The Research and Design of Web-based Intelligent Tutoring System

Abstract

With the popularity of emerging intelligent tutoring system, combined computer assisted instruction with artificial intelligence, the artificial researches and designs webbased intelligent tutoring system, especially makes an analysis on the structural composition and key technology. Based on the intelligent technology, there are five models in the intelligent tutoring system. They are cognition student model, knowledge representation model, intelligence frame tutoring model and learning guidance reasoning model. By the five models, it can be a more intelligent college tutoring system. It not only can improve the efficiency, but also can build an intelligent management on tutoring and learning. Then it can bring much convenience for tutoring and has much practical significance.

The Potential of Artificial Intelligence in Higher Education

“…It could be a level of questioning based on prior answering, or suggested reading material based on what the student has searched for before. Huang & Chen (2016) described the different aspects of intelligent tutoring systems in higher education as: 1) Student model: Information on the student's knowledge, cognitive level, learning motivation and style.…”

Propósitos De La Educación Frente a Desarrollos De Inteligencia Artificial

“…Además, ofrecen intervenciones en procesos académicos de los estudiantes: enganche, motivación, participación, retención, cognición (Zawacki et al, 2019;Marín, 2018;Huang, 2018). Asimismo, influyen en el rendimiento con tutores, aplicaciones, agentes autónomos inteligentes o asistentes virtuales (Sichman, 2021;Vicari, 2021;Alexander et al, 2019;Lodhi et al, 2018;Hussain et al, 2018;Howard et al, 2017;Sebastian & Richards, 2017;Huang & Chen, 2016) y reconfiguran escenarios mediante desarrollos de Realidad Aumentada (RA) que enriquecen los espacios físicos reales por medio de sonidos e imágenes (Munnerley et al, 2014) y Realidad Mixta (RM) en la cual coexisten objetos digitales y físicos (Adams et al, 2018). Por último, otros sistemas automatizan prácticas de enseñanza-aprendizaje con técnicas como la Logistic Regression (LR), Random Forest (RF), Data Mining (DM) entre otras (Sreenivasa et al, 2018;Umer et al, 2017;Hoffait & Schyns, 2017).…”

“…Estos sistemas de aprendizaje adaptativo se ajustan al nivel y tipo de contenido, de acuerdo con el logro de habilidades del estudiante (Adams et al, 2018), así como a los diversos estilos de aprendizaje y a las múltiples inteligencias, con el aumento de factores de interés, atracción y flexibilidad en tiempos y lugares (Munnerley et al, 2014). En el marco de los desarrollos para personalizar los procesos docentes (Campos & Lastória, 2020), uno de estos sistemas, Intelligence Computer Assisted Instruction, se basa en la teoría de aprendizaje constructivo y establece un modelo cognitivo personalizado que determina el progreso y dominio de contenidos, además de analizar, decidir y construir una estrategia de aprendizaje adaptada al estudiante (Huang & Chen, 2016).…”

Artificial Intelligence: A Universal Virtual Tool to Augment Tutoring in Higher Education

“…Some of the strong literature focuses on the similar problem statement: Jackson Cossitt presents the implementation and validation part of the intelligent tutoring system for a course of a time or a period of study and they could not identify the presence of any longitudinal studies. Huang and Chen [ 6 ] discusses various models utilized in the intelligent tutoring process especially on student's knowledge level, learning pedagogy, IQ level, skills, performance analysis, and teaching methodologies, etc.. Dasic et al [ 7 ] made an analytical literature review of intelligent tutoring systems and discussed its execution and usage with concepts of modern learning. Lodhi et al [ 8 ] briefs about the teaching-learning experiences in the sector of education and also they formulated StuA, (student assistant) which fosters the need of newcomers while they join a college by answering their anxieties about faculties, level of evaluations, extra curriculum activities, services offered by libraries and the extracurricular activities prevailing in college, etc.…”