Developing an Adaptive Web-based Intelligent Tutoring System Using Mastery Learning Technique

Abstract

In this paper, we present an Adaptive Web-Based Intelligent Tutoring System using Mastery Learning Technique. According to the level of student knowledge, this system was adapted rule-based techniques and student profiling to generate lessons and tests for them and the system was automatically adjusted suitably adaptive lessons and tests for student when he/she can pass a specified test. This prototype was designed for enhancement JAVA Programming Language Courses in Suan Sunandha Rajabhat University, Thailand for freshman student. The experimental results showed that rule-based and student profiling approaches can help student learning and reduce time consuming study. To evaluate the preliminary prototype system, questionnaires were used to measure user satisfaction with system usability by teacher and student. The results were satisfactory as followed: Means for teacher and students were 4.15 and 4.23, and standard deviation for specialists and users were 0.645 and 0.714 respectively.

A proposal to develop a guided-inquiry mobile learning with a mastery learning mechanism for improving students' learning performance and attitudes in Physics

“…In the meantime, students were reflected with the feedback given while monitoring their learning status. These results agreed with previous studies showing that the students felt the learning system useful once they received meaningful learning activities according to their actuality of learning (Furo, 2014;Kularbphettong et al, 2015;Lin et al, 2013). While Chookaew et al (2014), Hsu et al (2013), andSong et al (2012) reported that students' personality (e.g.…”

Intelligent tutorial system based on personalized system of instruction to teach or remind mathematical concepts

“…With respect to the impact of e-assessments in mathematics, the majority of the studies show that e-assessments with formative feedback contribute to student learning and improve student performance on the final course exam (Varsavsky 2004;Roth et al 2008;Ruokokoski 2009;Rasila et al 2010;Angus and Watson 2009;Huisman and Reedijk 2012;Rivera et al 2013;White et al 2014;Pacheco-Venegas et al 2015.). Research confirms the positive effects of the implementation of the PSI pedagogy in mathematics and programming higher education by the use of video clips and e-assessments (Rae and Samuels 2011;Shafie et al 2010;Kularbphettong et al 2015).…”

“…Paiva et al (2015) present the project design features, its development and implementation, evaluation of the tools used and results of studies with the students involved in the project. This paper describes the design, development, implementation and evaluation of an intelligent online tutoring system (TS) (Chrysafiadi and Virvou 2013;Kularbphettong et al 2015;Zhang et al 2014) designed to teach or to remind math concepts essential for the integration of students of engineering, economics, management, among others, in mathematics higher education. The TS, which we developed in MITO platform, consists of small self-paced modularized units of educational contents including tutorial videos, notes and formative eassessments with personalized feedback.…”

diffMOOC: Differentiated Learning Paths Through the Use of Differentiated Instruction within MOOC

“…His model is developed around key concepts, namely: differentiated and individualized practices, monitoring progress, evaluation, and feedback [34]. Mastery learning affirms as well as differentiated instruction that most learners are able to acquire competencies and succeed in their learning.…”