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Thematische Bibliographien / Intelligent tutoring systems / Dissertationen

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Dissertationen zum Thema „Intelligent tutoring systems“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

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1

Brown, Quincy Lee Frank Salvucci Dario. "Mobile intelligent tutoring system : moving intelligent tutoring systems off the desktop /." Philadelphia, Pa. : Drexel University, 2009. http://hdl.handle.net/1860/3114.

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2

Razzaq, Leena M. "Tutorial dialog in an equation solving intelligent tutoring system." Link to electronic thesis, 2004. http://www.wpi.edu/Pubs/ETD/Available/etd-0107104-155853.

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Thesis (M.S.)--Worcester Polytechnic Institute.<br>Keywords: cognitive model; model-tracing; intelligent tutoring system; tutoring; artificial intelligence. Includes bibliographical references (p. 55-57).

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Thompson, Allan. "Adaptive intelligent tutoring systems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22783.pdf.

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4

MATOS, Diego Dermeval Medeiros da Cunha. "Authoring gamiﬁed intelligent tutoring systems". Universidade Federal de Campina Grande, 2017. http://dspace.sti.ufcg.edu.br:8080/jspui/handle/riufcg/867.

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Submitted by Maria Medeiros (maria.dilva1@ufcg.edu.br) on 2018-06-04T13:17:59Z No. of bitstreams: 1 DIEGO DERMEVAL MEDEIROS DA CUNHA MATOS - TESE (PPGCC) 2017.pdf: 5848671 bytes, checksum: b890812e50eefda440fc048fd77b0f93 (MD5)<br>Made available in DSpace on 2018-06-04T13:17:59Z (GMT). No. of bitstreams: 1 DIEGO DERMEVAL MEDEIROS DA CUNHA MATOS - TESE (PPGCC) 2017.pdf: 5848671 bytes, checksum: b890812e50eefda440fc048fd77b0f93 (MD5) Previous issue date: 2017-03-17<br>Sistemas Tutores Inteligentes (STIs) têm recibo a atenção de acadêmicos e proﬁssionais desde da década de 70. Tem havido um gra

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Gong, Yue. "Student Modeling in Intelligent Tutoring Systems." Digital WPI, 2014. https://digitalcommons.wpi.edu/etd-dissertations/403.

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"After decades of development, Intelligent Tutoring Systems (ITSs) have become a common learning environment for learners of various domains and academic levels. ITSs are computer systems designed to provide instruction and immediate feedback, which is customized to individual students, but without requiring the intervention of human instructors. All ITSs share the same goal: to provide tutorial services that support learning. Since learning is a very complex process, it is not surprising that a range of technologies and methodologies from different fields is employed. Student modeling is a

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Buckenmeyer, Michelle. "User characteristics in intelligent tutoring systems /." Online version of thesis, 1992. http://hdl.handle.net/1850/10998.

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7

Green, Derek Tannell. "INTELLIGENT TUTORING SYSTEMS FOR SKILL ACQUISITION." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/203476.

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Throughout history education has been restricted to a relatively small percentage of the world's population. The cause can be attributed to a number of factors; how- ever, it has been chiefly due to excessive cost. As we enter the information age it becomes conceivable to make education freely available to anyone, anywhere, any- time. The Intelligent Tutoring System is an automated teaching system designed to improve through experience, eventually learning to tailor its teaching to perfectly match each individual student's needs and preferences. In this dissertation we describe a template whic

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Riccucci, Simone <1978&gt. "Knowledge management in intelligent tutoring systems." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2008. http://amsdottorato.unibo.it/916/1/Tesi_Riccucci_Simone.pdf.

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In the last years, Intelligent Tutoring Systems have been a very successful way for improving learning experience. Many issues must be addressed until this technology can be defined mature. One of the main problems within the Intelligent Tutoring Systems is the process of contents authoring: knowledge acquisition and manipulation processes are difficult tasks because they require a specialised skills on computer programming and knowledge engineering. In this thesis we discuss a general framework for knowledge management in an Intelligent Tutoring System and propose a mechanism based on f

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Riccucci, Simone <1978&gt. "Knowledge management in intelligent tutoring systems." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2008. http://amsdottorato.unibo.it/916/.

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In the last years, Intelligent Tutoring Systems have been a very successful way for improving learning experience. Many issues must be addressed until this technology can be defined mature. One of the main problems within the Intelligent Tutoring Systems is the process of contents authoring: knowledge acquisition and manipulation processes are difficult tasks because they require a specialised skills on computer programming and knowledge engineering. In this thesis we discuss a general framework for knowledge management in an Intelligent Tutoring System and propose a mechanism based on f

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Baker, Michael J. "Negotiated tutoring : an approach to interaction in intelligent tutoring systems." Thesis, Open University, 1990. http://oro.open.ac.uk/54150/.

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This thesis describes a general approach to tutorial interaction in Intelligent Tutoring Systems, called "Negotiated Tutoring". Some aspects of the approach have been implemented as a computer program in the 'KANT' (Kritical Argument Negotiated Tutoring) system. Negotiated Tutoring synthesises some recent trends in Intelligent Tutoring Systems research, including interaction symmetry, use of explicit negotiation in dialogue, multiple interaction styles, and an emphasis on cognitive and metacognitive skill acquisition in domains characterised by justified belief. This combination of features ha

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Macasek, Michael A. "Towards teachers quickly creating tutoring systems." Link to electronic thesis, 2005. http://www.wpi.edu/Pubs/ETD/Available/etd-122005-162550/.

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Thesis (M.S.)--Worcester Polytechnic Institute.<br>Keywords: collaboration; Intelligent Tutoring System; portal; teacher tools; Assistment; Assistment Project Includes bibliographical references. (p.37-38)

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Weragama, Dinesha Samanthi. "Intelligent tutoring system for learning PHP." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/63202/1/Dinesha%20Samanthi_Weragama_Thesis.pdf.

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This thesis investigates the possibility of using an adaptive tutoring system for beginning programming students. The work involved, designing, developing and evaluating such a system and showing that it was effective in increasing the students’ test scores. In doing so, Artificial Intelligence techniques were used to analyse PHP programs written by students and to provide feedback based on any specific errors made by them. Methods were also included to provide students with the next best exercise to suit their particular level of knowledge.

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Weerasinghe, A. "A General Model of Adaptive Tutorial Dialogues for Intelligent Tutoring Systems." Thesis, University of Canterbury. Computer Science and Software Engineering, 2013. http://hdl.handle.net/10092/8732.

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Adaptive tutorial dialogues have been successfully employed by ITSs to facilitate deep learning of conceptual domain knowledge. But none of the approaches used for generating dialogues have been used across instructional domains and tasks. The objective of this project was twofold: (i) to propose a general model that provides adaptive dialogue support in both well- and ill-defined instructional tasks (ii) to explore whether adaptive tutorial dialogues are better than non-adaptive dialogues in acquiring domain knowledge. Our model provides adaptive dialogue support by identifying the concepts

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Tong, Amelia Ka Yan. "Developing a model for tutoring strategy selection in intelligent tutoring systems." Thesis, London School of Economics and Political Science (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267977.

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Variation in tutoring strategy plays an important part in Intelligent Tutoring Systems (ITSs). The potential for providing an adaptive ITS depends initially on having a range of tutoring strategies to select from. However, in order to react effectively to the student's needs, an ITS not only has to be able to simply offer different tutoring strategies but to choose intelligently among them and determine which one is best for an individual student at a particular moment. This thesis first examines, through literature review and interactions with existing systems, the current practices of ITSs r

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Landau, Harry Edward. "Intelligent tutoring systems : a design support tool /." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1994. http://handle.dtic.mil/100.2/ADA288489.

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Thesis (M.S. in Information Technology Management) Naval Postgraduate School, September 1994.<br>Thesis advisor(s): Kishore Sengupta, B. Ramesh. "September 1994." Bibliography: p. 41-42. Also available online.

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Moore, David John. "Dialogue game theory for intelligent tutoring systems." Thesis, Leeds Beckett University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333697.

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Nielsen, Rodney D. "Learner answer assessment in Intelligent Tutoring Systems." Connect to online resource, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3303833.

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Moyse, Roderick. "Multiple viewpoint the tutoring systems." Thesis, Open University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.290206.

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Hall, Douglas Lee. "A Comparative Analysis of Guided vs. Query-Based Intelligent Tutoring Systems (ITS) Using a Class-Entity-Relationship-Attribute (CERA) Knowledge Base." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331475/.

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One of the greatest problems facing researchers in the sub field of Artificial Intelligence known as Intelligent Tutoring Systems (ITS) is the selection of a knowledge base designs that will facilitate the modification of the knowledge base. The Class-Entity-Relationship-Attribute (CERA), proposed by R. P. Brazile, holds certain promise as a more generic knowledge base design framework upon which can be built robust and efficient ITS. This study has a twofold purpose. The first is to demonstrate that a CERA knowledge base can be constructed for an ITS on a subset of the domain of Cretaceous pa

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Choksey, Sanket Dinesh. "Developing an affordable authoring tool for intelligent tutoring systems." Link to electronic thesis, 2004. http://www.wpi.edu/Pubs/ETD/Available/etd-0825104-161218/.

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Thesis (M.S.)--Worcester Polytechnic Institute.<br>Keywords: Model Tracing; Intelligent Tutoring Systems; JESS production system; Debugging Tool; Cognitive Tutor Authoring Tools. Includes bibliographical references (p. 58-60).

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Lloyd, Nicholas M. "Measuring student engagement in an intelligent tutoring system." Link to electronic thesis, 2007. http://www.wpi.edu/Pubs/ETD/Available/etd-050307-134149/.

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Lindsey, Levi Scott. "Pen-Based Interfaces for Intelligent Statics Tutoring Systems." Thesis, University of California, Riverside, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1547829.

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<p> Here we present two intelligent tutoring systems for statics, the sub-discipline of engineering mechanics concerned with the analysis of mechanical systems in equilibrium under the action of forces. These systems are pen-based: one runs on Windows tablet PCs and the other on Livescribe<sup>TM</sup> smartpens with specially-designed paper worksheets. It is common for novice students to attempt to solve problems without understanding the fundamental concepts involved. For example, they may attempt to solve a new problem by adapting the solution to an example problem. This approach can lead t

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Zakharov, Konstantin. "Affect Recognition and Support in Intelligent Tutoring Systems." Thesis, University of Canterbury. Computer Science and Software Engineering, 2007. http://hdl.handle.net/10092/1216.

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Empirical research provides evidence of strong interaction between cognitive and affective processes in the human mind. Education research proposes a model of constructive learning that relates cognitive and affective processes in an evolving cycle of affective states. Intelligent Tutoring Systems (ITSs) are capable of providing comprehensive cognitive support. Affective support in ITSs, however, is lagging behind; the in-depth exploration of cognitive and affective processes in ITSs is yet to be seen. Our research focuses on the integration of affective support in an ITS enhanced with

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Atolagbe, Tajudeen Abayomi. "A generic architecture for interactive intelligent tutoring systems." Thesis, Brunel University, 2001. http://bura.brunel.ac.uk/handle/2438/5013.

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This research is focused on developing a generic intelligent architecture for an interactive tutoring system. A review of the literature in the areas of instructional theories, cognitive and social views of learning, intelligent tutoring systems development methodologies, and knowledge representation methods was conducted. As a result, a generic ITS development architecture (GeNisa) has been proposed, which combines the features of knowledge base systems (KBS) with object-oriented methodology. The GeNisa architecture consists of the following components: a tutorial events communication module,

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Hawkins, William J. "Boredom and student modeling in intelligent tutoring systems." Digital WPI, 2014. https://digitalcommons.wpi.edu/etd-theses/307.

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Over the past couple decades, intelligent tutoring systems (ITSs) have become popular in education. ITSs are effective at helping students learn (VanLehn, 2011; Razzaq, Mendicino & Heffernan, 2008; Koedinger et al, 1997) and help researchers understand how students learn. Such research has included modeling how students learn (Corbett & Anderson, 1995), the effectiveness of help given within an ITS (Beck et al, 2008), the difficulty of different problems (Pardos & Heffernan, 2011), and predicting long-term outcomes like college attendance (San Pedro et al, 2013a), among many other studies. Whi

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Wheeldon, Alan. "Improving human computer interaction in intelligent tutoring systems." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16587/1/Alan_Wheeldon_Thesis.pdf.

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ITSs (Intelligent Tutoring Systems) provide a way of addressing some of the issues that the more traditional CAI (Computer Aided Instruction) systems do not address - the individual learning needs and individual learning abilities and levels of users - so that the user is in control of their learning experience. An ITS needs to be able to provide an explanation, for a real world situation, that successfully meets the needs of the user. To ensure relevant explanation content requires the ITS be based on sound planning principles and tutoring knowledge as well as knowledge of the domain and the

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Wheeldon, Alan. "Improving human computer interaction in intelligent tutoring systems." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16587/.

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ITSs (Intelligent Tutoring Systems) provide a way of addressing some of the issues that the more traditional CAI (Computer Aided Instruction) systems do not address - the individual learning needs and individual learning abilities and levels of users - so that the user is in control of their learning experience. An ITS needs to be able to provide an explanation, for a real world situation, that successfully meets the needs of the user. To ensure relevant explanation content requires the ITS be based on sound planning principles and tutoring knowledge as well as knowledge of the domain and the

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Suraweera, Pramuditha. "Widening the Knowledge Acquisition Bottleneck for Intelligent Tutoring Systems." Thesis, University of Canterbury. Computer Science and Software Engineering, 2007. http://hdl.handle.net/10092/1150.

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Empirical studies have shown that Intelligent Tutoring Systems (ITS) are effective tools for education. However, developing an ITS is a labour-intensive and time-consuming process. A major share of the development effort is devoted to acquiring the domain knowledge that accounts for the intelligence of the system. The goal of this research is to reduce the knowledge acquisition bottleneck and enable domain experts to build the domain model required for an ITS. In pursuit of this goal an authoring system capable of producing a domain model with the assistance of a domain expert was developed. U

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Neubauer, Paul Richard. "An intelligent tutoring system for phonetic transcription." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845952.

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This thesis presents an intelligent system for tutoring phonetic transcription in introductory linguistics courses. It compares and contrasts this system with previous intelligent tutoring systems and presents an implementation of the present system. The problems and solutions encountered in implementing the system are described.Among the contributions and innovations are the fact that this system guides the student through several attempts at transcribing a word with increasingly specific feedback, and the fact that the system is organized in such a way that an instructor can add, modify or d

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Csizmadia, Vilmos. "Constructing an authoring tool for intelligent tutoring systems with hierarchical domain models." Link to electronic thesis, 2003. http://www.wpi.edu/Pubs/ETD/Available/etd-1222103-161814.

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Walonoski, Jason A. "Visual Feedback for Gaming Prevention in Intelligent Tutoring Systems." Digital WPI, 2006. https://digitalcommons.wpi.edu/etd-theses/23.

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A major issue in Intelligent Tutoring Systems is off-task student behavior, especially performance-based gaming, where students systematically exploit tutor behavior in order to advance through a curriculum quickly and easily, with as little active thought directed at the educational content as possible. The goal of this research was to explore the phenomena of off-task gaming behavior within the Assistments system, as well as to develop a passive visual indicator to deter and prevent off-task gaming behavior without active intervention via graphical feedback to the student and teachers. Trad

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Vasandani, Vijay. "Intelligent tutoring for diagnostic problem solving in complex dynamic systems." Diss., Georgia Institute of Technology, 1991. http://hdl.handle.net/1853/24934.

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Walonoski, Jason A. "Visual feedback for gaming prevention in intelligent tutoring systems." Link to electronic thesis, 2005. http://www.wpi.edu/Pubs/ETD/Available/etd-010806-205001/.

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Long, Yanjin. "Supporting Learner-Controlled Problem Selection in Intelligent Tutoring Systems." Research Showcase @ CMU, 2015. http://repository.cmu.edu/dissertations/653.

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Many online learning technologies grant students great autonomy and control, which imposes high demands for self-regulated learning (SRL) skills. With the fast development of online learning technologies, helping students acquire SRL skills becomes critical to student learning. Theories of SRL emphasize that making problem selection decisions is a critical SRL skill. Research has shown that appropriate problem selection that fit with students’ knowledge level will lead to effective and efficient learning. However, it has also been found that students are not good at making problem selection de

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Srisethanil, Chaisak. "Pedagogical framework for an engineering intelligent tutoring system." Diss., Georgia Institute of Technology, 1996. http://hdl.handle.net/1853/20240.

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Okpo, Juliet Airenvbiegbe. "Adaptive exercise selection for an intelligent tutoring system." Thesis, University of Aberdeen, 2018. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=238127.

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Adapting to learner characteristics is essential when selecting exercises for learners in an intelligent tutoring system. This thesis investigates how humans adapt next exercise selection (in particular difficulty level) to learner personality (self-esteem), invested mental effort, and performance to inspire an adaptive exercise selection algorithm. First, we describe the investigations to produce validated materials for the main studies, namely the creation and validation of self-esteem personality stories, mental effort statements, and mathematical exercises with varying levels of difficulty

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Mayo, Michael John. "Bayesian Student Modelling and Decision-Theoretic Selection of Tutorial Actions in Intelligent Tutoring Systems." Thesis, University of Canterbury. Computer Science, 2001. http://hdl.handle.net/10092/2565.

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This thesis proposes, demonstrates, and evaluates, the concept of the normative Intelligent Tutoring System (ITS). Normative theories are ideal, optimal theories of rational behaviour. Two normative theories suitable for reasoning under conditions of uncertainty are Bayesian probability theory, which allows one to update one’s beliefs about the world given previous beliefs and new observations, and decision theory, which shows how to fuse one’s preferences with one’s beliefs in order to rationally decide how to behave. A normative ITS is a tutoring system in which beliefs about the student (th

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Zhang, Jie. "An intelligent tutor : Smart Tutor /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23735879.

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Kseibat, Dawod. "Adaptive intelligent tutoring for teaching modern standard Arabic." Thesis, University of Bedfordshire, 2010. http://hdl.handle.net/10547/134371.

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The aim of this PhD thesis is to develop a framework for adaptive intelligent tutoring systems (ITS) in the domain of Modern Standard Arabic language. This framework will comprise of a new approach to using a fuzzy inference mechanism and generic rules in guiding the learning process. In addition, the framework will demonstrate another contribution in which the system can be adapted to be used in the teaching of different languages. A prototype system will be developed to demonstrate these features. This system is targeted at adult English-speaking casual learners with no pre-knowledge of the

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Staffan, Kenneth E. "An intelligent tutoring system for the German language /." Online version of thesis, 1993. http://hdl.handle.net/1850/11732.

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Rasmussen, Kai. "Developing a Cognitive Rule-Based Tutor for the ASSISTment System." Digital WPI, 2007. https://digitalcommons.wpi.edu/etd-theses/39.

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The ASSISTment system is a web-based tutor that is currently being used as an eighth and tenth-grade mathematics in both Massachusetts and Pennsylvania. This system represents its tutors as state-based "pseudo-tutors" which mimic a more complex cognitive tutor based on a set of production rules. It has been shown that building pseudo-tutors significantly decreases the time spent authoring content. This is an advantage for authoring systems such as the ASSITment builder, though it sacrifices greater expressive power and flexibility. A cognitive tutor models a student's behavior with general log

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Mathews, Moffat Mannunkal. "A Framework for Multiple Adaptable Pedagogical Strategies in Intelligent Tutoring Systems." Thesis, University of Canterbury. Computer Science and Software Engineering, 2012. http://hdl.handle.net/10092/7334.

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The need to give educators the ability to enter a particular teaching strategy of their choice into an Intelligent Tutoring System (ITS) and have the ITS respond appropriately to each student has been stated by many researchers. For example, an educator could tell the ITS to keep students within a certain help level ratio (how much help they request), or to introduce a new topic in a particular manner and the ITS simply carries this out at each learning point of interest. Educators could then try new strategies, ones that unaided are impossible to try out in class (such as keeping a student wi

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Li, Vincent. "Knowledge representation and problem solving for an intelligent tutoring system." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29657.

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As part of an effort to develop an intelligent tutoring system, a set of knowledge representation frameworks was proposed to represent expert domain knowledge. A general representation of time points and temporal relations was developed to facilitate temporal concept deductions as well as facilitating explanation capabilities vital in an intelligent advisor system. Conventional representations of time use a single-referenced timeline and assigns a single unique value to the time of occurrence of an event. They fail to capture the notion of events, such as changes in signal states in microcomp

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Williams, David C. (David Charles). "Observations of medical professionals' interactions with an intelligent tutoring system." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59588.

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Intelligent tutoring systems (ITS) are expert systems united with computer-aided instruction. The psychological issue of human-computer interfacing combines aspects of education, cognitive science, human performance and psycho-sociolinguistics. This study presented a situation in which physicians used their reasoning to solve a computer-simulated medical case, embedded in the NEOMYCIN ITS. Experiments were designed to assess how their anthropomorphisation of the systems affected their medical reasoning in a complex ill-defined problem-solving domain. The study examines the subjects' interpreta

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Twidale, Michael Bernard. "The use of explicit intermediate representations in intelligent tutoring systems." Thesis, Lancaster University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305950.

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Martin, Brent I. "Intelligent tutoring systems: The practical implementation of constraint-based modelling." Thesis, University of Canterbury. Computer Science, 2002. http://hdl.handle.net/10092/4834.

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An Intelligent Tutoring System (ITS) differs from other educational systems because it uses knowledge to guide the pedagogical process. It attempts to optimise the student's mastery of domain knowledge by controlling the introduction of new problems, concepts and instruction/feedback. Central to this process is the student model, which provides information about what the student knows. The state of the art in student modelling is model tracing, which compares student actions against an "ideal" procedure.Constraint-based modelling is a new domain and student modelling method that describes only

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Siemer, Julika. "Developing a model for remedial operations in intelligent tutoring systems." Thesis, London School of Economics and Political Science (University of London), 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294784.

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Intelligent Tutoring Systems attempt to create a relationship between a computer and the student which resembles a human-to-human tutorial situation. For successful teaching to take place an Intelligent Tutoring System has to be able to cope with any student errors that may occur during a consultation. Remedial intervention implemented in current Intelligent Tutoring Systems lacks a formal basis. The objective of this research is to formalise the process of remediation with Intelligent Tutoring Systems and to provide a framework for the implementation of remedial tutoring in Intelligent Tutori

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Cox, Benita Mary. "An explanation-driven understanding-directed model for intelligent tutoring systems." Thesis, Imperial College London, 1989. http://hdl.handle.net/10044/1/47388.

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49

Tao, Xiaomei. "Enhancing electronic intelligent tutoring systems by responding to affective states." Thesis, Birmingham City University, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.720002.

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The overall aim of this research is the exploration mechanisms which allow an understanding of the emotional state of students and the selection of an appropriate cognitive and affective feedback for students on the basis of students' emotional state and cognitive state in an affective learning environment. The learning environment in which this research is based is one in which students learn by watching an instructional video.

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50

Kildare, RA. "The Computational and Educational Viability of Deploying Intelligent Tutoring Systems." Thesis, Honours thesis, University of Tasmania, 2003. https://eprints.utas.edu.au/21/1/Deployment_of_Intelligent_Tutoring_Systems.pdf.

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This thesis first presents a review of the literature that has been published on adaptive educational software. After briefly describing the evolution of these programs, the review covers the main educational and computational features of current systems. The next section of the thesis discusses the survey conducted in order to ascertain information about the performance of Intelligent Tutoring Systems. The results of this survey are used to inform the following section. After the survey, the thesis outlines a proposed architecture for the decentralised distribution of adaptive education

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