An empirical model for tutoring strategy selection in multimedia tutoring systems

Tong, Amelia K. Y.; Angelides, Marios C.

doi:10.1016/s0167-9236(00)00061-0

Cited by 6 publications

(8 citation statements)

References 27 publications

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“…The model for tutoring strategy selection is derived by uncovering the underlying principles of tutoring strategy selection [Tong, 1998], from aspects suggested or used among the current practices in machine and human teaching [Siegler. In addition, it includes a model for tutoring strategy selection to determine which tutoring strategy is to be used for a particular student, which in turn determines how the tutorial is to be delivered.…”

Section: Discussionmentioning

confidence: 99%

“…From such information, his cognitive needs and the most suitable tutoring strategy for the student may be deduced by the model for tutoring strategy selection [Tong, 1998], ARISTOTLE'S student model represents the student knowledge, the student's implicit tutoring strategy preference and the student's advancement level. This includes the knowledge, concept and skills which the student has obtained, those for which the student has shown some understanding of, as well as misconceptions acquired.…”

Section: The Student Modelmentioning

confidence: 99%

“…A student attaining high test scores after learning with a particular tutoring strategy reflects the tutoring strategy's success with that individual student [Hannafin & Land, 1997;Tong, 1998], The advancement level in the student model represents two stages of the student cognitive progress: novice and advanced. This preference is demonstrated implicitly by the individual success rates of the different tutoring strategies with the student.…”

Section: The Student Modelmentioning

confidence: 99%

“…9, No. Figure 7 illustrates the sequence and alternatives the model for tutoring strategy selection [Tong, 1998] If the implicit preference does not indicate a particular preferred tutoring strategy (e.g., because two or more tutoring strategies have the same weight), then the general success rates from the tutor knowledge are used to filter the set further. 9, No.…”

mentioning

confidence: 99%

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ARISTOTLE: A Multimedia-Based Intelligent Tutoring System for Zoology

Tong¹,

Agius²

1999

Journal of Intelligent Systems

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As multimedia training environments become increasingly popular, many have placed multimedia systems diametrically opposite to intelligent tutoring systems (ITSs) in a schema of educational applications of computers. Some argue, however, that multimedia systems lack the goaloriented teaching approach of an ITS. Multimedia could, however, be integrated into the architecture of an ITS, such that information is easy to create and to retrieve as networks of interconnected multimedia documents, together with the different means of delivering information to the student. This paper illustrates, through the discussion pertaining to the implementation of ARISTOTLE, a tutoring system for zoology, how multimedia can be incorporated into an ITS.

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Section: Discussionmentioning

confidence: 99%

Section: The Student Modelmentioning

confidence: 99%

Section: The Student Modelmentioning

confidence: 99%

mentioning

confidence: 99%

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ARISTOTLE: A Multimedia-Based Intelligent Tutoring System for Zoology

Tong¹,

Agius²

1999

Journal of Intelligent Systems

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“…A university has an abundance of creative people from a wide range of disciplines who are extremely eclectic in their teaching philosophies and practices. Choosing one educational software solution to satisfy this group would be a major challenge ( Tong & Angelides 2000 )…”

Section: The Application Of Computer‐supported Learningmentioning

confidence: 99%

A web‐based learning and assessment system to support flexible education

Gardner

Sheridan

White

2002

Computer Assisted Learning

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At a time where increased costs and resource constraints are experienced by many tertiary institutions globally, the pressure to find alternative methods to deliver teaching and assessment increases. Whilst the individual learning experience is paramount, the need to manage the numbers, resources and assessment provide an administrative overhead and headache to all teaching staff. With this predicament in mind a computer-supported learning system (CECIL) was developed. It is a webbased teaching and learning resource and administration system. This paper describes the CECIL structure and discusses the potential benefits that a university-wide resource management system may have in terms of the educational flexibility and resource sharing.

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