn more effectively by providing immediate feedback or further information in the form of clues or hints. The implications of these developments regarding a formative approach to assessment and autonomous learning are reviewed. Finally, innovative approaches within computer-based assessment of language learning, such as modules entirely taught through the use of computer courseware

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Kerr, Stephen T. "Soviet Applications of Microcomputers in Education: Developments in Research and Practice during the Gorbachev Era." Journal of Educational Computing Research 3, no. 1 (1987): 1–17. http://dx.doi.org/10.2190/n4x4-arep-0m44-ef12.

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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 seri

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Leutner, Detlev, and Gerd Schumacher. "The effects of different on-line adaptive response time limits on speed and amount of learning in computer assisted instruction and intelligent tutoring." Computers in Human Behavior 6, no. 1 (1990): 17–29. http://dx.doi.org/10.1016/0747-5632(90)90028-f.

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Jongen-Janner, Elena, and Fieny Pijls. "Intelligente Programma's Voor Grammatica- en Spellingonderwijs." Computer-ondersteund talenonderwijs 33 (January 1, 1989): 71–81. http://dx.doi.org/10.1075/ttwia.33.10jon.

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At the Nijmegen Institute for Cognition Research and Information Technology (NICI), linguistic modules have been developed to make computer simulations of human language processing possible. Those modules are also used in several practical applications in the field of computer-assisted instruction. In order to improve the results of te teaching of grammar and spelling in Dutch and Flemish schools, we developed two programs: BOUWSTENEN, an intelligent program for Dutch grammar teaching, and SPELRAAM, an intelligent program for the instruction of the spelling of Dutch verbs The innovative aspect

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Teng, Zhonghong, and Shukai Cai. "Application of Computer-Aided Instruction (CAI) in the Physical Education: Survey Analysis of Chinese Universities." Journal of Healthcare Engineering 2021 (September 24, 2021): 1–6. http://dx.doi.org/10.1155/2021/1328982.

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With the advent of artificial intelligence, computer-aided instruction has developed into intelligent computer-aided instruction. Computer-aided instruction not only overcomes many weaknesses of traditional physical education teaching but also significantly increases the teaching effect and efficiency. This article first studies and analyzes the characteristics of computer-aided instruction systems. Then, we use statistical methods and logical analysis to randomly select two classes of undergraduate students as the experimental and control group, respectively. In the control group, the traditi

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Pedroza-Méndez, Blanca Estela, Juan Manuel Gonzalez-Calleros, Josefina Guerrero-García, and Cesar A. Collazos. "Continuous Evaluation of the Learning Process of Algebra Through a Semi-Automated Tool." Journal of Information Technology Research 12, no. 3 (2019): 1–20. http://dx.doi.org/10.4018/jitr.2019070101.

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Personalized education is an issue that is being considered in the development of automated tools. Personalized education refers to the fact that students' characteristics must be considered to determine the type of teaching or instructional design that must be provided to him/her. Within the area of intelligent tutorial systems (STI), student characteristics are handled within the student's module and usually refer to the student's skills, learning styles and prior knowledge of the subject of interest. The latter is closely related to the need to constantly assess the student, which is a proc

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Furuhama, Yutaka, Kazuo Furuta, and Shunsuke Kondo. "Identification of causes of human errors in support of the development of intelligent computer-assisted instruction systems for plant operator training." Reliability Engineering & System Safety 47, no. 2 (1995): 75–84. http://dx.doi.org/10.1016/0951-8320(94)00041-l.

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Zhu, Lijin. "Computer Vision-Driven Evaluation System for Assisted Decision-Making in Sports Training." Wireless Communications and Mobile Computing 2021 (August 26, 2021): 1–7. http://dx.doi.org/10.1155/2021/1865538.

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Computer vision has become a fast-developing technology in the field of artificial intelligence, and its application fields are also expanding, thanks to the rapid development of deep learning. It will be of great practical value if it is combined with sports. When a traditional exercise assistance system is introduced into sports training, the athlete’s training information can be obtained by monitoring the exercise process through sensors and other equipment, which can assist the athlete in retrospectively analyzing the technical actions. However, the traditional system must be equipped with

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Shan, Qi. "Intelligent Learning Algorithm for English Flipped Classroom Based on Recurrent Neural Network." Wireless Communications and Mobile Computing 2021 (September 13, 2021): 1–8. http://dx.doi.org/10.1155/2021/8020461.

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Reading and writing are the foundations of English learning as well as an important method of instruction. With the advancement of network technology and the onset of the information age, an increasing number of students have lost interest in traditional English reading and writing instruction in the classroom. Flipped classrooms have emerged as a result of this situation and have become the focus of research in one fell swoop. As a result, flipped classroom research at home and abroad has primarily focused on the theory and practical application of flipped classrooms, and flipped classroom ap

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Raineri, Deanna M., Bradley G. Mehrtens, and Alfred W. Hubler. "CyberProf - An Intelligent Human-Computer Interface for Interactive Instruction on the World Wide Web." Online Learning 1, no. 2 (2019). http://dx.doi.org/10.24059/olj.v1i2.1936.

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Advances in computer technology and the human-computer interface have created a wealth of new opportunities for the development of computer-based instruction and intelligent tutoring systems. Unfortunately, much of the material currently available amounts to little more than "electronic books," in which learning is still accomplished by reading text and viewing two dimensional images. This paper describes the features of CyberProf - an interactive, World Wide Web-based teaching system developed at the University of Illinois. Using CyberProf, instructors can create on-line lecture notes that in

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Banjade, Rabin, Priti Oli, Lasang Jimba Tamang, Jeevan Chapagain, and Vasile Rus. "Domain Model Discovery from Textbooks for Computer Programming Intelligent Tutors." International FLAIRS Conference Proceedings 34, no. 1 (2021). http://dx.doi.org/10.32473/flairs.v34i1.128561.

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We present a novel approach to intro-to-programming domain model discovery from textbooks using an over-generation and ranking strategy. We first extract candidate key phrases from each chapter in a Computer Science textbook focusing on intro-to-programming and then rank those concepts according to a number of metrics such as the standard tf-idf weight used in information retrieval and metrics produced by other text ranking algorithms. Specifically, we conduct our work in the context of developing an intelligent tutoring system for source code comprehension for which a specification of the key

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Caeiro Rodríguez, Manuel, Fernando Ariel Mikic-Fonte, Jorge Fontenla-González, Roberto Pérez-Rodríguez, Juan Carlos Burguillo-Rial, and Martín Llamas-Nistal. "Adding TQ-BOT into a Third-party Learning Management System." Informática na educação: teoria & prática 14, no. 1 (2011). http://dx.doi.org/10.22456/1982-1654.21903.

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Intelligent Tutoring Systems are computer programs that aim at providing personalized instruction to students. In recent years, artificial intelligence conversational robots, usually known as chatterbots, have become very popular in the Internet. In this paper we show how chatterbots can be integrated in e-Learning Systems. To perform such an integration the Service Oriented Architecture paradigm is adopted and e-learning standardization initiatives are considered. A middleware is provided to enable the integration and reuse of chatterbots by e-Learning systems enabling a tight control of thei

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Jia, Jiyou, and Yunfan He. "The design, implementation and pilot application of an intelligent online proctoring system for online exams." Interactive Technology and Smart Education ahead-of-print, ahead-of-print (2021). http://dx.doi.org/10.1108/itse-12-2020-0246.

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Purpose The purpose of this study is to design and implement an intelligent online proctoring system (IOPS) by using the advantage of artificial intelligence technology in order to monitor the online exam, which is urgently needed in online learning settings worldwide. As a pilot application, the authors used this system in an authentic university online exam and checked the proctoring result. Design/methodology/approach The IOPS adopts the B/S (Browser/Server) architecture. The server side is implemented with programming language C and Python and stores the identification data of all examinee

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Viccari, Rosa M., Demetrio A. Ovalle, and Jovani A. Jimenez. "ALLEGRO: Teaching/Learning Multi-Agent Environment using Instructional Planning and Cases- Based Reasoning (CBR)." CLEI Electronic Journal 10, no. 1 (2007). http://dx.doi.org/10.19153/cleiej.10.1.4.

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   This paper presents a description of the environments of individualized learning (Based on the Intelligent Tutoring Systems, ITS), the Computer Supported Collaborative Learning (CSCL), Multi-Agent Systems (MAS) and the artificial intelligence techniques called: Instruc- tional Planning (IP) and Case-Based Reasoning (CBR). Finally ALLEGRO is presented, a MAS environment of support to the teaching/learning process that includes all previous artificial in- telligence elements.  

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Julian, Danielle, and Roger Smith. "Developing an intelligent tutoring system for robotic‐assisted surgery instruction." International Journal of Medical Robotics and Computer Assisted Surgery 15, no. 6 (2019). http://dx.doi.org/10.1002/rcs.2037.

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Kochmar, Ekaterina, Dung Do Vu, Robert Belfer, Varun Gupta, Iulian Vlad Serban, and Joelle Pineau. "Automated Data-Driven Generation of Personalized Pedagogical Interventions in Intelligent Tutoring Systems." International Journal of Artificial Intelligence in Education, July 27, 2021. http://dx.doi.org/10.1007/s40593-021-00267-x.

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AbstractIntelligent tutoring systems (ITS) have been shown to be highly effective at promoting learning as compared to other computer-based instructional approaches. However, many ITS rely heavily on expert design and hand-crafted rules. This makes them difficult to build and transfer across domains and limits their potential efficacy. In this paper, we investigate how feedback in a large-scale ITS can be automatically generated in a data-driven way, and more specifically how personalization of feedback can lead to improvements in student performance outcomes. First, in this paper we propose a

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"Language teaching." Language Teaching 36, no. 2 (2003): 120–57. http://dx.doi.org/10.1017/s0261444803211939.

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03—230 Andress, Reinhard (St. Louis U., USA), James, Charles J., Jurasek, Barbara, Lalande II, John F., Lovik, Thomas A., Lund, Deborah, Stoyak, Daniel P., Tatlock, Lynne and Wipf, Joseph A.. Maintaining the momentum from high school to college: Report and recommendations. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 1—14.03—231 Andrews, David R. (Georgetown U., USA.). Teaching the Russian heritage learner. Slavonic and East European Journal (Tucson, Arizona, USA), 45, 3 (2001), 519—30.03—232 Ashby, Wendy and Ostertag, Veronica (U. of Arizona, USA). How well can

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