Littérature scientifique sur le sujet « Intelligent tutoring systems »
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Articles de revues sur le sujet "Intelligent tutoring systems"
Bradáč, Vladimír, et Kateřina Kostolányová. « Intelligent Tutoring Systems ». Journal of Intelligent Systems 26, no 4 (26 septembre 2017) : 717–27. http://dx.doi.org/10.1515/jisys-2015-0144.
Texte intégralAnderson, J. R., C. F. Boyle et B. J. Reiser. « Intelligent Tutoring Systems ». Science 228, no 4698 (26 avril 1985) : 456–62. http://dx.doi.org/10.1126/science.228.4698.456.
Texte intégralROSS, P. « Intelligent tutoring systems ». Journal of Computer Assisted Learning 3, no 4 (décembre 1987) : 194–203. http://dx.doi.org/10.1111/j.1365-2729.1987.tb00331.x.
Texte intégralMaher, Mary Lou. « Intelligent tutoring systems ». Artificial Intelligence in Engineering 2, no 1 (janvier 1987) : 50. http://dx.doi.org/10.1016/0954-1810(87)90075-6.
Texte intégralAuguste, Donna. « Intelligent tutoring systems ». Artificial Intelligence 26, no 2 (mai 1985) : 233–38. http://dx.doi.org/10.1016/0004-3702(85)90033-5.
Texte intégralStefik, Mark. « Intelligent tutoring systems ». Artificial Intelligence 26, no 2 (mai 1985) : 238–45. http://dx.doi.org/10.1016/0004-3702(85)90034-7.
Texte intégralDel Soldato, Teresa. « Intelligent Tutoring Systems 92 ». AI Communications 5, no 4 (1992) : 215–16. http://dx.doi.org/10.3233/aic-1992-5411.
Texte intégralWoolf, Beverly Park. « Intelligent multimedia tutoring systems ». Communications of the ACM 39, no 4 (avril 1996) : 30–31. http://dx.doi.org/10.1145/227210.227217.
Texte intégralNkambou, Roger, et Froduald Kabanza. « Designing intelligent tutoring systems ». ACM SIGCUE Outlook 27, no 2 (mars 2001) : 46–60. http://dx.doi.org/10.1145/381234.381246.
Texte intégralYazdani, M. « Intelligent tutoring systems survey ». Artificial Intelligence Review 1, no 1 (mars 1986) : 43–52. http://dx.doi.org/10.1007/bf01988527.
Texte intégralThèses sur le sujet "Intelligent tutoring systems"
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.
Texte intégralRazzaq, 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.
Texte intégralKeywords: cognitive model; model-tracing; intelligent tutoring system; tutoring; artificial intelligence. Includes bibliographical references (p. 55-57).
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.
Texte intégralMATOS, 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.
Texte intégralMade 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
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.
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.
Gong, Yue. « Student Modeling in Intelligent Tutoring Systems ». Digital WPI, 2014. https://digitalcommons.wpi.edu/etd-dissertations/403.
Texte intégralBuckenmeyer, Michelle. « User characteristics in intelligent tutoring systems / ». Online version of thesis, 1992. http://hdl.handle.net/1850/10998.
Texte intégralGreen, Derek Tannell. « INTELLIGENT TUTORING SYSTEMS FOR SKILL ACQUISITION ». Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/203476.
Texte intégralRiccucci, 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.
Texte intégralRiccucci, Simone <1978>. « Knowledge management in intelligent tutoring systems ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2008. http://amsdottorato.unibo.it/916/.
Texte intégralBaker, Michael J. « Negotiated tutoring : an approach to interaction in intelligent tutoring systems ». Thesis, Open University, 1990. http://oro.open.ac.uk/54150/.
Texte intégralLivres sur le sujet "Intelligent tutoring systems"
Cristea, Alexandra I., et Christos Troussas, dir. Intelligent Tutoring Systems. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80421-3.
Texte intégralCrossley, Scott, et Elvira Popescu, dir. Intelligent Tutoring Systems. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09680-8.
Texte intégralCerri, Stefano A., Guy Gouardères et Fàbio Paraguaçu, dir. Intelligent Tutoring Systems. Berlin, Heidelberg : Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-47987-2.
Texte intégralCoy, Andre, Yugo Hayashi et Maiga Chang, dir. Intelligent Tutoring Systems. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22244-4.
Texte intégralNkambou, Roger, Roger Azevedo et Julita Vassileva, dir. Intelligent Tutoring Systems. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91464-0.
Texte intégralWoolf, Beverley P., Esma Aïmeur, Roger Nkambou et Susanne Lajoie, dir. Intelligent Tutoring Systems. Berlin, Heidelberg : Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-69132-7.
Texte intégralCerri, Stefano A., William J. Clancey, Giorgos Papadourakis et Kitty Panourgia, dir. Intelligent Tutoring Systems. Berlin, Heidelberg : Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-30950-2.
Texte intégralFrasson, Claude, Gilles Gauthier et Gordon I. McCalla, dir. Intelligent Tutoring Systems. Berlin, Heidelberg : Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55606-0.
Texte intégralMicarelli, Alessandro, John Stamper et Kitty Panourgia, dir. Intelligent Tutoring Systems. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39583-8.
Texte intégralAleven, Vincent, Judy Kay et Jack Mostow, dir. Intelligent Tutoring Systems. Berlin, Heidelberg : Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13388-6.
Texte intégralChapitres de livres sur le sujet "Intelligent tutoring systems"
Bradáč, Vladimír, et Kateřina Kostolányová. « Intelligent Tutoring Systems ». Dans 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.
Texte intégralGraesser, Arthur C., Mark W. Conley et Andrew Olney. « Intelligent tutoring systems. » Dans 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.
Texte intégralGraesser, Arthur C., Xiangen Hu et Robert Sottilare. « Intelligent Tutoring Systems ». Dans International Handbook of the Learning Sciences, 246–55. New York, NY : Routledge, 2018. : Routledge, 2018. http://dx.doi.org/10.4324/9781315617572-24.
Texte intégralD'Mello, Sidney K., et Art Graesser. « Intelligent Tutoring Systems ». Dans Handbook of Educational Psychology, 603–29. 4e éd. New York : Routledge, 2023. http://dx.doi.org/10.4324/9780429433726-31.
Texte intégralKurni, Muralidhar, Mujeeb Shaik Mohammed et K. G. Srinivasa. « Intelligent Tutoring Systems ». Dans A Beginner's Guide to Introduce Artificial Intelligence in Teaching and Learning, 29–44. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-32653-0_2.
Texte intégralRazzaq, Leena M., et Neil T. Heffernan. « Tutorial Dialog in an Equation Solving Intelligent Tutoring System ». Dans Intelligent Tutoring Systems, 851–53. Berlin, Heidelberg : Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-30139-4_97.
Texte intégralTseytlin, Eugene, Melissa Castine et Rebecca Crowley. « DomainBuilder – An Authoring System for Visual Classification Tutoring Systems ». Dans Intelligent Tutoring Systems, 441–42. Berlin, Heidelberg : Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13437-1_99.
Texte intégralGonzalez-Sanchez, Javier, Maria Elena Chavez-Echeagaray, Kurt VanLehn, Winslow Burleson, Sylvie Girard, Yoalli Hidalgo-Pontet et Lishan Zhang. « A System Architecture for Affective Meta Intelligent Tutoring Systems ». Dans Intelligent Tutoring Systems, 529–34. Cham : Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07221-0_67.
Texte intégralAllen, Richard, Cyrille Desmoulins et Laurent Trilling. « Tuteurs Intelligents et Intelligence Artificielle : problèmes posés en construction de figures géométriques ». Dans Intelligent Tutoring Systems, 325–34. Berlin, Heidelberg : Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55606-0_40.
Texte intégralGiuffra Palomino, Cecilia Estela, Ricardo Azambuja Silveira et Marina Keiko Nakayama. « An Intelligent LMS Model Based on Intelligent Tutoring Systems ». Dans Intelligent Tutoring Systems, 567–74. Cham : Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07221-0_72.
Texte intégralActes de conférences sur le sujet "Intelligent tutoring systems"
Meshref, Hossam, et Isbudeen Noor Mohamed. « Intelligent tutoring systems ». Dans the International Conference. New York, New York, USA : ACM Press, 2012. http://dx.doi.org/10.1145/2345396.2345585.
Texte intégralRamesh, Vyshnavi Malathi, et N. J. Rao. « Tutoring and Expert Modules of Intelligent Tutoring Systems ». Dans 2012 IEEE Fourth International Conference on Technology for Education (T4E). IEEE, 2012. http://dx.doi.org/10.1109/t4e.2012.52.
Texte intégralEbale Nnemete, Alphonse, et Laurence Capus. « ARCHITECTURAL SCALABILITY OF TUTORING WITHIN INTELLIGENT TUTORING SYSTEMS ». Dans 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.2040.
Texte intégralGonzález, Carina, Alberto Mora et Pedro Toledo. « Gamification in intelligent tutoring systems ». Dans the Second International Conference. New York, New York, USA : ACM Press, 2014. http://dx.doi.org/10.1145/2669711.2669903.
Texte intégralDermeval, Diego, et Ig Ibert Bittencourt. « Authoring Gamified Intelligent Tutoring Systems ». Dans 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.
Texte intégralO'Lander, Richard. « Intelligent tutoring systems (abstract only) ». Dans the 19th annual conference. New York, New York, USA : ACM Press, 1991. http://dx.doi.org/10.1145/327164.328846.
Texte intégralNing Ning, Hong-wen Xia et Hui Zan. « Task-driven Intelligent Tutoring Systems ». Dans 2010 International Conference on Artificial Intelligence and Education (ICAIE). IEEE, 2010. http://dx.doi.org/10.1109/icaie.2010.5641451.
Texte intégralYu, Sun, et Li Zhiping. « Intelligent Pedagogical Agents for Intelligent Tutoring Systems ». Dans 2008 International Conference on Computer Science and Software Engineering. IEEE, 2008. http://dx.doi.org/10.1109/csse.2008.414.
Texte intégralNiculescu, Cristina. « INTELLIGENT TUTORING SYSTEMS - TRENDS ON DESIGN, DEVELOPMENT AND DEPLOYMENT ». Dans eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-218.
Texte intégral« INTELLIGENT TUTORING SYSTEM : AN ASSESSMENT STRATEGY FOR TUTORING ON-LINE ». Dans 8th International Conference on Enterprise Information Systems. SciTePress - Science and and Technology Publications, 2006. http://dx.doi.org/10.5220/0002457001570160.
Texte intégralRapports d'organisations sur le sujet "Intelligent tutoring systems"
Shute, Valerie J., et 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.
Texte intégralDi Eugenio, Barbara. Natural Language Dialogue for Intelligent Tutoring Systems. Fort Belvoir, VA : Defense Technical Information Center, août 2007. http://dx.doi.org/10.21236/ada470806.
Texte intégralOng, James, et Sowmya Ramachandran. An Intelligent Tutoring System Approach to Adaptive Instructional Systems. Fort Belvoir, VA : Defense Technical Information Center, septembre 2005. http://dx.doi.org/10.21236/ada437533.
Texte intégralPorter, Bruce. An Interactive, Intelligent Tutoring Systems for Prediction Tasks. Fort Belvoir, VA : Defense Technical Information Center, avril 1995. http://dx.doi.org/10.21236/ada300063.
Texte intégralSteuck, Kurt, et 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.
Texte intégralKim, Jung Hee. Language Analysis and Generation in Algebra Tutorial Dialogues for Language-Based Intelligent Tutoring Systems. Fort Belvoir, VA : Defense Technical Information Center, mai 2004. http://dx.doi.org/10.21236/ada422821.
Texte intégralRichardson, J. J., et Martha C. Polson. Proceedings of the Air Force Forum for Intelligent Tutoring Systems. Fort Belvoir, VA : Defense Technical Information Center, avril 1989. http://dx.doi.org/10.21236/ada207096.
Texte intégralSottilare, Robert A. Fundamentals of Adaptive Intelligent Tutoring Systems for Self-Regulated Learning. Fort Belvoir, VA : Defense Technical Information Center, mars 2015. http://dx.doi.org/10.21236/ada614161.
Texte intégralMartinak, R., Anthony E. Kelly, D. Sleeman, J. Moore et R. D. Ward. Diagnosis and Remediation in the Context of Intelligent Tutoring Systems. Fort Belvoir, VA : Defense Technical Information Center, juillet 1988. http://dx.doi.org/10.21236/ada199024.
Texte intégralMurray, William R. Control for Intelligent Tutoring Systems : A Comparison of Blackboard Architectures and Discourse Management Networks. Fort Belvoir, VA : Defense Technical Information Center, septembre 1988. http://dx.doi.org/10.21236/ada201534.
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