A Domain-Independent Reasoning Mechanism for an ITS Authoring Tool PROCEEDINGS
Maria Virvou, University of Piraeus, Greece
EdMedia: World Conference on Educational Media and Technology, in Montreal, Canada ISBN 978-1-880094-40-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Intelligent Tutoring Systems have traditionally been very good at providing dynamic aspects to the educational system's reasoning. This is usually due to the student modelling component that attempts to follow the student's way of learning taking into account possible misconceptions that the student may have. Other important dynamic features of ITSs are due to the advice generator that models the tutoring strategy by which the student is going to be taught the domain. However, ITSs have often been criticised that they represent immensely complex approaches to building learning environments (Boyle, 1997). A solution to this problem may be authoring tools that provide the facility of building multiple ITSs. In particular, as Murray (1999) points out ITS authoring tools may give the instructional designer a combination of facilities to produce visually appealing, interactive screens and a deep representation of content and pedagogy. This paper describes an authoring tool for ITSs that incorporates a domain-independent reasoning mechanism. The reasoning mechanism is used for the student modelling and the tutoring strategy of the resulting ITS.
Virvou, M. (2000). A Domain-Independent Reasoning Mechanism for an ITS Authoring Tool. In J. Bourdeau & R. Heller (Eds.), Proceedings of ED-MEDIA 2000--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1762-1764). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved January 16, 2018 from https://www.learntechlib.org/p/16470/.
© 2000 Association for the Advancement of Computing in Education (AACE)