To see the other types of publications on this topic, follow the link: Tutoring.
Dissertations / Theses on the topic 'Tutoring'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Tutoring.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
Thesis (M.S.)--Worcester Polytechnic Institute.<br>Keywords: cognitive model; model-tracing; intelligent tutoring system; tutoring; artificial intelligence. Includes bibliographical references (p. 55-57).
2
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.
Full textAbstract:
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 that the student has most difficulty with, and then selecting the tutorial dialogues corresponding to those concepts. The dialogues are customised based on the student’s knowledge and explanation skills, in terms of the length and the exact content of the dialogue. The model consists of three parts: an error hierarchy, tutorial dialogues and rules for adapting them.
We incorporated our model into EER-Tutor, a constraint-based tutor that teaches database design. The effectiveness of adaptive dialogues compared to non-adaptive dialogues in learning this ill-defined task was evaluated in an authentic classroom environment. The results revealed that the acquisition of the domain knowledge (represented as constraints) of the experimental group who received adaptive dialogues was significantly higher than their peers in the control group with non-adaptive dialogues. We also incorporated our model into NORMIT, a constraint-based tutor that teaches data normalization. We repeated the experiment using NORMIT in a real-world class room environment with a much smaller group of students (18 in NORMIT study vs 65 in EER-Tutor study) but did not find significant differences. We also investigated whether our model could support dialogues in logical database design and fraction addition using paper-based methods.
Our evaluation studies and investigations on paper indicated that our model can provide adaptive support for both ill-and well-defined tasks associated with a well-defined domain theory. The results also indicated that adaptive dialogues are more effective than non-adaptive dialogues in teaching the ill-defined task of database design.
3
Rahati, Amin. "Persuasive and adaptive tutorial dialogues for a medical diagnosis tutoring system." Thèse, Université de Sherbrooke, 2011. http://savoirs.usherbrooke.ca/handle/11143/5137.
Full textAbstract:
The objective of this thesis is to address a key problem in the development of an intelligent tutoring system, that is, the implementation of the verbal exchange (a dialogue) that takes place between a student and the system. Here we consider TeachMed, a medical diagnosis tutoring system that teaches the students to diagnose clinical problems. However, approaches that are presented could also fit other tutoring systems. In such a system, a dialogue must be implemented that determines when and how pedagogic aid is provided to the student, that is, what to say to her, in what circumstances, and how to say it. Finite state machines and automated planning systems are so far the two most common approaches for implementing tutoring dialogues in intelligent tutoring systems. In the former approach, finite state machines of dialogues are manually designed and hard coded in intelligent tutoring systems. This is a straightforward but very time consuming approach. Furthermore, any change or extension to the hard coded finite state machines is very difficult as it requires reprogramming the system. On the other hand, automated planning has long been presented as a promising technique for automatic dialogue generating. However, in existing approaches, the requirement for the system to persuade the student is not formally acknowledged. Moreover, current dialogue planning approaches are not able to reason on uncertainties about the student's knowledge. This thesis presents two approaches for generating more effective tutorial dialogues.The first approach describes an argumentation framework for implementing persuasive tutoring dialogues. In this approach the entire interaction between the student and the tutoring system is seen as argumentation.The tutoring system and the student can settle conflicts arising during their argumentation by accepting, challenging, or questioning each other's arguments or withdrawing their own arguments. Pedagogic strategies guide the tutoring system by selecting arguments aimed at convincing the student.The second approach presents a non-deterministic planning technique which models the dialogue generation problem as one of planning with incomplete knowledge and sensing. This approach takes into account incomplete information about a particular fact of the student's knowledge by creating conditional branches in a dialogue plan such that each branch represents an adaptation of the dialogue plan with respect to a particular state of the student's knowledge or belief concerning the desired fact. In order to find out the real state of the student's knowledge and to choose the right branch at execution time, the planner includes some queries in the dialogue plan so that the tutoring system can ask the student to gather missing information. One contribution in this thesis is improving the quality of tutoring dialogues by engaging students in argumentative interactions and/or adapting the dialogues with respect to the student's knowledge. Another one is facilitating the design and implementation of tutoring by turning to automatically generated dialogues as opposed to manually generated ones.
4
Baker, Michael J. "Negotiated tutoring : an approach to interaction in intelligent tutoring systems." Thesis, Open University, 1990. http://oro.open.ac.uk/54150/.
Full textAbstract:
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 has not been previously incorporated into models for intelligent tutoring dialogues. Our approach depends on modelling the high-level decision-making processes and memory representations used by a participant in dialogue. Dialogue generation is controlled by reasoning mechanisms which operate on a 'dialogue state', consisting of conversants' beliefs, a set of possible dialogue moves, and a restricted representation of the recent utterances generated by both conversants. The representation for conversants' beliefs is based on Anderson's (1983) model for semantic memory, and includes a model for dialogue focus based on spreading activation. Decisions in dialogue are based on preconditions with respect to the dialogue state, higher level educational preferences which choose between relevant alternative dialogue moves, and negotiation mechanisms designed to ensure cooperativity. The domain model for KANT was based on a cognitive model for perception of musical structures in tonal melodies, which extends the theory of Lerdahl and Jackendoff (1983). Our model ('GRAF' - GRouping Analysis with Frames) addresses a number of problems with Lerdahl and Jackendoff's theory, notably in describing how a number of unconscious processes in music cognition interact, including elements of top-down and bottom-up processing. GRAF includes a parser for musical chord functions, a mechanism for performing musical reductions, low-level feature detectors and a frame-system (Minsky 1977) for musical phrase structures.
5
Fudge, Irene. "Peer tutoring programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36121.pdf.
Full text
6
Livak, Thomas Michael. "Collaborative warrior tutoring." Link to electronic thesis, 2004. http://www.wpi.edu/Pubs/ETD/Available/etd-0824104-152548/.
Full textAbstract:
Thesis (M.S.)--Worcester Polytechnic Institute.<br>Keywords: Collaborative tutoring; Intelligent tutoring; Computer generated forces; Cognitive modeling. Includes bibliographical references (p. 29-31).
7
Mahoney, Ann White. "Tutoring toward style." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/507.
Full text
8
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.
Full textAbstract:
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 regarding the provision of multiple tutoring strategies and tutoring strategy selection. What stems from this examination are the principles that underlie tutoring strategys election. These principles of tutoring strategy selection serve as a foundation for the construction of the model for tutoring strategy selection. To demonstrate the benefits of having such a model for formalising selection, the model is then implemented in ARISTOTLE, an existing ITS for tutoring zoology that includes several tutoring strategies but uses ad hoc mechanisms for choosing among them. This research is therefore contributing, through the principles of, and the model for tutoring strategy selection, a formal basis for selecting among tutoring strategies in ITSs that incorporate multiple tutoring strategies.
9
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.
Full text
10
Quinn, Mary A. "Measuring Tutoring Effectiveness by Program Delivery Model: Small Group Tutoring Compared to Tutoring in Labs in Mathematics, Physics, and Accounting." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2963.
Full textAbstract:
This study examines the effectiveness of two common tutoring program delivery models by analyzing tutored and nontutored students' grades and semester grade point averages in three subject areas. The effects of gender, age (if 25 years or older), course, duration of tutoring, tutoring contacts, and contacts per week are also measured. The approach to the ex post facto study is quantitative and utilizes data from the Student Information System at Appalachian State University and from tutoring contact sheets. Areas of data presentation include analysis of covariance results for experimental group, gender, age (if 25 years or older), and course; and correlational results for duration of tutoring, tutoring contacts, and contacts per week. Statistical results from this research rejected 10 of the 72 null hypotheses at the $p < .05$ level, and four of the rejected hypotheses were directly linked to the effect of experimental group. Findings showed that students who received tutoring in labs in mathematics and accounting had the highest semester grade point averages, and females earned higher course grades in mathematics and accounting, regardless of whether they were tutored or not. Results also showed that students 25 years or older who were enrolled in a physics course earned higher semester grade point averages as compared to younger students, regardless of whether they were tutored or not. Conclusions of this study emphasize the need for additional research with more students in the subject area of physics and for qualitative approaches to answer the questions of why specific variables were significant. Results and conclusions have applicability for tutoring program administrators in other settings.
11
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.
Full text
12
Soldato, Teresa del. "Motivation in tutoring systems." Thesis, University of Sussex, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358389.
Full text
13
Webb, Melessia D. "“Peer Mentoring and Tutoring”." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/8499.
Full text
14
Alves, Francione Charapa. "AÃÃo tutorial na educaÃÃo superior em dois programas: PET/Brasil e PTM23/Portugal." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=18217.
Full textAbstract:
CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior<br>A presente pesquisa teve como objeto de estudo a aÃÃo tutorial na EducaÃÃo Superior e como objetivo geral: compreender como se constitui a aÃÃo tutorial no Programa de EducaÃÃo Tutorial (PET) da Universidade Estadual do Cearà (UECE) e no Programa de Tutoria Maiores de 23 (PTM23) da Faculdade de Psicologia da Universidade de Lisboa (FP-UL) em seus aspectos teÃrico-prÃticos e polÃtico-pedagÃgicos. Utilizamos a metodologia do Discurso do Sujeito Coletivo-DSC que se fundamenta na Teoria das RepresentaÃÃes Sociais (atribuiÃÃo de sentido de sujeitos) para tratamento dos dados do tipo depoimentos coletados em discursos verbais ou escritos. O resgate dos discursos ocorreu em dois momentos: na etapa I, no Brasil, realizamos entrevistas semiestruturadas com duas interlocutoras e com sete tutores; e grupos de discussÃo com 68 petianos. Na etapa II, em Portugal, fizemos entrevistas semiestruturadas com duas coordenadoras; duas tutoras; e oito alunos âMaiores de 23â. A anÃlise foi realizada partir da criaÃÃo de eixos discursivos organizados por grupos de atores sociais com base nas ancoragens para a criaÃÃo dos DSCs. Os referenciais teÃrico-metodolÃgicos da pesquisa centraram-se nas construÃÃes de SacristÃn (2000), Macedo (2008, 2011, 2013), Veiga SimÃo, Flores (2005); Baudrit (2009), Ãlvarez PÃrez e GonzÃlez Afonso (2008), Leitinho (2008), Zabalza (2011), LefÃvre e LefÃvre (2005, 2010), dentre outros. Os achados revelaram que hà uma necessidade de formaÃÃo dos tutores e no tocante à prÃtica, a aÃÃo tutorial à multidimensional, enriquecendo profissionalmente os tutores, dando-lhes oportunidade de mÃltiplas aprendizagens, e para os alunos ela promove o seu desenvolvimento pessoal, acadÃmico e profissional para atuarem em sociedade. ConcluÃmos que o conceito de tutoria nÃo à uniforme, havendo âtutoriasâ diversas, sendo que cada uma atende a necessidades especÃficas em contextos diferenciados. O desenvolvimento da tutoria deve ocorrer de maneira sistematizada e adaptada Ãs realidades, por meio da superaÃÃo das dificuldades e dos desafios que se apresentam, tornando-se importante a institucionalizaÃÃo de suas prÃticas. Nesse sentido, a tutoria necessita de avaliaÃÃo constante promovendo uma melhoria de qualidade das suas aÃÃes, o que irà repercurtir nas metodologias de ensino e de aprendizagem, na gestÃo, no currÃculo, enfim, em toda a instituiÃÃo e para aqueles que dela se beneficiam.<br>The present study had as object of study the tutorial action in Higher Education and as a general objective: to understand how the tutorial action is constituted in the Program of Tutorial Education (PET) of the State University of Ceara (UECE) and in the Tutoring Program Over 23 (PTM23) of the Faculty of Psychology of the University of Lisbon (FP-UL) in its theoretical-practical and political-pedagogical aspects. We used the methodology of the Discourse of the Collective Subject-DSC that is based on the Theory of Social Representations (attribution of sense of subjects) for the treatment of the data of the type testimonies collected in verbal or written discourses. The rescue of the speeches occurred in two moments: in stage I, in Brazil, we conducted semi-structured interviews with two interlocutors and with seven tutors; and discussion groups with 68 petianos. In stage II, in Portugal, we conducted semi-structured interviews with two coordinators; two tutors; and eight students "Over 23". The analysis was carried out from the creation of discursive axes organized by groups of social actors based on the anchorages for the creation of the DSCs. The theoretical-methodological references of the research centered on the constructions of SacristÃn (2000), Macedo (2008, 2011, 2013), Veiga SimÃo, Flores (2005); Baudrit (2009), Ãlvarez PÃrez and GonzÃlez Afonso (2008), Leitinho (2008), Zabalza (2011), LefÃvre and LefÃvre (2005, 2010), among others. Results revealed that there is a need for tutors training and in concerning practice, the tutorial action is multidimensional, professionally enriching the tutors, giving them the opportunity for multiple learnings, and for the students it promotes their personal, academic and professional development to act in society. We concluded that the concept of tutoring is not uniform and there are several "tutorials", each of which attends to specific needs in different contexts. The development of the tutoring should take place in a systematized way and adapted to the realities, by overcoming the difficulties and the challenges that are presented, making it important to institutionalize their practices. In this sense, tutoring requires constant evaluation, promoting an improvement in the quality of its actions, which will impact on teaching and learning methodologies, on management, on the curriculum, in the end, on the whole institution and for those who benefit from it.
15
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.
Full textAbstract:
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 (the student model) are
represented with a Bayesian network, and teaching actions are selected using
decision-theoretic principles. The main advantage of a normative ITS is that the
normative theories provide an optimal framework for implementing learning
theories. In other words, the particular learning theory underlying the ITS is
guaranteed to be optimally applied to the student if it is defined as a set of
normative representations (probability distributions and utility functions). In
contrast, the more traditional type of ITS with an ad-hoc implementation of a
learning theory is not guaranteed to be optimal.
A general methodology for building normative ITSs is proposed and
demonstrated. The methodology advocates building an adaptive, generalised
Bayesian network student model using machine learning techniques from
student performance data collected in the classroom. The Bayesian network is
then used as the basis for the decision-theoretic selection of tutorial actions.
The methodology is demonstrated with two implementations. Both
implementations were evaluated in a classroom, rather than a lab, setting. The
first implementation is an extension to an existing ITS called SQL-Tutor. A
Bayesian network-based student model was added to SQL-Tutor, and this was applied to select the next problem for students. Although this system only partly
implemented the normative methodology, the evaluation results were promising
enough to continue in this direction.
The second evaluation was more comprehensive. An entirely new ITS
called CAPIT was implemented by application of the methodology. CAPIT
teaches the basics of English capitalisation and punctuation to 8-10 year old school children, and it uses constraint-based modelling to represent domain knowledge. The system models the child’s long-term mastery of the domain
constraints using an adaptive Bayesian network, and it selects the next problem
and best error message (when a student makes more than one error following a
solution attempt) using the decision-theoretic principle of expected utility
maximisation. Learning theories define both the semantics of the Bayesian
network and the form of the utility functions.
The evaluation of CAPIT was a success. Three groups of children, A, B,
and C, were enlisted and given a pre-test. Group B then used a randomised
(non-normative) version of CAPIT for a four week period, while Group C used
the full normative version of the tutor. All groups were then administered a post-test. The results show that while both Groups B and C gradually mastered the domain constraints, Group C mastered the constraints at a faster rate than
group B. Group A, who did not have access to an ITS in the domain, actually
regressed on the post-test.
16
Marcelo, Torres Nohemí Estefani. "Evaluación de la percepción de un programa tutorial dirigido a estudiantes de provincia en una Universidad de Lima." Universidad Peruana de Ciencias Aplicadas (UPC), 2015. http://hdl.handle.net/10757/604870.
Full textAbstract:
Tutorial support has become more relevant in recent years because of its implications on
the socio-emotional and academic performance of students. Consequently, many universities are
implementing institutional plans designed to enable students to strengthen their skills and abilities.
In that sense, the study seeks to examine the perception of a group of 30 inland students, between
the ages of 15 and 18, with respect to the activities developed during the 2014-1 tutorial program.
A qualitative phenomenological design was used, as well as focus groups and projective techniques
for the data collection process. The results indicate that students view the tutorial program as a
space for support and attention, which contributes to the college-life adjustment process; however,
they indicate that it should be adapted to the group’s ever-changing needs.<br>El acompañamiento tutorial, en los últimos años, ha venido cobrando relevancia debido a la
implicancia que tiene en el desempeño socioemocional y académico de los estudiantes, es por ello
que muchas universidades diseñan planes institucionales que permiten a sus estudiantes fortalecer
habilidades y capacidades. En ese sentido, el presente estudio pretende conocer cuáles son las
percepciones que tiene un grupo de 30 estudiantes, entre 15 y 18 años, provenientes del interior
del país, respecto a las actividades desarrolladas en el programa tutorial del semestre 2014-1. Se
empleó un diseño cualitativo de tipo fenomenológico, y para la recolección de datos se emplearon
grupos focales y técnicas proyectivas. Los resultados indican que el programa tutorial es concebido
por los estudiantes como un espacio de apoyo, escucha que favorece al proceso de adaptación a la
vida universitaria, aunque, también, señalan que éste debe ajustarse de acuerdo a las constantes
necesidades del grupo.
17
Martinez, Miron Erika Annabel. "Goal orientation in tutoring systems." Thesis, University of Sussex, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486989.
Full textAbstract:
Attempts to model a student's motivational state by educational systems have ignored an important factor relevant to the learning process: the type of goal orientation preferred by the student. Students with mastery goals aim to develop new skills and competencies, whereas students with performance goals try to demonstrate competence or achieve high levels of normative ability. Much of the research suggests that a mastery orientation fosters an adaptive pattern of achievement, whereas performance goals promote a maladaptive pattern (associated with a low level of learning engagement, frequent use of shallow processing strategies, less frequent use of self-regulatory strategies, ability attribution for failure and a low level of persistence after failures); however other authors propose that more research needs to be done before discarding multiple goal orientation, which also promotes a performance goal orientation, This thesis explores the role of goal orientation in the context of educational software. We argue that if a particular goal orientation is emphasized by a computer program that matches the student's goil! orientation, then a h~gh level of student's motivation can be maintained and the possibilities of enhanced learning gains are increased. In order to determine whether the application of goal theory in educational software could affect students' learning gains, an existing system, Ecolab II, for teaching children about food webs and chains was extended. This system is based on a Vygotskian learning model. Two versions of the Ecolab II were implemented. Each version emphasizes either a mastery (moEcolab) or a performance goal orientation (poEcolab). An empirical evaluation study was undertaken �·with children aged between 9 and 11 years old. Students were randomly allocated into three groups and were asked to interact either with moEcolab, poEcolab or Ecolab II. The res1Jlts of this study suggest that students' goal orientation in a computer interaction context plays an important role. In particular the evaluation found evi- . dence that highlighting achievement goals in a computer context helps to positively affect the way children interact and learn from the system. In brief, the main research contribuitons of this thesis are: �� Proposing forms to provide goal-oriented contexts in software. �� Finding out some evidence that supports the consideration of goal orientation issues in the design and implementation of ITSs. �� Suggesting ways to help to clarify the issues of dimensionality and dispositional/situational aspects of goal orientation theory when interacting with a piece of software.
18
Moyse, Roderick. "Multiple viewpoint the tutoring systems." Thesis, Open University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.290206.
Full text
19
Jeffery, Nathan. "Computer assisted tutoring in radiology." Thesis, De Montfort University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391237.
Full text
20
Wan, Hao. "Tutoring Students with Adaptive Strategies." Digital WPI, 2017. https://digitalcommons.wpi.edu/etd-dissertations/36.
Full textAbstract:
Adaptive learning is a crucial part in intelligent tutoring systems. It provides students with appropriate tutoring interventions, based on students’ characteristics, status, and other related features, in order to optimize their learning outcomes. It is required to determine students’ knowledge level or learning progress, based on which it then uses proper techniques to choose the optimal interventions. In this dissertation work, I focus on these aspects related to the process in adaptive learning: student modeling, k-armed bandits, and contextual bandits. Student modeling. The main objective of student modeling is to develop cognitive models of students, including modeling content skills and knowledge about learning. In this work, we investigate the effect of prerequisite skill in predicting students’ knowledge in post skills, and we make use of the prerequisite performance in different student models. As a result, this makes them superior to traditional models. K-armed bandits. We apply k-armed bandit algorithms to personalize interventions for students, to optimize their learning outcomes. Due to the lack of diverse interventions and small difference of intervention effectiveness in educational experiments, we also propose a simple selection strategy, and compare it with several k-armed bandit algorithms. Contextual bandits. In contextual bandit problem, additional side information, also called context, can be used to determine which action to select. First, we construct a feature evaluation mechanism, which determines which feature to be combined with bandits. Second, we propose a new decision tree algorithm, which is capable of detecting aptitude treatment effect for students. Third, with combined bandits with the decision tree, we apply the contextual bandits to make personalization in two different types of data, simulated data and real experimental data.
21
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.
Full textAbstract:
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 grande número de estudos recentes em apoio da efetividade de STIs. Entretanto, é muito comum que estudantes fiquem desengajados ou entediados durante o processo de aprendizagem usando STIs. Para considerar explicitamente os aspectos motivacionais de estudantes, pesquisadores estão cada vez mais interessados em usar gamificação em conjunto com STIs. Contudo, apesar de prover tutoria individualizada para estudantes e algum tipo de suporte para professores, estes usuários não têm recebido alta prioridade no desenvolvimento destes tipos de sistemas. De forma a contribuir para o uso ativo e personalizado de STIs gamificados por professores, três problemas técnicos devem ser considerados. Primeiro, projetar STI é muito complexo (deve-se considerar diferentes teorias, componentes e partes interessadas) e incluir gamificação pode aumentar significativamente tal complexidade e variabilidade. Segundo, as funcionalidades de STIs gamificados podem ser usadas de acordo com vários elementos (ex.: nível educacional, domínio de conhecimento, teorias de gamificaçãoe STI, etc). Desta forma, é imprescindível tirar proveito das teorias e práticas de ambos os tópicos para reduzir o espaço de design destes sistemas. Terceiro, para efetivamente auxiliar professores a usarem ativamente estes sistemas, faz-se necessário prover uma solução simples e usável para eles. Para lidar com estes problemas, o principal objetivo desta tese é projetar uma solução computacional de autoria para fornecer aos professores uma forma de personalizar as funcionalidades de STIs gamificados gerenciando a alta variabilidade destes sistemas e considerando as teorias/práticas de gamificação e STI. Visando alcançar este objetivo, nós identificamos o espaço de variabilidade e o representamos por meio do uso de uma abordagem de modelagem de features baseada em ontologias (OntoSPL). Desenvolvemos um modelo ontológico integrado (Ontologia de tutoria gamificada ou Gamified tutoring ontology) que conecta elementos de design de jogos apoiados por evidências no domínio de e-learning, além de teorias e frameworks de gamificação aos conceitos de STI. Finalmente, desenvolvemos uma solução de autoria (chamada AGITS) que leva em consideração tais ontologias para auxiliar professores na personalização de funcionalidades de STIs gamificados. As contribuições deste trabalho são avaliadas por meio da condução de quatro estudos empíricos: (1) conduzimos um experimento controlado para comparar a OntoSPL com uma abordagem de modelagem de features bem conhecida na literatura. Os resultados sugerem que esta abordagem é mais flexível e requer menos tempo para mudar; (2) avaliamos o modelo ontológico integrado usando um método de avaliação de ontologias (FOCA) com especialistas tanto de contexto acadêmico quanto industrial. Os resultados sugerem que as ontologias estão atendendo adequadamente os papeis de representação do conhecimento; (3) avaliamos versões não-interativas da solução de autoria desenvolvida com 59 participantes. Os resultados indicam uma atitude favorável ao uso da solução de autoria projetada,nos quais os participantes concordaram que a solução é fácil de usar, usável, simples, esteticamente atraente,tem um suporte bem percebido e alta credibilidade; e (4) avaliamos, por fim,versões interativas (do zero e usando um modelo) da solução de autoria com 41 professores. Os resultados sugerem que professores podem usar e reusar, com um alto nível de aceitação, uma solução de autoria que inclui toda a complexidade de projetar STI gamificado.<br>Intelligent Tutoring Systems (ITSs) have been drawing the attention of academics and practitioners since early 70’s. There have been a number of recent studies in support of the effectiveness of ITSs. However, it is very common that students become disengaged or bored during the learning process by using ITSs. To explicitly consider students’ motivational aspects, researchers are increasingly interested in using gamification along with ITS.However, despite providing individualized tutoring to students and some kind of support for teachers, teachers have been not considered as first-class citizens in the development of these kinds of systems. In order to contribute to the active and customized use of gamified ITS by teachers, three technical problems should be considered. First, designing ITS is very complex (i.e., take into account different theories, components, and stahekolders) and including gamification may significantly increase such complexity and variability. Second, gamified ITS features can be used depending on several elements (e.g., educational level, knowledge domain, gamification and ITS theories, etc). Thus, it is imperative to take advantage of theories and practices from both topics to reduce the design space of these systems. Third, in order to effectively aid teachers to actively use such systems, it is needed to provide a simple and usable solution for them. To deal with these problems, the main objective of this thesis is to design an authoring computational solution to provide for teachers a way to customize gamified ITS features managing the high variability of these systems and considering gamification and ITS theories/practices. To achieve this objective, we identify the variability space and represent it using an ontology-based feature modeling approach (OntoSPL). We develop an integrated ontological model (Gamified tutoring ontology) that connects evidence-supported game design elements in the e-learning domain as well as gamification theories and frameworks to existing ITS concepts. Finally, we develop an authoring solution (named AGITS) that takes into account these ontologies to aid teachers in the customization of gamified ITS features. We evaluate our contributions by conducting four empirical studies: (1) we perform a controlled experiment to compare OntoSPL against a well-known ontology-based feature modeling approach. The results suggest that our approach is more flexible and requires less time to change; (2) we evaluate the ontological integrated model by using an ontology evaluation method (FOCA) with experts from academic and industrial settings. The results suggest that our ontologies are properly targeting the knowledge representation roles; (3) we evaluate non-interactive versions of the designed authoring solution with 59 participants. The results indicate a positive attitude towards the use of the designed authoring solutions, in which participants agreed that they are ease to use, usable, simple, aesthetically appealing, have a well-perceived system support and high credibility; and (4) we also evaluate interactive versions (scratch and template) of our authoring solution with 41 teachers. The results suggest that teachers can use and reuse, with a high acceptance level, an authoring solution that includes all the complexity to design gamified ITS.
22
Antil, Laurence R. "Teacher receptivity to peer tutoring /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7927.
Full text
23
Sugino, Nicole Emiko, and Nicole Emiko Sugino. "Writing Tutoring in Higher Education: An Exploratory Study on the Effectiveness of Directive and Nondirective Tutoring." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/620679.
Full textAbstract:
Writing academic papers continues to be a struggle for college students. Many universities provide tutoring services for a range of academic subjects including writing. Currently, there are few experimental studies to support the effectiveness of two frequently used tutoring methods: directive and nondirective tutoring. Based on existing knowledge about the acquisition of written language, this study aims to determine if directive (expert-directed) tutoring is more effective than nondirective (student-directed) tutoring in improving students' writing skills. In addition, this study sought to determine if changes in macrostructure and microstructure correlated to instructor assigned grades. Participants were recruited from undergraduate courses that included an initial paper and a revised final paper. Participants who chose 30-min of free tutoring were randomly assigned to one of the tutoring conditions: expert-directed (ED) or student-directed (SD). Participants who did not choose to receive tutoring were allocated to the control condition. There were 16 participants: ED group [n=7], SD group [n=7], and control group [n=2]. A descriptive analysis on measures of microstructure, paragraph structure, overall rating, and instructor assigned grades for the initial and final paper was conducted for 6 participants: ED group [n=2], SD group [n=2], and control group [n=2]. On measures of microstructure, the ED group decreased the average number of errors, the SD group maintained the same number of errors, and the control group increased the number of errors. Both the ED and SD tutoring groups decreased the average number of internal paragraph structure errors, while the control group maintained the same number of errors. All three groups received an increase in average overall rating; however, the control group received the smallest increase. All three groups received a comparable increase in average instructor assigned grade. The preliminary results suggest that tutoring is beneficial compared to no tutoring. Furthermore, there does not appear to be a relation between changes in the measures used in this study (microstructure, paragraph structure, overall rating) and instructor assigned grades. Further examination on whether directive tutoring is more effective than nondirective is required. The theories supporting directive tutoring (i.e. writing development, Vygotsky's zone of proximal development, learning theory) suggest that this method would be more effective than nondirective tutoring. In addition, research into the relation between grades and changes in macrostructure and microstructure is warranted.
24
Macasek, Michael A. "Towards teachers quickly creating tutoring systems." Link to electronic thesis, 2005. http://www.wpi.edu/Pubs/ETD/Available/etd-122005-162550/.
Full textAbstract:
Thesis (M.S.)--Worcester Polytechnic Institute.<br>Keywords: collaboration; Intelligent Tutoring System; portal; teacher tools; Assistment; Assistment Project Includes bibliographical references. (p.37-38)
25
Sørmo, Frode. "Case-Based Tutoring with Concept Maps." Doctoral thesis, Norwegian University of Science and Technology, Department of Computer and Information Science, 2007. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-1945.
Full textAbstract:
<p>The goal of this thesis is to investigate methods for computerized tutoring support that is adapted to the individual student. In particular, we are concerned with providing such assistance to students solving exercises in domains where a complete or accurate problem-solving model is infeasible. We propose to do this by using concept maps as a means for students to model their own knowledge. Combined with results from earlier exercises, the concept map can form a student model that can be used in exercise selection, conceptualization support, and exercise solving support.</p><p>The thesis presents a framework for comparing exercise-oriented intelligent tutoring systems, and uses this framework to describe and analyze earlier systems, as well as our own system, CREEK-ILE. The CREEK-ILE system includes a formalization of a knowledge representation designed to support reasoning with concept maps, and methods for using case-based reasoning with concept maps as student models. A partial implementation of CREEK-ILE designed to support learning of basic Java computer programming is presented. This implementation is used in an experiment to test if students' concept maps, created before an exercise, can be used to predict the students' level of competence on the exercise tasks. The conclusion of these experiments is that although there is a weak correlation, it is not strong enough to serve as a good basis for exercise selection. However, concept maps in student modeling is useful for other tutoring tasks, such as conceptualization support, vocabulary learning and as basis for explanations.</p><p>An initial qualitative study on the effect of using inference on concept maps is also performed. This study is done by using the concept maps drawn by students in the experiment, and shows that inference can reveal implicit knowledge in students' concept maps. We demonstrate how this implicit knowledge can be used in various tutoring tasks supported by concept maps, for instance by increasing the quality of concept map similarity measures.</p>
26
Egloffstein, Marc. "Offenes Peer Tutoring in der Hochschule." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2011. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-76382.
Full textAbstract:
Dieser Beitrag beschreibt ein offenes Peer-Tutoring-Konzept, in dem studentische Tutoren die Betreuung von Studienanfängern im Kontext einer onlinebasierten Einführungsveranstaltung selbstorganisiert gestalten. Nach einem Überblick über Betreuungsbedarfe und alternative Betreuungsmodelle im Hochschulbereich werden konzeptionelle Grundlagen, Kontext, Ziele und Ausgestaltung des tutoriellen Betreuungsmodells vorgestellt. Auf Basis einer explorativen Analyse der Tutorentätigkeiten mit Hilfe eines Tagebuch-Verfahrens werden Implikationen für die Gestaltung offener Tutorenkonzepte diskutiert.
27
Conklin, Kristen. "Peer Tutoring as an Academic Intervention." Thesis, City University of New York Queens College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1691023.
Full textAbstract:
<p>Learning can be defined as the process leading to relatively permanent behavioral change or potential behavioral change. In other words, as you learn, you alter the way you perceive your surroundings, the way you interpret any incoming stimuli, and as a result, you alter your interactions and behavior with others. Peer tutoring is an intervention which has been recognized by multiple research sources as a technique that when implemented appropriately, dramatic academic achievement may be achieved. Literature was collected from 1979 through 2012 using terms such as “peer tutoring,” “academic intervention” and “increase academic achievement”. The majority of participants that took part in the studies were at the elementary school level and many studies took place inside a classroom setting. However, some studies were geared towards private institutions and residences. Some studies focused their research on high school age students and adults. Interventions that were selected and incorporated into research were aimed towards an approach to increase student academics. The methods selected included play therapy, setting goals and peer tutoring. Multiple studies noted in their conclusion that there was a clear increase in academic achievement when peer tutoring is implemented into the classroom. Overall findings of the research have identified peer tutoring as one of the most effective intervention methods where students benefit positively in multiple areas. These areas include increased social approvals during unstructured free time as well as academic improvements across all subject areas. In the field of special education, Peer tutoring may be applied to collaborative classrooms in order to foster acceptance of all students. Research identified an increase in social approval when peer tutoring is used as an academic intervention. In a society where all students benefit from receiving a free and appropriate education it is essential to foster acceptance and a healthy learning environment. In turn, academic achievement will increase and the student will become more successful and attentive. </p>
28
Joyner, David A. "Metacognitive tutoring for inquiry-driven modeling." Diss., Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53498.
Full textAbstract:
Over the past several decades, many K-12 classes have moved to use open, inquiry-based approaches to science instruction; research has shown some benefits from these approaches. However, there also exist significant challenges in teaching scientific modeling and inquiry, some based on their nature as metacognitive skills and others based on the general difficulty in providing guided instruction in open-ended exploratory learning contexts. To address these challenges, this dissertation presents a metacognitive tutoring system that teaches students an authentic process of inquiry-driven scientific modeling within an exploratory science learning environment.
The design of the metacognitive tutoring system is informed by the literature on the process of scientific modeling and inquiry in both education and science, and it draws from AI theories of metacognition and intelligent tutoring. The tutoring system monitors the performance of teams of students in an open inquiry task in ecology. The system provides feedback on demand about how well the team is doing in investigating and explaining the system, and it also intervenes when errors in the process are observed or when new abilities are demonstrated.
To evaluate this system, a controlled experiment was conducted with 237 students in a middle school life science classroom. In one condition, teams of students completed the activity without the tutoring system enabled, while in the other condition teams interacted with the tutoring system during part of their inquiry and modeling process. Evaluations of this experiment have shown that students who interact with the tutoring system improved in their attitudes toward scientific inquiry and careers in science, and that teams that interact with the tutoring system generate better explanations of ecological phenomena.
29
Gong, Yue. "Student Modeling in Intelligent Tutoring Systems." Digital WPI, 2014. https://digitalcommons.wpi.edu/etd-dissertations/403.
Full textAbstract:
"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 pivotal technique used in ITSs. The model observes student behaviors in the tutor and creates a quantitative representation of student properties of interest necessary to customize instruction, to respond effectively, to engage students¡¯ interest and to promote learning. In this dissertation work, I focus on the following aspects of student modeling. Part I: Student Knowledge: Parameter Interpretation. Student modeling is widely used to obtain scientific insights about how people learn. Student models typically produce semantically meaningful parameter estimates, such as how quickly students learn a skill on average. Therefore, parameter estimates being interpretable and plausible is fundamental. My work includes automatically generating data-suggested Dirichlet priors for the Bayesian Knowledge Tracing model, in order to obtain more plausible parameter estimates. I also proposed, implemented, and evaluated an approach to generate multiple Dirichlet priors to improve parameter plausibility, accommodating the assumption that there are subsets of skills which students learn similarly. Part II: Student Performance: Student Performance Prediction. Accurately predicting student performance is one of the most desired features common evaluations for student modeling. for an ITS. The task, however, is very challenging, particularly in predicting a student¡¯s response on an individual problem in the tutor. I analyzed the components of two common student models to determine which aspects provide predictive power in classifying student performance. I found that modeling the student¡¯s overall knowledge led to improved predictive accuracy. I also presented an approach, which, rather than assuming students are drawn from a single distribution, modeled multiple distributions of student performances to improve the model¡¯s accuracy. Part III: Wheel-spinning: Student Future Failure in Mastery Learning. One drawback of the mastery learning framework is its possibility to leave a student stuck attempting to learn a skill he is unable to master. We refer to this phenomenon of students being given practice with no improvement as wheel-spinning. I analyzed student wheel-spinning across different tutoring systems and estimated the scope of the problem. To investigate the negative consequences of see what wheel-spinning could have done to students, I investigated the relationships between wheel-spinning and two other constructs of interest about students: efficiency of learning and ¡°gaming the system¡±. In addition, I designed a generic model of wheel-spinning, which uses features easily obtained by most ITSs. The model can be well generalized to unknown students with high accuracy classifying mastery and wheel-spinning problems. When used as a detector, the model can detect wheel-spinning in its early stage with satisfying satisfactory precision and recall. "
30
Blowers, Sally, Priscilla Ramsey, Carolyn Merriman, and Janelle Grooms. "Patterns of Peer Tutoring in Nursing." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/8522.
Full textAbstract:
Peer tutoring in higher education is an effective strategy for promoting academic gains. Within nursing, peer tutoring has been used in the clinical setting, but little information is available regarding its use across the nursing curriculum. A peer tutoring program was created at a regional Appalachian university to meet the needs of students with poor academic backgrounds and multiple risk factors for failure. As the program naturally evolved, students moved beyond the time-honored one-on-one model. Many tutoring patterns developed including dyad, small group, large group, skill based, assignment based, and question based. Qualitative evaluation data from the program revealed that each pattern required different tutor skills, involved varied tutor-tutoree relationships, focused on different outcomes, and had certain advantages and disadvantages. All tutoring patterns contributed to improved academic skills and performance.
31
Buckenmeyer, Michelle. "User characteristics in intelligent tutoring systems /." Online version of thesis, 1992. http://hdl.handle.net/1850/10998.
Full text
32
Green, Derek Tannell. "INTELLIGENT TUTORING SYSTEMS FOR SKILL ACQUISITION." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/203476.
Full textAbstract:
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 which we use for building problem-oriented skill teaching intelligent tutoring systems based on a Dynamic Bayes network framework. We present two case studies in which the template is adapted to very different teaching domains, documenting in each case the process of building, training, and testing the resulting ITS. In both case studies, the performance of the ITS is validated through human subject experiments. The results of these studies show that our template is a viable technique for designing ITSs that teach in skill based domains. We also show that, while conducting artificial intelligence research on the design of an ITS and collecting data for use in that regard, we can concurrently run educational research experiments. We find that the two are quite inextricably tied and that showing good general results regarding the performance of the ITS is not sufficient; a strong understanding of the experience of the students is also required. We report some interesting results covering the effect of choice in learning and a gender bias that shows up in our tutoring system.
33
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.
Full textAbstract:
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.
34
Riccucci, Simone <1978>. "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.
Full textAbstract:
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 first order data mining to partially automate the process of
knowledge acquisition that have to be used in the ITS during the tutoring process. Such a
mechanism can be applied in Constraint Based Tutor and in the Pseudo-Cognitive Tutor.
We design and implement a part of the proposed architecture, mainly the module of knowledge
acquisition from examples based on first order data mining. We then show that the algorithm can be
applied at least two different domains: first order algebra equation and some topics of C
programming language. Finally we discuss the limitation of current approach and the possible
improvements of the whole framework.
35
Riccucci, Simone <1978>. "Knowledge management in intelligent tutoring systems." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2008. http://amsdottorato.unibo.it/916/.
Full textAbstract:
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 first order data mining to partially automate the process of
knowledge acquisition that have to be used in the ITS during the tutoring process. Such a
mechanism can be applied in Constraint Based Tutor and in the Pseudo-Cognitive Tutor.
We design and implement a part of the proposed architecture, mainly the module of knowledge
acquisition from examples based on first order data mining. We then show that the algorithm can be
applied at least two different domains: first order algebra equation and some topics of C
programming language. Finally we discuss the limitation of current approach and the possible
improvements of the whole framework.
36
Cheung, Ching-yee Cecilia, and 張靜儀. "One to one cross-age peer tutoring and same-age peer tutoring in English dictation: a comparative study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956361.
Full text
37
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.
Full textAbstract:
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.
38
Lee, Wing-ho Rico. "Classwide peer tutoring student perception and effectiveness /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963420.
Full text
39
Jaques, Natasha. "Predicting affect in an Intelligent Tutoring System." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50291.
Full textAbstract:
In this thesis we investigate the usefulness of various data sources for predicting emotions relevant to learning, specifically boredom and curiosity. The data was collected during a study with MetaTutor, an intelligent tutoring system (ITS) designed to promote the use of self-regulated learning strategies. We used a variety of machine learning and feature selection techniques to predict students‘ self-reported emotions from eye tracking data, distance from the screen, electrodermal activity, and an ensemble of all three sources. We also examine the optimal amount of interaction time needed to make predictions using each source, as well as which gaze features are most predictive of each emotion. The findings provide insight into how to detect when students disengage from MetaTutor.<br>Science, Faculty of<br>Computer Science, Department of<br>Graduate
40
Spiers, Gary F. "An analogical reasoning based mathematics tutoring system." Thesis, Lancaster University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337556.
Full text
41
Lee, Wing-ho Rico, and 李永浩. "Classwide peer tutoring: student perception and effectiveness." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963420.
Full text
42
Neubauer, Paul Richard. "An intelligent tutoring system for phonetic transcription." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845952.
Full textAbstract:
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 delete data at any time with no assistance required from a programmer.A significant contribution of this system lies in the fact that although there is only one correct answer for any given item to be transcribed, the possibilities for the student's responses and hence for incorrect answers must be open-ended. The student's answer will be a string that may not have the same length as the correct answer, may contain few or none of the same symbols as the correct answer, and those that it does contain may be in a different order. The student's answer is intended to correspond to the correct answer, but is known not to be an exact match. Arbitrary strings representing the student's answers must thus be matched up with the pattern of the correct answer in such a way that the system can give the student meaningful comments that will aid the student in identifying errors. The usual pattern recognition program is designed to identify instances where a match succeeds. This tutor must identify instances where the match fails as well as how it fails.<br>Department of Computer Science
43
Scurlock, Robert E. "Design of an Intelligent Tutoring System shell." Thesis, Monterey, California. Naval Postgraduate School, 1991. http://hdl.handle.net/10945/26459.
Full text
44
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.
Full text
45
Kung, Chun Pang. "Intelligent algorithms for an algebra tutoring system." Thesis, Liverpool John Moores University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.402846.
Full text
46
Grossman, Brian Matthew. "Intelligent algebraic tutoring based on student misconceptions." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/38796.
Full text
47
Moyo, Sharon G. "Effective tutoring with empathic embodied conversational agents." Thesis, Open University, 2014. http://oro.open.ac.uk/40803/.
Full textAbstract:
This thesis examines the prospect of using empathy in an Embodied Tutoring System (ETS) that guides students through an online quiz (by providing feedback on student answers and responding to self-reported student emotion). The ETS seeks to imitate human behaviours successfully used in one-to-one human tutorial interactions. The main hypothesis is that the interaction with an empathic ETS results in greater learning gains than a neutral ETS, primarily by encouraging positive and reducing negative student emotions using empathic feedback. In a preparatory study we investigated different strategies for expressing emotion by the ETS. We established that a multimodal strategy achieves the best results regarding how accurately human participants can recognise the emotions. This approach was used in developing the feedback strategy for our empathic ETS. The preparatory study was followed by two studies in which we compared a neutral with an empathic ETS. The ETS in the second of these studies was developed using results from the first of these studies. In both studies, we found no statistically significant difference in learning gains between the neutral and empathic ETS. However, we did discover a number of interactions between the ETS system, learning gains and, in particular 1) student scores on an empathic tendency test and 2) student ability. We also analysed the subjective responses and the relation between self-reported emotions during the quiz and student learning gains. Based on our studies in a formal class room setting, we assess the prospects of using empathic agents in a classroom setting and describe a number of requirements for their effective use.
48
Alzahrani, Abdulkareem. "Exploring adjustable autonomy in online tutoring systems." Thesis, University of Essex, 2017. http://repository.essex.ac.uk/19647/.
Full textAbstract:
Learning and teaching have been influenced greatly by the rapid development of technology. For instance, through the use of soft computing techniques, it would be possible to create an artificially intelligent autonomous tutor agent, which can ease the burden on teachers and enhance learning outcomes through its more personalised interaction with students. Providing students with automated guidance, such as directing students through the most appropriate content sequence is one aim of online tutoring systems. However, in most of the available tutoring systems, users neither have the ability to adjust the tutor agent’s autonomy level nor fully control the rules applied by the tutor agent. Thus, this thesis has sought to overcome these shortcomings by proposing a system called the ‘Adaptive Course Sequencing Approach’ (ACSA) which enables students to adjust the autonomy level of the tutor agent and gives teachers the ability to directly communicate with the tutor agent to create the sequencing rules and alter them at any time during the learning experience. This is achieved with fuzzy logic, which has the capability of producing human-readable sequencing rules as well as managing the uncertainty of measuring some students’ levels of knowledge. We hypothesise that by equipping intelligent educational environments with adjustable autonomy mechanisms, the students’ learning outcomes will be enhanced. This research was divided into seven phases and involved a large number of participants (1725 in total) to assess the need for adjustable autonomy mechanisms in online tutoring systems and to explore the way of providing these mechanisms in ACSA, thereby demonstrating the hypothesis by two empirical experiments. The results showed that applying adjustable autonomy mechanisms significantly improved the students’ learning outcomes and that the students who adjusted the autonomy level more than once performed slightly better than those who adjusted it once only. In addition, applying the collaborative-driven agent method, which relies on machine learning to generate and optimise the sequencing rules, led to improving the students’ learning outcomes and highly satisfying the teachers.
49
Smith, Paige E. "Human-Centered Communication Technologies to Enhance Tutoring." Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/36594.
Full textAbstract:
The goal of this research was to investigate communication media and feedback learning cues for tutoring. A macroergonomic perspective was used to identify three sociotechnical variables associated with tutoring assistance: problem analyzability, communication media, and learning feedback cues. A four-phase problem solving approach was used in all trials. The communication media consisted of collocated communication, email, a chatroom, and video teleconferencing. The learning feedback cue was a non-verbal mechanism for subjects to provide the tutor with immediate information about their understanding throughout the problem. Subjects participated in a total of eight trials over a four-week time period.<p>
The analysis accuracy, process time, and user satisfaction indicated that the four-phase problem solving approach was not important in the interpretation of the results. In each problem-solving phase and for the overall tutoring process, technical performance (e.g., accuracy and speed of problem solving) and user satisfaction were measured to determine the most effective communication technology (or technologies) for tutoring students. The results of this study indicated that the accuracy was similar for all experimental conditions. However, the speed of problem solving was generally faster for audio-visual communication than text-based communication. In all phases, subjects were significantly more satisfied in conditions without feedback cues. And in general, satisfaction was higher in collocated communication and the chatroom compared to email; satisfaction was generally higher in collocated communication compared to video teleconferencing.<p>
There was no evidence that computer-mediated communication improved the tutoring process. However, important design implications existed for tutoring systems with limited resources. Through computer-mediated communication, a single tutor could assist many students at one time. The chatroom appeared to be a condition that would be an effective communication medium for spatially dispersed tutoring. Although the tutoring process required significantly more time to complete using the chatroom compared to collocated communication, accuracy and satisfaction measures were similar between collocated communication and the chatroom.<br>Master of Science
50
Orey, Michael Andrew. "POSIT: Process Oriented Subtraction-Interface for Tutoring." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54396.
Full textAbstract:
The purpose of this dissertation was to design, develop and field test an Intelligent Tutoring System (ITS) which I have called Process Oriented Subtraction-Interface for Tutoring or POSIT. POSIT is an Intelligent Tutoring System, developed on a microcomputer, and based on Anderson's (1982, 1987) ACT* model of learning. Unlike the tutoring systems that were developed by Anderson and his colleagues (Anderson, Boyle & Reiser, 1985; Anderson & Reiser, 1985) which focused on the tutoring of students in the context of problem solving, this system focuses on the tutoring of a cognitive skill-subtraction of whole-numbers. Because ACT* theory explicitly describes the interaction of declarative and procedural knowledge (procedural knowledge is dependent on declarative knowledge), this learning theory is ideally suited to the learning of a specific procedure.
Further, other "intelligent" systems which have been applied to subtraction (Brown & Burton, 1978; Ohlsson & Langley, 1985; Young & O’Shea, 1981) tend to focus on the answers to subtraction exercises (product oriented). POSIT, on the other hand, is an interactive system that determines errors made by the child as the child attempts to solve subtraction problems. Another difference with previous systems is that POSIT has a teaching component. Other systems assume that instruction has been given at some other point in time prior to the use of the system.
One final difference between POSIT and other systems is that it was developed with consideration of the diverse student population that is found in schools. Design decisions were based on the cognitive needs of low-, average- and high-achieving students. Such notions as reading level and complexity of the task were considered with regard to low achieving students. POSIT's ability to allow for a wide variety of algorithms was a consideration with regard to high achieving students and would also benefit students from all levels.
The results of the field test of POSIT indicate that the error model used by POSIT was very successful (76% accurate, with potential to improve to between 80 to 90%). In addition, students appear to learn from the system as measured both on the system as well as on a paper and pencil transfer test.<br>Ed. D.