Intelligent tutoring systems for asynchronous distance education

Rosi, Maja; Stankov, Slavomir; Glavinić, Vlado

doi:10.1109/melcon.2000.880380

Cited by 8 publications

(5 citation statements)

References 1 publication

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“…ITS in parallel with lectures can also be beneficial for the teacher, as he or she receives information about problems and common mistakes and can therefore detect and correct possible weaknesses of his or her lecture. In order to combine the advantages of asynchronous learning and an ITS, it is possible to embed an ITS in a learning platform (Figure 1) so that the learner can access learning materials and work on tasks individually, independent of time and place [13]. With the help of the ITS, his or her learning process is accompanied by direct feedback.…”

Section: Support Of Asynchronous Learning By Intelligentmentioning

confidence: 99%

Development of an Intelligent Tutoring System for Design Education

Hoppe¹,

Plappert²,

Gembarski³

et al. 2020

Proceedings of the 22nd International Conference on Engineering and Product Design Education

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To develop problem-solving skills during engineering studies, students must be given the opportunity to act independently and to apply their expertise in professional application situations with feedback that promotes learning. Although practical projects in university teaching deal with real-world problems, individual support and promotion of the students is often difficult due to a lack of personnel and time.Asynchronous learning methods such as e-learning platforms, on which exercises can be made directly available to students, offer a supplement to this. Since the problems of design theory do not contain a unique correct solution but allow a multitude of valid results, the simple true/false question formats of most platforms are unsuitable for the evaluation of design tasks. In this paper a system architecture is presented which provides students with asynchronous design tasks, automatically evaluates solution variants and thus supports the solution process individually by direct feedback. The functionality of the described system was verified and tested by several students, which allowed to demonstrate the usability of the system in the context of education. A subsequent evaluation presents the strengths and weaknesses of the task and the feedback generated by the system.

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Section: Support Of Asynchronous Learning By Intelligentmentioning

confidence: 99%

Development of an Intelligent Tutoring System for Design Education

Hoppe¹,

Plappert²,

Gembarski³

et al. 2020

Proceedings of the 22nd International Conference on Engineering and Product Design Education

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“…Emotional intelligence is the ability to recognize, interpret, and influence someone's emotions. When the effect of feeling on thinking is known, this can be used in order to improve someone's cognitive abilities [7], [22]. It is hence natural to include emotional intelligence into the learning process.…”

Section: A Emotionalizing Learning In Iitsmentioning

confidence: 99%

Intellectual Intelligent Tutoring System: The ITS with Emotions

Rishi¹

2009

IJET

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Emotional Intelligence (EI) is emerging as an important factor in high performance at work, at school, collage, or at home. Learner performances depend on the external conditions or circumstances that exist when learning occurs. Recent research results indicate that cognitive processes are related to emotions and it play a powerful role in cognitive processes. Since emotions are omnipresent in any kind of interaction it can be advantageous to take them into account, particularly in the context of an intelligent tutoring system (ITS). In traditional learning environments, the teacher attempts to ensure the best conditions for learning and especially the emotional conditions. For Example, he introduces a joke in the classroom, in order to change the current emotions of the learners, if they are bored or frustrated. Whereas the existing Intelligent Tutoring Systems (ITS) are lacked of considering the emotional conditions of learning that should exist in order to motivate the learners and to facilitate the achievement of learning.In the present paper we propose a way to detect and manage learner's emotions in order to improve the learning process and the emotional conditions of learning that should exist in a learning activity according to the cognitive process activated. Also, we demonstrate that adding an emotional charge to a learning content additionally helps the learning process, in particular the memorization process, which is known to be of central importance in any form of learning. These mark a significant step towards Intellectual Intelligent Tutoring Systems that are emotionally intelligent and hence cope in a beneficiary w ay with a learner's emotions

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“…Huang et al [17] proposed a framework, called the standardized course generation process (SCGP), which includes an e-learning portal, an authoring tool technique, and a material arrangement agent to provide learning suggestions for individual learners. Obviously, the developments of ITSs in web-based learning environments will be continued and become an extremely important trend in education for the seeing future [7,18,29,32].…”

Section: Introductionmentioning

confidence: 99%