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Artykuły w czasopismach na temat "Intelligent tutoring systems"
Bradáč, Vladimír, i Kateřina Kostolányová. "Intelligent Tutoring Systems". Journal of Intelligent Systems 26, nr 4 (26.09.2017): 717–27. http://dx.doi.org/10.1515/jisys-2015-0144.
Pełny tekst źródłaAnderson, J. R., C. F. Boyle i B. J. Reiser. "Intelligent Tutoring Systems". Science 228, nr 4698 (26.04.1985): 456–62. http://dx.doi.org/10.1126/science.228.4698.456.
Pełny tekst źródłaROSS, P. "Intelligent tutoring systems". Journal of Computer Assisted Learning 3, nr 4 (grudzień 1987): 194–203. http://dx.doi.org/10.1111/j.1365-2729.1987.tb00331.x.
Pełny tekst źródłaMaher, Mary Lou. "Intelligent tutoring systems". Artificial Intelligence in Engineering 2, nr 1 (styczeń 1987): 50. http://dx.doi.org/10.1016/0954-1810(87)90075-6.
Pełny tekst źródłaAuguste, Donna. "Intelligent tutoring systems". Artificial Intelligence 26, nr 2 (maj 1985): 233–38. http://dx.doi.org/10.1016/0004-3702(85)90033-5.
Pełny tekst źródłaStefik, Mark. "Intelligent tutoring systems". Artificial Intelligence 26, nr 2 (maj 1985): 238–45. http://dx.doi.org/10.1016/0004-3702(85)90034-7.
Pełny tekst źródłaDel Soldato, Teresa. "Intelligent Tutoring Systems 92". AI Communications 5, nr 4 (1992): 215–16. http://dx.doi.org/10.3233/aic-1992-5411.
Pełny tekst źródłaWoolf, Beverly Park. "Intelligent multimedia tutoring systems". Communications of the ACM 39, nr 4 (kwiecień 1996): 30–31. http://dx.doi.org/10.1145/227210.227217.
Pełny tekst źródłaNkambou, Roger, i Froduald Kabanza. "Designing intelligent tutoring systems". ACM SIGCUE Outlook 27, nr 2 (marzec 2001): 46–60. http://dx.doi.org/10.1145/381234.381246.
Pełny tekst źródłaYazdani, M. "Intelligent tutoring systems survey". Artificial Intelligence Review 1, nr 1 (marzec 1986): 43–52. http://dx.doi.org/10.1007/bf01988527.
Pełny tekst źródłaRozprawy doktorskie na temat "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.
Pełny tekst źródłaRazzaq, 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.
Pełny tekst źródłaKeywords: 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.
Pełny tekst źródłaMATOS, 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.
Pełny tekst źródłaMade 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.
Pełny tekst źródłaBuckenmeyer, Michelle. "User characteristics in intelligent tutoring systems /". Online version of thesis, 1992. http://hdl.handle.net/1850/10998.
Pełny tekst źródłaGreen, Derek Tannell. "INTELLIGENT TUTORING SYSTEMS FOR SKILL ACQUISITION". Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/203476.
Pełny tekst źródłaRiccucci, 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.
Pełny tekst źródłaRiccucci, Simone <1978>. "Knowledge management in intelligent tutoring systems". Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2008. http://amsdottorato.unibo.it/916/.
Pełny tekst źródłaBaker, Michael J. "Negotiated tutoring : an approach to interaction in intelligent tutoring systems". Thesis, Open University, 1990. http://oro.open.ac.uk/54150/.
Pełny tekst źródłaKsiążki na temat "Intelligent tutoring systems"
Cristea, Alexandra I., i Christos Troussas, red. Intelligent Tutoring Systems. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80421-3.
Pełny tekst źródłaCrossley, Scott, i Elvira Popescu, red. Intelligent Tutoring Systems. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09680-8.
Pełny tekst źródłaCerri, Stefano A., Guy Gouardères i Fàbio Paraguaçu, red. Intelligent Tutoring Systems. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-47987-2.
Pełny tekst źródłaCoy, Andre, Yugo Hayashi i Maiga Chang, red. Intelligent Tutoring Systems. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22244-4.
Pełny tekst źródłaNkambou, Roger, Roger Azevedo i Julita Vassileva, red. Intelligent Tutoring Systems. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91464-0.
Pełny tekst źródłaWoolf, Beverley P., Esma Aïmeur, Roger Nkambou i Susanne Lajoie, red. Intelligent Tutoring Systems. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-69132-7.
Pełny tekst źródłaCerri, Stefano A., William J. Clancey, Giorgos Papadourakis i Kitty Panourgia, red. Intelligent Tutoring Systems. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-30950-2.
Pełny tekst źródłaFrasson, Claude, Gilles Gauthier i Gordon I. McCalla, red. Intelligent Tutoring Systems. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55606-0.
Pełny tekst źródłaMicarelli, Alessandro, John Stamper i Kitty Panourgia, red. Intelligent Tutoring Systems. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39583-8.
Pełny tekst źródłaAleven, Vincent, Judy Kay i Jack Mostow, red. Intelligent Tutoring Systems. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13388-6.
Pełny tekst źródłaCzęści książek na temat "Intelligent tutoring systems"
Bradáč, Vladimír, i Kateřina Kostolányová. "Intelligent Tutoring Systems". W 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.
Pełny tekst źródłaGraesser, Arthur C., Mark W. Conley i Andrew Olney. "Intelligent tutoring systems." W 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.
Pełny tekst źródłaGraesser, Arthur C., Xiangen Hu i Robert Sottilare. "Intelligent Tutoring Systems". W International Handbook of the Learning Sciences, 246–55. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315617572-24.
Pełny tekst źródłaD'Mello, Sidney K., i Art Graesser. "Intelligent Tutoring Systems". W Handbook of Educational Psychology, 603–29. Wyd. 4. New York: Routledge, 2023. http://dx.doi.org/10.4324/9780429433726-31.
Pełny tekst źródłaKurni, Muralidhar, Mujeeb Shaik Mohammed i K. G. Srinivasa. "Intelligent Tutoring Systems". W 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.
Pełny tekst źródłaRazzaq, Leena M., i Neil T. Heffernan. "Tutorial Dialog in an Equation Solving Intelligent Tutoring System". W Intelligent Tutoring Systems, 851–53. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-30139-4_97.
Pełny tekst źródłaTseytlin, Eugene, Melissa Castine i Rebecca Crowley. "DomainBuilder – An Authoring System for Visual Classification Tutoring Systems". W Intelligent Tutoring Systems, 441–42. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13437-1_99.
Pełny tekst źródłaGonzalez-Sanchez, Javier, Maria Elena Chavez-Echeagaray, Kurt VanLehn, Winslow Burleson, Sylvie Girard, Yoalli Hidalgo-Pontet i Lishan Zhang. "A System Architecture for Affective Meta Intelligent Tutoring Systems". W Intelligent Tutoring Systems, 529–34. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07221-0_67.
Pełny tekst źródłaAllen, Richard, Cyrille Desmoulins i Laurent Trilling. "Tuteurs Intelligents et Intelligence Artificielle: problèmes posés en construction de figures géométriques". W Intelligent Tutoring Systems, 325–34. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55606-0_40.
Pełny tekst źródłaGiuffra Palomino, Cecilia Estela, Ricardo Azambuja Silveira i Marina Keiko Nakayama. "An Intelligent LMS Model Based on Intelligent Tutoring Systems". W Intelligent Tutoring Systems, 567–74. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07221-0_72.
Pełny tekst źródłaStreszczenia konferencji na temat "Intelligent tutoring systems"
Meshref, Hossam, i Isbudeen Noor Mohamed. "Intelligent tutoring systems". W the International Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2345396.2345585.
Pełny tekst źródłaRamesh, Vyshnavi Malathi, i N. J. Rao. "Tutoring and Expert Modules of Intelligent Tutoring Systems". W 2012 IEEE Fourth International Conference on Technology for Education (T4E). IEEE, 2012. http://dx.doi.org/10.1109/t4e.2012.52.
Pełny tekst źródłaEbale Nnemete, Alphonse, i Laurence Capus. "ARCHITECTURAL SCALABILITY OF TUTORING WITHIN INTELLIGENT TUTORING SYSTEMS". W 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.2040.
Pełny tekst źródłaGonzález, Carina, Alberto Mora i Pedro Toledo. "Gamification in intelligent tutoring systems". W the Second International Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2669711.2669903.
Pełny tekst źródłaDermeval, Diego, i Ig Ibert Bittencourt. "Authoring Gamified Intelligent Tutoring Systems". W 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.
Pełny tekst źródłaO'Lander, Richard. "Intelligent tutoring systems (abstract only)". W the 19th annual conference. New York, New York, USA: ACM Press, 1991. http://dx.doi.org/10.1145/327164.328846.
Pełny tekst źródłaNing Ning, Hong-wen Xia i Hui Zan. "Task-driven Intelligent Tutoring Systems". W 2010 International Conference on Artificial Intelligence and Education (ICAIE). IEEE, 2010. http://dx.doi.org/10.1109/icaie.2010.5641451.
Pełny tekst źródłaYu, Sun, i Li Zhiping. "Intelligent Pedagogical Agents for Intelligent Tutoring Systems". W 2008 International Conference on Computer Science and Software Engineering. IEEE, 2008. http://dx.doi.org/10.1109/csse.2008.414.
Pełny tekst źródłaNiculescu, Cristina. "INTELLIGENT TUTORING SYSTEMS - TRENDS ON DESIGN, DEVELOPMENT AND DEPLOYMENT". W eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-218.
Pełny tekst źródła"INTELLIGENT TUTORING SYSTEM: AN ASSESSMENT STRATEGY FOR TUTORING ON-LINE". W 8th International Conference on Enterprise Information Systems. SciTePress - Science and and Technology Publications, 2006. http://dx.doi.org/10.5220/0002457001570160.
Pełny tekst źródłaRaporty organizacyjne na temat "Intelligent tutoring systems"
Shute, Valerie J., i Joseph Psotka. Intelligent Tutoring Systems: Past, Present, and Future. Fort Belvoir, VA: Defense Technical Information Center, maj 1994. http://dx.doi.org/10.21236/ada280011.
Pełny tekst źródłaDi Eugenio, Barbara. Natural Language Dialogue for Intelligent Tutoring Systems. Fort Belvoir, VA: Defense Technical Information Center, sierpień 2007. http://dx.doi.org/10.21236/ada470806.
Pełny tekst źródłaOng, James, i Sowmya Ramachandran. An Intelligent Tutoring System Approach to Adaptive Instructional Systems. Fort Belvoir, VA: Defense Technical Information Center, wrzesień 2005. http://dx.doi.org/10.21236/ada437533.
Pełny tekst źródłaPorter, Bruce. An Interactive, Intelligent Tutoring Systems for Prediction Tasks. Fort Belvoir, VA: Defense Technical Information Center, kwiecień 1995. http://dx.doi.org/10.21236/ada300063.
Pełny tekst źródłaSteuck, Kurt, i J. L. Fleming. Intelligent Tutoring Systems: A Taxonomy of Evaluation Issues. Fort Belvoir, VA: Defense Technical Information Center, maj 1990. http://dx.doi.org/10.21236/ada222090.
Pełny tekst źródłaKim, Jung Hee. Language Analysis and Generation in Algebra Tutorial Dialogues for Language-Based Intelligent Tutoring Systems. Fort Belvoir, VA: Defense Technical Information Center, maj 2004. http://dx.doi.org/10.21236/ada422821.
Pełny tekst źródłaRichardson, J. J., i Martha C. Polson. Proceedings of the Air Force Forum for Intelligent Tutoring Systems. Fort Belvoir, VA: Defense Technical Information Center, kwiecień 1989. http://dx.doi.org/10.21236/ada207096.
Pełny tekst źródłaSottilare, Robert A. Fundamentals of Adaptive Intelligent Tutoring Systems for Self-Regulated Learning. Fort Belvoir, VA: Defense Technical Information Center, marzec 2015. http://dx.doi.org/10.21236/ada614161.
Pełny tekst źródłaMartinak, R., Anthony E. Kelly, D. Sleeman, J. Moore i R. D. Ward. Diagnosis and Remediation in the Context of Intelligent Tutoring Systems. Fort Belvoir, VA: Defense Technical Information Center, lipiec 1988. http://dx.doi.org/10.21236/ada199024.
Pełny tekst źródłaMurray, William R. Control for Intelligent Tutoring Systems: A Comparison of Blackboard Architectures and Discourse Management Networks. Fort Belvoir, VA: Defense Technical Information Center, wrzesień 1988. http://dx.doi.org/10.21236/ada201534.
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