Thèses sur le sujet « Intelligent tutoring systems »
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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 intégralMacasek, Michael A. « Towards teachers quickly creating tutoring systems ». Link to electronic thesis, 2005. http://www.wpi.edu/Pubs/ETD/Available/etd-122005-162550/.
Texte intégralKeywords: collaboration; Intelligent Tutoring System; portal; teacher tools; Assistment; Assistment Project Includes bibliographical references. (p.37-38)
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.
Texte intégralWeerasinghe, 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.
Texte intégralTong, 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.
Texte intégralLandau, 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.
Texte intégralThesis advisor(s): Kishore Sengupta, B. Ramesh. "September 1994." Bibliography: p. 41-42. Also available online.
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.
Texte intégralNielsen, Rodney D. « Learner answer assessment in Intelligent Tutoring Systems ». Connect to online resource, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3303833.
Texte intégralMoyse, Roderick. « Multiple viewpoint the tutoring systems ». Thesis, Open University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.290206.
Texte intégralHall, Douglas Lee. « A Comparative Analysis of Guided vs. Query-Based Intelligent Tutoring Systems (ITS) Using a Class-Entity-Relationship-Attribute (CERA) Knowledge Base ». Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331475/.
Texte intégralChoksey, Sanket Dinesh. « Developing an affordable authoring tool for intelligent tutoring systems ». Link to electronic thesis, 2004. http://www.wpi.edu/Pubs/ETD/Available/etd-0825104-161218/.
Texte intégralKeywords: Model Tracing; Intelligent Tutoring Systems; JESS production system; Debugging Tool; Cognitive Tutor Authoring Tools. Includes bibliographical references (p. 58-60).
Lloyd, Nicholas M. « Measuring student engagement in an intelligent tutoring system ». Link to electronic thesis, 2007. http://www.wpi.edu/Pubs/ETD/Available/etd-050307-134149/.
Texte intégralLindsey, Levi Scott. « Pen-Based Interfaces for Intelligent Statics Tutoring Systems ». Thesis, University of California, Riverside, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1547829.
Texte intégralHere we present two intelligent tutoring systems for statics, the sub-discipline of engineering mechanics concerned with the analysis of mechanical systems in equilibrium under the action of forces. These systems are pen-based: one runs on Windows tablet PCs and the other on LivescribeTM smartpens with specially-designed paper worksheets. It is common for novice students to attempt to solve problems without understanding the fundamental concepts involved. For example, they may attempt to solve a new problem by adapting the solution to an example problem. This approach can lead to errors as novices often categorize problems on the basis of surface similarity rather than the structural—i.e., conceptual—similarity. Our new instructional model guides students in explicitly examining the structural elements that govern the solution. For example, before the student draws forces on a free-body diagram, the system requires the student to explicitly identify all interaction points, points at which other objects apply forces to the body. The student must then identify what kind of interaction occurs at each interaction point before representing them by force arrows. The system critiques the student's work for each of these steps and provides appropriate tutorial feedback. This instructional design has a number of benefits. It helps students to identify the structural elements that guide the solution process, which is important for problem-solving transfer. It also enables the system to accurately diagnose student errors. Because each step in the reasoning is explicitly recorded, the system can unambiguously determine the cause of an error and provide focused tutorial feedback. Also, the use of natural pen-based interfaces unburdens the student from extraneous cognitive load inherent in more traditional interfaces. We conducted two studies to evaluate these systems. The first included 43 students enrolled in Statics (ME 10) at UCR, while the second included 10 students enrolled in Introduction to Mechanical Engineering (ME 2). The results suggest that students find the systems to be useful for learning statics. However, the tablet-based system is more effective than the smartpen-based one, with the former leading to large and statistically significant learning gains in the second study.
Zakharov, Konstantin. « Affect Recognition and Support in Intelligent Tutoring Systems ». Thesis, University of Canterbury. Computer Science and Software Engineering, 2007. http://hdl.handle.net/10092/1216.
Texte intégralAtolagbe, Tajudeen Abayomi. « A generic architecture for interactive intelligent tutoring systems ». Thesis, Brunel University, 2001. http://bura.brunel.ac.uk/handle/2438/5013.
Texte intégralHawkins, William J. « Boredom and student modeling in intelligent tutoring systems ». Digital WPI, 2014. https://digitalcommons.wpi.edu/etd-theses/307.
Texte intégralWheeldon, Alan. « Improving human computer interaction in intelligent tutoring systems ». Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16587/1/Alan_Wheeldon_Thesis.pdf.
Texte intégralWheeldon, Alan. « Improving human computer interaction in intelligent tutoring systems ». Queensland University of Technology, 2007. http://eprints.qut.edu.au/16587/.
Texte intégralSuraweera, Pramuditha. « Widening the Knowledge Acquisition Bottleneck for Intelligent Tutoring Systems ». Thesis, University of Canterbury. Computer Science and Software Engineering, 2007. http://hdl.handle.net/10092/1150.
Texte intégralNeubauer, Paul Richard. « An intelligent tutoring system for phonetic transcription ». Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845952.
Texte intégralDepartment of Computer Science
Csizmadia, Vilmos. « Constructing an authoring tool for intelligent tutoring systems with hierarchical domain models ». Link to electronic thesis, 2003. http://www.wpi.edu/Pubs/ETD/Available/etd-1222103-161814.
Texte intégralWalonoski, Jason A. « Visual Feedback for Gaming Prevention in Intelligent Tutoring Systems ». Digital WPI, 2006. https://digitalcommons.wpi.edu/etd-theses/23.
Texte intégralVasandani, Vijay. « Intelligent tutoring for diagnostic problem solving in complex dynamic systems ». Diss., Georgia Institute of Technology, 1991. http://hdl.handle.net/1853/24934.
Texte intégralWalonoski, Jason A. « Visual feedback for gaming prevention in intelligent tutoring systems ». Link to electronic thesis, 2005. http://www.wpi.edu/Pubs/ETD/Available/etd-010806-205001/.
Texte intégralLong, Yanjin. « Supporting Learner-Controlled Problem Selection in Intelligent Tutoring Systems ». Research Showcase @ CMU, 2015. http://repository.cmu.edu/dissertations/653.
Texte intégralSrisethanil, Chaisak. « Pedagogical framework for an engineering intelligent tutoring system ». Diss., Georgia Institute of Technology, 1996. http://hdl.handle.net/1853/20240.
Texte intégralOkpo, Juliet Airenvbiegbe. « Adaptive exercise selection for an intelligent tutoring system ». Thesis, University of Aberdeen, 2018. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=238127.
Texte intégralMayo, 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.
Texte intégralZhang, Jie. « An intelligent tutor : Smart Tutor / ». Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23735879.
Texte intégralKseibat, Dawod. « Adaptive intelligent tutoring for teaching modern standard Arabic ». Thesis, University of Bedfordshire, 2010. http://hdl.handle.net/10547/134371.
Texte intégralStaffan, Kenneth E. « An intelligent tutoring system for the German language / ». Online version of thesis, 1993. http://hdl.handle.net/1850/11732.
Texte intégralRasmussen, Kai. « Developing a Cognitive Rule-Based Tutor for the ASSISTment System ». Digital WPI, 2007. https://digitalcommons.wpi.edu/etd-theses/39.
Texte intégralMathews, Moffat Mannunkal. « A Framework for Multiple Adaptable Pedagogical Strategies in Intelligent Tutoring Systems ». Thesis, University of Canterbury. Computer Science and Software Engineering, 2012. http://hdl.handle.net/10092/7334.
Texte intégralLi, Vincent. « Knowledge representation and problem solving for an intelligent tutoring system ». Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29657.
Texte intégralApplied Science, Faculty of
Electrical and Computer Engineering, Department of
Graduate
Williams, David C. (David Charles). « Observations of medical professionals' interactions with an intelligent tutoring system ». Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59588.
Texte intégralTwidale, Michael Bernard. « The use of explicit intermediate representations in intelligent tutoring systems ». Thesis, Lancaster University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305950.
Texte intégralMartin, Brent I. « Intelligent tutoring systems : The practical implementation of constraint-based modelling ». Thesis, University of Canterbury. Computer Science, 2002. http://hdl.handle.net/10092/4834.
Texte intégralSiemer, Julika. « Developing a model for remedial operations in intelligent tutoring systems ». Thesis, London School of Economics and Political Science (University of London), 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294784.
Texte intégralCox, Benita Mary. « An explanation-driven understanding-directed model for intelligent tutoring systems ». Thesis, Imperial College London, 1989. http://hdl.handle.net/10044/1/47388.
Texte intégralTao, Xiaomei. « Enhancing electronic intelligent tutoring systems by responding to affective states ». Thesis, Birmingham City University, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.720002.
Texte intégralKildare, RA. « The Computational and Educational Viability of Deploying Intelligent Tutoring Systems ». Thesis, Honours thesis, University of Tasmania, 2003. https://eprints.utas.edu.au/21/1/Deployment_of_Intelligent_Tutoring_Systems.pdf.
Texte intégral