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