Auswahl der wissenschaftlichen Literatur zum Thema „Systèmes de tutoring intelligent“
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Zeitschriftenartikel zum Thema "Systèmes de tutoring intelligent"
Amastini, Fitria. „Intelligent Tutoring System“. Jurnal ULTIMA InfoSys 5, Nr. 1 (01.06.2014): 1–7. http://dx.doi.org/10.31937/si.v5i1.212.
Der volle Inhalt der QuelleBradáč, Vladimír, und Kateřina Kostolányová. „Intelligent Tutoring Systems“. Journal of Intelligent Systems 26, Nr. 4 (26.09.2017): 717–27. http://dx.doi.org/10.1515/jisys-2015-0144.
Der volle Inhalt der QuelleAnderson, J. R., C. F. Boyle und B. J. Reiser. „Intelligent Tutoring Systems“. Science 228, Nr. 4698 (26.04.1985): 456–62. http://dx.doi.org/10.1126/science.228.4698.456.
Der volle Inhalt der QuelleROSS, P. „Intelligent tutoring systems“. Journal of Computer Assisted Learning 3, Nr. 4 (Dezember 1987): 194–203. http://dx.doi.org/10.1111/j.1365-2729.1987.tb00331.x.
Der volle Inhalt der QuelleMaher, Mary Lou. „Intelligent tutoring systems“. Artificial Intelligence in Engineering 2, Nr. 1 (Januar 1987): 50. http://dx.doi.org/10.1016/0954-1810(87)90075-6.
Der volle Inhalt der QuelleAuguste, Donna. „Intelligent tutoring systems“. Artificial Intelligence 26, Nr. 2 (Mai 1985): 233–38. http://dx.doi.org/10.1016/0004-3702(85)90033-5.
Der volle Inhalt der QuelleStefik, Mark. „Intelligent tutoring systems“. Artificial Intelligence 26, Nr. 2 (Mai 1985): 238–45. http://dx.doi.org/10.1016/0004-3702(85)90034-7.
Der volle Inhalt der QuellePetrovica, Sintija. „Tutoring Process in Emotionally Intelligent Tutoring Systems“. International Journal of Technology and Educational Marketing 4, Nr. 1 (Januar 2014): 72–85. http://dx.doi.org/10.4018/ijtem.2014010106.
Der volle Inhalt der QuelleServan-Schreiber, David, und Yitzchak M. Binik. „Extending the intelligent tutoring system paradigm: Sex therapy as intelligent tutoring“. Computers in Human Behavior 5, Nr. 4 (Januar 1989): 241–59. http://dx.doi.org/10.1016/0747-5632(89)90003-4.
Der volle Inhalt der QuelleSuppes, Patrick. „Intelligent Tutoring, but Not Intelligent Enough“. Contemporary Psychology: A Journal of Reviews 35, Nr. 7 (Juli 1990): 648–50. http://dx.doi.org/10.1037/028791.
Der volle Inhalt der QuelleDissertationen zum Thema "Systèmes de tutoring intelligent"
Chachoua, Soraya. „Contribution à l'évaluation de l'apprenant et l'adaptation pédagogique dans les plateformes d'apprentissage : une approche fondée sur les traces“. Thesis, La Rochelle, 2019. http://www.theses.fr/2019LAROS003/document.
Der volle Inhalt der QuelleThe adoption of new Information and Communication Technologies (ICT) has enabled the modernization of teaching methods in online learning systems such as e-Learning, intelligent tutorial systems (ITS), etc. These systems provide a remote training that which meets the learner needs. A very important aspect to consider in these systems is the early assessment of the learner in terms of knowledge acquisition. In general, three types of assessment and their relationships are needed during the learning process, namely : (i) diagnostic which is performed before learning to estimate the level of students, (ii) formative evaluation which is applied during learning to test the knowledge evolution and (iii) summative evaluation which is considered after learning to evaluate learner’s knowledge acquisition. These methods can be integrated into a semi-automatic, automatic or adapted way in different contexts of formation, for example in the field of languages literary learning such as French, English, etc., hard sciences (mathematics, physics, chemistry, etc.) and programming languages (java, python, sql, etc.). However, the usual evaluation methods are static and are based on linear functions that only take into account the learner’s response. They ignore other parameters of their knowledge model that may disclose other performance indicators. For example, the time to solve a problem, the number of attempts, the quality of the response, etc. These elements are used to detect the profile characteristics, behavior and learning disabilitiesof the learner. These additional parameters are seen in our research as learning traces produced by the learner during a given situation or pedagogical context. In this context, we propose in this thesis a learner evaluation approach based on learning traces that can be exploited in an adaptation system of the resource and/or the pedagogic situation. For the learner assessment, we have proposed three generic evaluation models that take into consideration the temporal trace, number of attempts and their combinations. These models are later used as a base metric for our resource adaptation model and/or learning situation. The adaptation model is also based on the three traces mentioned above and on our evaluation models. Our adaptation model automatically generates adapted paths using a state-transition model. The states represent learning situations that consume resources and the transitions between situations express the necessary conditions to pass from one situation to another. These concepts are implemented in a domain ontology and an algorithm that we have developed. The algorithm ensures two types of adaptation : (i) Adaptation of the situation and (ii) Adaptation of resources within a situation. In order to collect traces of training for the implementation of our approaches of learner evaluation and adaptation of resources and learning situations, we conducted experiments on two groups of students in Computer Science (L2). One group in classical training and the other group in adapted training. Based on the obtained traces from the students’ training sessions, we assessed merners based on our evaluation models. The results are then used to implement the adaptation in a domain ontology. The latter is implemented within oracle 11g which allows a rule-based semantic reasoning. After comparing the results of the adapted training with those obtained from the classical one, we found an improvement in the results in terms of general average and standard deviation of the learner averages
Yacef, Kalina. „Vers un assistant tutoriel intelligent pour la formation d'opérateurs de systèmes complexes et dynamiques“. Paris 5, 1999. http://www.theses.fr/1999PA05S017.
Der volle Inhalt der QuelleOulhaci, M'hammed Ali. „Évaluation individuelle et collective dans les jeux sérieux collaboratifs : application à la gestion de crise“. Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM4314/document.
Der volle Inhalt der QuelleSerious Games (SG) are increasingly used in the field of training, SG aims to teach one or more skills(s) related to a business or to more general qualities, to one or more learners (players), this with a playful dimension. Usually, SG aims a specific training objective related to a specific context training which can be linked to a trade (eg fire ), a body of knowledge (school or university), or the acquisition of social skills (conflict management, cooperation ...). To Measure the success or failure of this learning is ultimately an assessment process of the learner(s) and in recent years became a major issue in SG in addition to issues classic design and screenwriting.In the context of multi-player SG, with a collaborative tasks learning performed by different learners (or virtual actor) sharing a common goal, our research focuses on the assessment of learning processes, leading to both individual and collective assessment. We propose first a methodological framework for learners assessment. This methodological framework is based on the "Evaluation space" concept associated with a specific view corresponding to a particular assessment objective, leading to the calculation of indicators, based on specific knowledge models representation and assessment. In order to operationalize this methodological assessment framework, we propose a agents based architecture, on the one hand allowing human learners and virtual players (simulation of behavior) interaction, and other hand supporting individual and collective learners' assessment. This architecture is implemented and integrated to the SIMFOR SG, and illustrated in a crisis management scenario exercise
Camargo, Michelle. „Modèle de communication affective pour agent conversationnel animé, basé sur des facettes de personnalité et des buts de communication "cachés"“. Phd thesis, Université de Grenoble, 2012. http://tel.archives-ouvertes.fr/tel-00721769.
Der volle Inhalt der QuelleLebeau, Jean-François. „Astus, une plateforme pour créer et étudier les systèmes tutoriels intelligents « par traçage de modèle »“. Thèse, Université de Sherbrooke, 2015. http://hdl.handle.net/11143/8195.
Der volle Inhalt der QuelleDelmas, Alexandra-Alice. „Conception et validation d’un jeu d’auto-apprentissage de connaissances sur l’asthme pour le jeune enfant : rôle de la motivation intrinsèque“. Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0137/document.
Der volle Inhalt der QuelleIn recent years, digital health is an expanding domain in both prevention, care as well as health education. Asthma is the first chronic disease in children and has severe medical outcomes (hospitalization, death). One of the key issues is the personalization of therapeutic education to improve disease self-management skills and as far outcome to improve the disease evolution. In this context, the general purpose of the thesis aimed to develop and to assess a serious game for health education of children with asthma in collaboration with the ItWell Company. To this end, experimental studies have been divided into three parts. - “Conception” part: in a first study (study 1), the user-centered methods of Participatory Design have been formalized to develop a design framework for therapeutic education-related serious games targeting children with chronic disease. From this, KidBreath has been designed to propose an edutainment therapeutic educational program for children suffering from asthma. The device has been successfully assessed amongst control children (without asthma) in terms of its pedagogical efficacy (asthma knowledge) and pedagogical efficiency (type of motivation elicited, user experience, and learning path in different contents). - “Validation” part: in a second study (study 2a), KidBreath has been used by children with asthma over a two-month period in a real-life setting. The main results supported pedagogical efficacy and efficiency of KidBreath for target audience at short-term (1 month) and their maintaining at middle-term (2 month). However, the increase of asthma knowledge after using KidBreath failed to modify children perceptions about disease self-management. - “Optimization” part: in a third study (study 2b), the implementation of a system that automates the personalization of learning path was assessed in similar condition than the previous one. The KidBreath pedagogical efficiency was also demonstrated without a significant increase of asthma knowledge. Despite this, the learning level achieved with the personalization algorithm was similar than that obtained without the algorithm. Moreover, the number of contents and the time spent in the personalized condition were diminished compared to the non-personalized condition. The whole of works allowed to extract a general framework of user-centered design for therapeutic serious games which details both instructional content and media formats, as well as judgment criteria for the assessment. Empirical studies (study 1 & 2) revealed the strength of relationships between pedagogical efficacy (disease knowledge) and pedagogical efficiency (intrinsic motivation elicited, user experience, child’s learning path) without short-term impact on the children illness perception. Overall results were discussed in light of different factors, which can bias the transfer from disease knowledge to meta-knowledge (intervention period, age of children, asthma severity etc.). Finally, research perspectives are proposed according to opportunities provided by the Intelligent Tutorial System (ITS) for personalization of learning paths. In particular, a new project named Kidlearn is presented. It is methodologically inspired from the KidBreath project and aimed the algorithm assessment for learning mathematics at primary school level
Landa, Kévin. „Conception d'un système tutoriel intelligent avec la plateforme Astus pour la formation des infirmières et infirmiers en traumatologie“. Mémoire, Université de Sherbrooke, 2013. http://hdl.handle.net/11143/6589.
Der volle Inhalt der QuelleBuche, Cédric. „Un système tutoriel intelligent et adaptatif pour l'apprentissage de compétences en environnement virtuel de formation“. Phd thesis, Université de Bretagne occidentale - Brest, 2005. http://tel.archives-ouvertes.fr/tel-00011223.
Der volle Inhalt der QuelleDans ce contexte, nous soutenons la thèse qu'il est possible d'intégrer un système tutoriel intelligent (ITS) générique et adaptatif dans un environnement virtuel afin de fournir une aide pédagogique à l'apprenant et une assistance pédagogique au formateur.
Cette thèse débute par une étude montrant l'intérêt mutuel de la réalité virtuelle et des ITS pour l'apprentissage de compétences, et identifie les difficultés de leur intégration. Plus précisément, elle souligne la nécessité d'une représentation abstraite, indépendante de l'exercice à réaliser, manipulable pour la prise de décision pédagogique et liée à la représentation d'un univers 3D.
Notre proposition est un système multi-agents permettant d'analyser l'action réalisée par l'apprenant par le biais d'un environnement virtuel informé. Le système dégage un ensemble d'informations, appelé situation pédagogique, considéré pertinent pour la prise de décision pédagogique. Notre étude se focalise alors sur un agent pédagogique qui propose des assistances au formateur en utilisant la situation pédagogique. L'abstraction utilisée permet des assistances concrètes liées au domaine, à l'exercice et à l'environnement virtuel. Le modèle comportemental de l'agent pédagogique se base sur un système de classeurs hiérarchique. Grâce à ce modèle, l'agent s'adapte au couple apprenant-formateur en modifiant son comportement pédagogique par le biais d'un mécanisme d'apprentissage artificiel, basé sur un renforcement fourni par le formateur.
Ces travaux sont appliqués dans le cadre du projet GASPAR (Gestion de l'Activité aviation et des Sinistres sur Porte-avions par la Réalité virtuelle). L'application simule l'activité aviation sur un porte-avions.
He, Xiong-wei. „Apport de l'analyse de raisonnement dans la conception d'un tutoriel intelligent indépendant du domaine d'expertise“. Lyon, INSA, 1992. http://www.theses.fr/1992ISAL0037.
Der volle Inhalt der QuelleThis thesis take into account the problem of using the knowledge base on an expert system for tutoring purposes. We have studied different aspects in the design of a domain-independent tutoring system capable to organize learning courses from a knowledge base (KB). Through a preliminary analysis of the knowledge base, we can obtain a set of reason trees which can be considered as a set of cases deducted from expert's knowledge. We have introduced the concept of reasoning path to represent expert's reasoning in a particular case. The set of reasoning paths of a KB can be used as the material for learning. In our tutoring system, named PEDASYS, three learning modes have been designed: 1) the Exploration mode give to learner the possibility to discover, in proper way, all the expert's knowledge of the KB. 2) the Query mode offer to learner with the possibility to ask Questions about subjects which are interesting for him. 3) the Training mode use the case-study method to organize a more systematic learning In PEDASYS, a student model is constructed and updated in different courses. This model is used to choose new cases to study. Pedagogical strategies come into work in this situation, for instance: find a counter-exemple, give to learner the chance to work on a particular rule to deal with one of his weak points, or choose the most interesting case for him, etc. .
Allègre, Olivier. „Adapting the Prerequisite Structure to the Learner in Student Modeling“. Electronic Thesis or Diss., Sorbonne université, 2023. http://www.theses.fr/2023SORUS116.
Der volle Inhalt der QuelleData-driven learner models aim to represent and understand students' knowledge and other meta-cognitive characteristics to support their learning by making predictions about their future performance. Learner modeling can be approached using various complex system models, each providing a different perspective on the student and the learning process. Knowledge-enhanced machine learning techniques, such as Bayesian networks, are particularly well suited for incorporating domain knowledge into the learner model, making them a valuable tool in student modeling.This work explores the modeling and the potential applications of a new framework, called E-PRISM, for Embedding Prerequisite Relationships In Student Modeling, which includes a learner model based on dynamic Bayesian networks. It uses a new architecture for Bayesian networks that rely on the clause of Independence of Causal Influences (ICI), which reduces the number of parameters in the network and allows enhanced interpretability. The study examines the strengths of E-PRISM, including its ability to consider the prerequisite structure between knowledge components, its limited number of parameters, and its enhanced interpretability. The study also introduces a novel approach for approximate inference in large ICI-based Bayesian networks, as well as a performant parameter learning algorithm in ICI-based Bayesian networks. Overall, the study demonstrates the potential of E-PRISM as a promising tool for discovering the prerequisite structure of domain knowledge that may be adapted to the learner with the perspective of improving the outer-loop adaptivity
Bücher zum Thema "Systèmes de tutoring intelligent"
Clancey, William J. Knowledge-based tutoring: The GUIDON program. Cambridge, Mass: MIT Press, 1987.
Den vollen Inhalt der Quelle findenCristea, Alexandra I., und Christos Troussas, Hrsg. Intelligent Tutoring Systems. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80421-3.
Der volle Inhalt der QuelleCrossley, Scott, und Elvira Popescu, Hrsg. Intelligent Tutoring Systems. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09680-8.
Der volle Inhalt der QuelleCerri, Stefano A., Guy Gouardères und Fàbio Paraguaçu, Hrsg. Intelligent Tutoring Systems. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-47987-2.
Der volle Inhalt der QuelleCoy, Andre, Yugo Hayashi und Maiga Chang, Hrsg. Intelligent Tutoring Systems. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22244-4.
Der volle Inhalt der QuelleNkambou, Roger, Roger Azevedo und Julita Vassileva, Hrsg. Intelligent Tutoring Systems. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91464-0.
Der volle Inhalt der QuelleWoolf, Beverley P., Esma Aïmeur, Roger Nkambou und Susanne Lajoie, Hrsg. Intelligent Tutoring Systems. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-69132-7.
Der volle Inhalt der QuelleCerri, Stefano A., William J. Clancey, Giorgos Papadourakis und Kitty Panourgia, Hrsg. Intelligent Tutoring Systems. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-30950-2.
Der volle Inhalt der QuelleFrasson, Claude, Gilles Gauthier und Gordon I. McCalla, Hrsg. Intelligent Tutoring Systems. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55606-0.
Der volle Inhalt der QuelleMicarelli, Alessandro, John Stamper und Kitty Panourgia, Hrsg. Intelligent Tutoring Systems. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39583-8.
Der volle Inhalt der QuelleBuchteile zum Thema "Systèmes de tutoring intelligent"
Gavignet, E., und M. Grandbastien. „Représentation des connaissances dans un générateur de systèmes d'E.I.A.O“. In Intelligent Tutoring Systems, 209–16. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55606-0_27.
Der volle Inhalt der QuelleLeroux, Pascal, und Martial Vivet. „De la modélisation d'un processus de coopération á la conception de systèmes coopératifs d'apprentissage“. In Intelligent Tutoring Systems, 197–205. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/3-540-61327-7_116.
Der volle Inhalt der QuelleMayers, André, und Bernard Lefebvre. „Une modélisation de l'architecture cognitive d'un étudiant pour un système tutoriel intelligent“. In Intelligent Tutoring Systems, 277–85. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55606-0_35.
Der volle Inhalt der QuelleMarcenac, Pierre. „Mise en oeuvre d'un modèle de l'apprenant générique dans le système EDDI“. In Intelligent Tutoring Systems, 459–66. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55606-0_54.
Der volle Inhalt der QuelleMillet, Sophie, und Guy Gouarderes. „Approche qualitative de la ré-ingéniérie d'un système tuteur intelligent à partir d'une méthodologie d'evaluation“. In Intelligent Tutoring Systems, 243–51. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/3-540-61327-7_121.
Der volle Inhalt der QuelleChevallier, Robert. „STUDIA: un système tutoriel intelligent coopératif fondé sur la négociation et sur un modèle dynamique de dialogue“. In Intelligent Tutoring Systems, 58–65. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55606-0_9.
Der volle Inhalt der QuelleBradáč, Vladimír, und Kateřina Kostolányová. „Intelligent Tutoring Systems“. In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 71–78. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-49625-2_9.
Der volle Inhalt der QuelleGraesser, Arthur C., Mark W. Conley und Andrew Olney. „Intelligent tutoring systems.“ In APA educational psychology handbook, Vol 3: Application to learning and teaching., 451–73. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13275-018.
Der volle Inhalt der QuelleGraesser, Arthur C., Xiangen Hu und Robert Sottilare. „Intelligent Tutoring Systems“. In International Handbook of the Learning Sciences, 246–55. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315617572-24.
Der volle Inhalt der QuelleD'Mello, Sidney K., und Art Graesser. „Intelligent Tutoring Systems“. In Handbook of Educational Psychology, 603–29. 4. Aufl. New York: Routledge, 2023. http://dx.doi.org/10.4324/9780429433726-31.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Systèmes de tutoring intelligent"
Meshref, Hossam, und Isbudeen Noor Mohamed. „Intelligent tutoring systems“. In the International Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2345396.2345585.
Der volle Inhalt der QuelleRamesh, Vyshnavi Malathi, und N. J. Rao. „Tutoring and Expert Modules of Intelligent Tutoring Systems“. In 2012 IEEE Fourth International Conference on Technology for Education (T4E). IEEE, 2012. http://dx.doi.org/10.1109/t4e.2012.52.
Der volle Inhalt der QuelleEbale Nnemete, Alphonse, und Laurence Capus. „ARCHITECTURAL SCALABILITY OF TUTORING WITHIN INTELLIGENT TUTORING SYSTEMS“. In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.2040.
Der volle Inhalt der QuelleSrivastava, R. P., und S. L. Sin. „An intelligent tutoring system“. In Ninth Annual International Phoenix Conference on Computers and Communications. 1990 Conference Proceedings. IEEE, 1990. http://dx.doi.org/10.1109/pccc.1990.101690.
Der volle Inhalt der QuelleKay, J. „Session details: Intelligent tutoring“. In IUI-CADUI04: Intelligent User Interface. New York, NY, USA: ACM, 2004. http://dx.doi.org/10.1145/3259364.
Der volle Inhalt der Quelle„INTELLIGENT TUTORING SYSTEM: AN ASSESSMENT STRATEGY FOR TUTORING ON-LINE“. In 8th International Conference on Enterprise Information Systems. SciTePress - Science and and Technology Publications, 2006. http://dx.doi.org/10.5220/0002457001570160.
Der volle Inhalt der QuelleMohanan, Ramya, Catherine Stringfellow und Dittika Gupta. „An emotionally intelligent tutoring system“. In 2017 Computing Conference. IEEE, 2017. http://dx.doi.org/10.1109/sai.2017.8252228.
Der volle Inhalt der QuelleGonzález, Carina, Alberto Mora und Pedro Toledo. „Gamification in intelligent tutoring systems“. In the Second International Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2669711.2669903.
Der volle Inhalt der QuelleDermeval, Diego, und Ig Ibert Bittencourt. „Authoring Gamified Intelligent Tutoring Systems“. In VI Congresso Brasileiro de Informática na Educação. Brazilian Computer Society (Sociedade Brasileira de Computação - SBC), 2017. http://dx.doi.org/10.5753/cbie.wcbie.2017.14.
Der volle Inhalt der QuelleLei, Yani, Tao Li, Jungang Han und Kun Wang. „Intelligent tutoring on mobile platform“. In 2012 IEEE Fifth International Conference on Advanced Computational Intelligence (ICACI). IEEE, 2012. http://dx.doi.org/10.1109/icaci.2012.6463190.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Systèmes de tutoring intelligent"
Anderson, John R., C. F. Boyle, Albert T. Corbett und Matthew W. Lewis. Cognitive Modelling and Intelligent Tutoring. Fort Belvoir, VA: Defense Technical Information Center, März 1986. http://dx.doi.org/10.21236/ada165981.
Der volle Inhalt der QuelleBonar, Jeffrey G., und Robert Cunningham. Bridge: Intelligent Tutoring with Intermediate Representations. Fort Belvoir, VA: Defense Technical Information Center, Mai 1988. http://dx.doi.org/10.21236/ada218938.
Der volle Inhalt der QuelleShute, Valerie J., und Joseph Psotka. Intelligent Tutoring Systems: Past, Present, and Future. Fort Belvoir, VA: Defense Technical Information Center, Mai 1994. http://dx.doi.org/10.21236/ada280011.
Der volle Inhalt der QuelleAnderson, John R., Albert Corbett, Jon Fincham, Donn Hoffman und Ray Pelletler. General Principles for an Intelligent Tutoring Architecture. Fort Belvoir, VA: Defense Technical Information Center, November 1995. http://dx.doi.org/10.21236/ada305174.
Der volle Inhalt der QuelleDi Eugenio, Barbara. Natural Language Dialogue for Intelligent Tutoring Systems. Fort Belvoir, VA: Defense Technical Information Center, August 2007. http://dx.doi.org/10.21236/ada470806.
Der volle Inhalt der QuellePorter, Bruce. An Interactive, Intelligent Tutoring Systems for Prediction Tasks. Fort Belvoir, VA: Defense Technical Information Center, April 1995. http://dx.doi.org/10.21236/ada300063.
Der volle Inhalt der QuelleSteuck, Kurt, und J. L. Fleming. Intelligent Tutoring Systems: A Taxonomy of Evaluation Issues. Fort Belvoir, VA: Defense Technical Information Center, Mai 1990. http://dx.doi.org/10.21236/ada222090.
Der volle Inhalt der QuelleOng, James, und Sowmya Ramachandran. An Intelligent Tutoring System Approach to Adaptive Instructional Systems. Fort Belvoir, VA: Defense Technical Information Center, September 2005. http://dx.doi.org/10.21236/ada437533.
Der volle Inhalt der QuelleDomeshek, Eric A. Intelligent Tutoring System for Teaching Battlefield Command Reasoning Skills. Fort Belvoir, VA: Defense Technical Information Center, März 2002. http://dx.doi.org/10.21236/ada400494.
Der volle Inhalt der QuelleRichardson, J. J., und Martha C. Polson. Proceedings of the Air Force Forum for Intelligent Tutoring Systems. Fort Belvoir, VA: Defense Technical Information Center, April 1989. http://dx.doi.org/10.21236/ada207096.
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