Blending intelligent and reciprocal tutoring systems

Mavani, Monali

doi:10.1145/1741906.1742069

Cited by 3 publications

(4 citation statements)

References 6 publications

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“…We found a work that considers the construction of gamified ITSs (González et al, 2014). We also found two papers that propose an ontology-driven architecture in the context of ITS (Mavani, 2010;da Silva et al, 2011). Mitrovic et al (2009) present ASPIRE, which is an authoring environment that enhances the speed and facility to develop constraint-based tutors that automatically deploy tutoring systems on the web.…”

Section: Support For Evolving/changing Gamified Intelligent Tutoring mentioning

confidence: 82%

An ontology-driven software product line architecture for developing gamified intelligent tutoring systems

Dermeval

Leite

Almeida

et al. 2017

IJKL

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Intelligent tutoring systems (ITSs) are effective to provide instruction for students in several situations. Many works have been using gamification by adding game elements to learning contexts aiming to engage students and to drive desired learning behaviours. However, the design of gamified ITS should deal with a huge variability. Software product lines (SPLs) promise to offer rapid product development and more affordable development costs to build software from the same family. A key factor to successfully implement a product-line approach is to structure commonalities and variabilities into a product line architecture (PLA). In this paper, we propose a PLA for developing gamified ITSs that uses an ontology-driven feature modelling strategy. We illustrate how our architecture could be applied to instantiate a product on the basic math domain. We also discuss a set of implications of using it as well as how it could support the evolution/changing of gamified ITSs.

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Section: Support For Evolving/changing Gamified Intelligent Tutoring mentioning

confidence: 82%

An ontology-driven software product line architecture for developing gamified intelligent tutoring systems

Dermeval

Leite

Almeida

et al. 2017

IJKL

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“…(4) Serbia 2021 Designing and validating the questionnaire used to measure the attitude of students E-learning [ 21 ] IOP Conference. Series: Materials Science and Engineering Kaiser-Meyer- Olkin, Bartlett's Test Sphericity, Cronbach's Alpha Students No Validity and Reliability of the Questionnaire E-Learning, ICT M Mavani (1) India 2010 Blending Intelligent and Reciprocal Tutoring Systems [ 15 ] (ICWET ‘10). ACM Evaluation and Analyzer Agent, LMS Researchers Blended Architecture E-Learning, RTS Jiragorn Chalermdit, Prachyanun Nilsook, Panita Wannapiroon (3) Thailand 2019 Graphical Tutoring System Using the IoT to Develop the Competency of ES [ 8 ] iJOE Journal IOT, STS Researchers Graphical Tutoring System with IOT platform E-Learning, IOT, STS Jay E,.…”

Section: Literature Reviewmentioning

confidence: 99%

Smart education system to improve the learning system with CBR based recommendation system using IoT

M.R.M,

Dabade,

et al. 2023

Heliyon

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“…The use of learning analytics applications in class has advantages for teachers. One of these advantages would be the analytics of systematic periodic errors (Erpenbeck & Sauter, 2013;Mavani, 2010;Vollrath & Roth, 2012). HY 4: Pupils prefer the "Plusminus-Trainer".…”

Section: Purpose Of the Studymentioning

confidence: 99%

“…The software provides error, problem and improvement analyzes. Consequently, following the learning analytical approach (Long & Siemens, 2011) learners are additionally supported by coaches (Erpenbeck & Sauter, 2013;Mavani, 2010). Clow (2011) describes the use of the learning analytical applications with the learning analytics cycle.…”

Section: Introductionmentioning

confidence: 99%

Use of Learning-Analytics-Applications in Mathematic with Elementary Learners

Ebner

Pronegg²

2015

IJARE

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This paper describes a study about the use of learning analytical applications in everyday school life. The research study took place in an Austrian secondary school during the mathematics courses. The subjects of the courses were the four basic arithmetical operations in the set of the natural numbers. All together two mathematics classes with 46 children at the age of 10 to 11 participated in this study. The aim was to test the usefulness of mathematics trainers, developed by the University of Technology in Graz, under real conditions. Therefore, one of the classes was determined as the experimental group, which studied with the mathematics trainers. The other class was set as the control group. This class operated with traditional exercise sheets. A pre-test and post-test control-group study indicated that the use of mathematics trainers does not decrease learning outcomes, but it points out other benefits during the whole learning arrangement. These advantages include error analysis, time saving in comparing the homework and enjoying the work with the trainers.

show abstract

Blending intelligent and reciprocal tutoring systems

Cited by 3 publications

References 6 publications

An ontology-driven software product line architecture for developing gamified intelligent tutoring systems

An ontology-driven software product line architecture for developing gamified intelligent tutoring systems

Smart education system to improve the learning system with CBR based recommendation system using IoT

Use of Learning-Analytics-Applications in Mathematic with Elementary Learners

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