Abstract
Previous intelligent tutoring systems (ITS) and ITS authoring studies predominantly simulated and evaluated artificial intelligence (AI) techniques and cognitive architectures/notions in educational domains. Current research focuses on software design that is priori driven by educational theories; it concerns the conception of Augmented Conversation and Cognitive Apprenticeship Metamodel (ACCAM). The pedagogy driven metamodel?ACCAM?forms the basis for a formal (theory based) approach to designing ITS authoring tools for numerical aspect of numerical disciplines. This research, therefore, showcases the convergence of two theoretical perspectives—the Conversation Theory (CT) and Cognitive Apprenticeship (CA)—which were never considered together before now. The novel conceptual platform?the ACCAM—flows and benefited from the synergistic effect of the stated theories through the introduction of the concept of ‘augmented conversation’ within the resulting integrated framework. Thus, current work draws on the pedagogical import of the mentioned educational theories, elicits new meanings, and lays the foundation as well as opens future evaluation of a pedagogical engineering methodology that flows therefrom.
Highlights
This work contributes conceptually—through the conception of Augmented Conversation and Cognitive Apprenticeship Metamodel (ACCAM)—to a large body of research on intelligent tutoring systems (ITS) and ITS authoring
Current research focuses on software design that is priori driven by educational theories; it concerns the conception of Augmented Conversation and Cognitive Apprenticeship Metamodel (ACCAM)
There are commercial authoring tools, they appear best suited for traditional computer aided instruction (CAI) systems and multimedia-based training because they lack the sophistication to construct ITSs (Murray, 2003a, 2003b)
Summary
This work contributes conceptually—through the conception of Augmented Conversation and Cognitive Apprenticeship Metamodel (ACCAM)—to a large body of research on intelligent tutoring systems (ITS) and ITS authoring. The referred commercial authoring tools excel in providing rich assets that are useful for designing visually appealing and interactive screens, but behind these screens are shallow representations of content and pedagogy strategies (Murray, 2003a). This necessitated specialised authoring tools that address the needs of ITS construction. “Augmentation” concept advances current understanding of the existing theories It aims to enhance the diagnosis of the learning process of a learner through “improved cognitive visibility” of his/her thought process during knowledge construction.
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