Tutoring Tool Research Articles

Possibilities of Using Tutoring Tools in the Activities of a Teacher-Mentor

Introduction. Today the world is becoming different, and such a world requires a different education system. Man is put as a subject of life and a subject of education. In these conditions, a teacher is forced to constantly expand the range of his competencies, to fill professional deficiencies. Mentoring is the most optimal form for this. The result of interaction in the “mentor – mentee” pair is the development of the subjectivity of the mentee, his personal and professional development. The purpose of the article is to present tutoring tools that can be used in mentoring practice. Methodology. The study was carried out using theoretical methods: analysis, synthesis, generalization of scientific research on the definition of the concepts of subjectivity, mentoring, comparison of the positions of the tutor and mentor, as well as empirical methods: survey, qualitative and quantitative data processing. Results. Within the framework of this study, the form of mentoring “teacher – teacher” was considered. The study was conducted within the framework of the implementation of the state assignment of the Ministry of Education of the Russian Federation “Reverse mentoring as a means of ensuring professional growth of teaching staff in general education organizations” during 2022 and 2023 among teachers (n = 256) who took part in a series of master classes on the use of tutoring tools in the activities of mentor teachers. The target audience is teaching staff from the Sverdlovsk and Irkutsk regions, Krasnoyarsk region. The master classes were organized in face-to-face and online formats. Conclusions. The article substantiates and presents the authorʼs definition of mentoring, emphasizes the relevance of using tutoring tools (participant observation, conversation, storytelling, personal resource mapping, navigation, reflection) by a mentor teacher to compensate for the professional deficiencies of the mentees.

Effectiveness of WhatsApp as an academic tutoring tool in the academic performance of university students

The use of WhatsApp has emerged as a crucial tool in the academic field, especially among university students, where its influence on academic performance is a topic of growing interest. This article aims to demonstrate how WhatsApp influences academic performance through academic tutoring in university students. The study sample consisted of 167 university students from three professional programs. Three research instruments were applied: an initial questionnaire, a satisfaction survey, and a grade record. The results reveal that the effective use of WhatsApp in academic tutoring offers advantages such as effective communication between peers and tutor, versatility in sharing files, and carrying out various group activities such as messaging, video calls, and conference calls. However, disadvantages were also evident, such as the distraction the app can cause when students do not manage their time properly or engage in non-academic activities. In conclusion, it is established that the use of WhatsApp in academic tutoring positively influences the academic performance of university students, demonstrating that its integration into educational processes can enhance communication and academic support, which has significant implications for educational practice and the development of more effective teaching strategies.

Students’ perceptions of using ChatGPT in a physics class as a virtual tutor

The latest development of Generative Artificial Intelligence (GenAI), particularly ChatGPT, has drawn the attention of educational researchers and practitioners. We have witnessed many innovative uses of ChatGPT in STEM classrooms. However, studies regarding students’ perceptions of ChatGPT as a virtual tutoring tool in STEM education are rare. The current study investigated undergraduate students’ perceptions of using ChatGPT in a physics class as an assistant tool for addressing physics questions. Specifically, the study examined the accuracy of ChatGPT in answering physics questions, the relationship between students’ ChatGPT trust levels and answer accuracy, and the influence of trust on students’ perceptions of ChatGPT. Our finding indicates that despite the inaccuracy of GenAI in question answering, most students trust its ability to provide correct answers. Trust in GenAI is also associated with students’ perceptions of GenAI. In addition, this study sheds light on students’ misconceptions toward GenAI and provides suggestions for future considerations in AI literacy teaching and research.

Excel – a new way to join the dots

Professional judgment is an essential and expected graduate skill. The ability to make considered judgments based on sound critical thinking must be developed progressively by students throughout their lifelong learning journey. To support Business School students critical thinking development, an innovative series of interactive and scaffolded tutorial tools were created in Excel. Based on real world business scenarios, students develop the necessary skills to justify and make robust professional judgments. Used as supportive tutorial activities with formative feedback opportunities, students learnt how to perform the necessary steps and argue related justifications. To go deeper, students further question the unresolved and unreasonable, determine the impacts of what if scenarios and make confident decisions that influence professional judgments. This innovative interactive approach provides students with several autonomy and self-efficacy experiences and brings students confidently into the realm of doing (Schwartz et al., 2012). It is adaptive to professional judgment based units of study across all disciplines. For adaptation in more technical and practice based domains, the Excel tutorial worksheet contained background information for the business world scenario. At each sub decision point, data validation and conditional formatting tools have been adopted to allow students to explore drop down possible choices. These are subsequently linked to possible justifications, further information required questions, what if diagrams, and descriptors of how these influence critical justifications. To highlight connection to logical thinking, a “Green to go” colour change code is used which allows students to confirm their understanding or seek further support. Working with students in tutorial time and using the MS Excel text colour function, teaching staff model critical thinking and professional business world expectations. The file’s interactive decision making process, supportive explanatory notes and tips are unveiled so the professional judgment is made in partnership between students and staff. This tool can also be used to develop critical thinking for extended written response decisions. This adaption is designed as a step by step supportive essay planner and response template. Within the Excel worksheet, the essay question is broken down into separate sectional row tasks (introduction, discussion of theories, related application, conclusion). Each sectional row contains an in tutorial discussion box (completed in the expansive social tutorial time), your own response box and, using the Excel data validation tool, a drop down marking rubric. Students are encouraged to complete a full essay response and, via the share function, forward their Excel response to the teaching team who provide formative feedback. The approach’s visual and supported critical thinking path assists students to form their own opinions from many perspectives, make judgments and, most importantly, by enhancing student engagement, experience, and self-efficacy, aids deeper student learning (Cahill & Bloch-Schulman, 2012, Turner & Baskerville, 2013). The presentation will showcase the initiative’s interactive and highly effective model of critical thinking and decision making.

Procedural content generation for VR educational applications: The investigation of AI-based approaches for improving learning experience

In recent years, artificial intelligence (AI) has witnessed significant advancements in the field of education, with its ability to personalize and adapt content to individual student needs. In parallel, virtual reality (VR) has emerged as a powerful tutorial tool, providing immersive and interactive experiential learning experiences which has the advantages of improving students' motivation and engagement. Previous researchers have demonstrated the potential of ML algorithms, particularly RL, for generating educational content and VR environments. To create high-quality content, researchers have started exploring the integration of Machine Learning (ML) and Reinforcement Learning (RL) algorithms into Procedural Content Generation (PCG) methods for automatically generating both textual and non-textual content such as practice questions, quizzes, VR learning environments, etc., which have the potential to increase the efficiency and effectiveness of educational interventions. Nonetheless, the development of these techniques requires addressing several challenges. Significant advancements are yet to be made in developing and refining these algorithms to produce high-quality and effective educational content for VR applications. This article provides a comprehensive overview of the current state of research in reinforcement AI learning content generation for VR educational applications. For each area, it discusses the state-of-the-art techniques, applications, limitations, and challenges faced in development, covering the use of natural language processing, reinforcement learning, and machine learning algorithms. The review concludes by highlighting some of the key opportunities for future research in this field, including the development of more sophisticated models and the exploration of new applications of machine learning in educational technology.

IMPLICATIONS AND PERCEPTION OF PLASTINATION AMONG MEDICAL UNDERGRADUATES: A BRIEF REVIEW.

The medical students of the newer generation are more enthusiastic and explorers when it comes to acquiring knowledge, especially through the world wide web (www) & multi-media. In an attempt to increase their motivation and enhance anatomy learning various methodologies have been introduced in recent years like problem-based learning, virtual reality surgical simulators, and computer-based learning methods. One such innovative technique is Plastination. Plastinates have become one of the revolutionary innovations in anatomical education and has become an ideal tutoring tool in other elds also like pathology, obstetrics, radiology and surgery. The plastinates are very powerful learning tools as they are very durable and help in gaining anatomical knowledge and strengthen individual capacities for medical scholars exercising a wider variety of learning strategies. This review is intended to survey the utility of these plastinates among the medical undergraduates and to identify their efcacy compared to the dissected wet specimens for gaining anatomy knowledge. The results of this review reveal that the plastinates can only act as adjuncts for learning anatomy and that the medical undergraduates still prefer the traditional method of learning with gross dissected and prosected specimens to gain anatomy knowledge in most of the medical schools

Influence of Knowledge Area on the Use of Digital Tools during the COVID-19 Pandemic among Latin American Professors

In this paper, quantitative, descriptive, and correlational research is carried out on the impact that the process of digitalization of academic activities in higher education has had on the habits of use of information and communication technologies (ICT) among professors and the influence of the area of knowledge on this impact. For this purpose, responses from 716 professors from different Latin American universities to a survey designed by the authors were statistically analyzed. Following the UNESCO guide on the use of ICT in higher education, the survey distinguishes the following teaching activities to measure the use of ICT: lessons, tutorials, sharing materials, and evaluation. The results show that the use of ICT has increased in all teaching activities, but unevenly, being particularly intense in those in which the use of ICT was less frequent during the pandemic—specifically, tutorials and evaluation, whose frequency of use has increased by around 50%. As a result of this uneven increase, the use of ICTs in different teaching activities has become more homogeneous after the pandemic. This increase was significantly higher among engineering and social sciences professors than in other areas of knowledge, as well as in evaluation and tutorial tools than in other activities. In addition, the ICT tools most used during the pandemic were those with which the professors or students were most familiar before the pandemic. It is recommended that universities increase the specific training of professors in the pedagogical use of ICT and that they should address the specificities of each area of knowledge.

Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School

Peer tutoring in combination with math digital tools was employed with middle school students learning mathematics. A total of 112 students in 9th grade (14 to 15 years old) participated in the study. A pretest–posttest with control group design was used. Students worked with systems of linear equations during the experience. The effects of the intervention of peer tutoring in combination with math digital tools on students’ mathematics achievement were examined using quantitative methods. The way students in the experimental group learned and their motivation towards using digital tools compared with students in the control group were analysed qualitatively. Statistically significant improvements and a large effect size were reported for students’ mathematics achievement in the experimental group. No statistically significant differences were reported between the pretest and the posttest for the control group. The qualitative analyses revealed that students in the experimental group achieved a higher level of autonomous learning, showed a greater association of mathematical concepts, helped their peers more, did more exercises and problems than students in the control group, and enjoyed the experience.

The Effect of ARTIFICIAL INTELLIGENCE and Child Life Guidance Subject on Pre-Service Teachers

Purpose: The purpose of this study is to investigate the effects of AI and child life guidance subject on pre-service teachers. Method: AI and child life guidance subject was conducted for one year. The feeling of contents of AI and child life guidance subject was investigated, the opinions of the students and the experience of operating the curriculum for children s life guidance for decades. The instructional design was reconstructed. AI and child life guidance subject was applied for one semester to 40 third - year university students attending , 10 of them were selected as research participants. For data collection, in-depth interviews were conducted with the 10 students who experienced. Qualitative content analysis were collected the opinions of the students and the experience to closely examine their thoughts and attitudes Results: Pre-service teachers reported the importance of AI and child life guidance subjects. They understood the AI robot to be used in the field well, acknowledged the value of the robot as an assistant teacher, and said that the method of cooperating with the robot is a future-ready capability. It was said that the AI movie seemed to have provided the motivation for the learning contents of AI and children s life guidance. Children s life guidance learning using robots became interested in the children s life guidance subject. Conclusion: First, If the teacher s competency of using robots, which is an assistant tool for tutors, is developed, pre-service teachers will be able to grow further in the AI era through efforts such as fostering professionalism, teachers should be nurtured to provide guidance by using big data of AI to focus on expanding children s thinking and social relationships. supporting children s thinking expansion, and providing positive life guidance. Second, In accordance with the direction of AI education policy, teachers should be nurtured to provide guidance by using big data of AI to focus on expanding children s thinking and social relationships. Third, A teacher s ability to guide children s life with delicate sensitivity that cannot be aided by robots will be an effective way to guide children s life. The use of robots will enable customized guidance for each child. Fourth, Teachers should develop the capacity of life guidance for child-led interaction to promote the development of children s autonomy. Fifth, Teachers should have an opportunity to check the political and cultural context of teaching-learning through self-reflection because the value and belief system of teachers also affect the interaction with children.

Information technology for creating intelligent computer programs for training in algorithmic tasks. Part 1: Mathematical foundations

The existing education system (in particular higher education) due to its focus on basic knowledge is quite inert and cannot satisfy the needs of the modern labor market, which is rapidly developing. Some professions transform or disappear, while the others appear almost every day. Today the employers need specialists with certain skills and abilities, who are able to develop them and adapt to specific projects. That is why short-term courses are very popular today, especially online and with a mentor — a specialist in a particular field. At the same time, graduates of such courses are mostly unable to solve complex problems and make competent decisions on their own. There is a requirement of creation of training programs for testing the development and implementation of tools for productive knowledge and skills transferring in a particular field. The article shows a possible approach to provide some interactivity to computer tutoring tools in addition to the game principle, information visualization and other techniques that have already proven themselves in information systems. It will give an opportunity to create a platform that can accumulate new technologies, integrating them into a digital tutoring environment that can be adapted to each student.

Video-based e-learning tools for geriatric nursing education

Background: Future clinical challenges in nursing care of geriatric patients require educational courses that provide a high level of clinical reasoning skills. Serious Soap (www.serioussoap.nl/eng) is a video-based educational tool that combines entertainment with learning and reflection; it can serve as an attractive e-learning tool for nurses, nursing students, and tutors in geriatric care.Objective: This article describes Serious Soap’s development process, the lessons learned, and the most beneficial factors for student-centredness and teacher-centredness.Conclusions: The lessons learned from the development process highlight that it is important to use the experiences from previous gamification projects, co-create with target users, conduct elaborate testing and research before launching the final version, and ensure sustainability. The most valuable features for student-centeredness were the use of humor, authentic critical situations, popular actors, and interactivity. The most favorable aspects for teacher-centeredness were free accessibility of the tool, evidence-based content, and the possibility of using different features of the tool in various manners.

Pengembangan Buku Ajar Simulasi dan Pemodelan Fisika dengan Unity3D Berbasis Self Regulated Learning

This study aims to develop a simulation and modeling physics textbook assisted by Unity3D software with a self-regulated learning approach. This research uses Development and Research method through 4D Model. The definition stage is carried out by determining the characteristics of the textbook that will be developed through the initial study. The design stage is done by choosing the format and design of the textbook to produce the first correction (draft). The development stage is carried out to have the second draft, third correction, and the final product of the textbook. The second correction is obtained through the revised expert validation results that have been recommended. The third correction is the acquisition of small group test results by taking them randomly. Based on the results of field tests on students who are taking Physics Simulation and Modeling courses, the final product of the textbook is obtained. One of the textbook features and tools developed is the project assignment feature and the video tutorial tool. Based on the validation of the textbook and its supporting devices, the criteria are very feasible and ready to be used and can guide student learning independently through the features in the textbook. The development of this textbook is expected to assist in developing simulations and modeling in physics and other fields of science, such as engineering and health.

A Language Tutoring Tool based on AI and Paraphrase Detection

A language tutoring tool (LTT) helps learning a language through casual human-like conversations. Natural language understanding (NLU) and natural language generation (NLG) are two key components of an LTT. In this paper, we propose a paraphrase detection algorithm that is used as the building block of the NLU. Our proposed tree-LSTM with a self-attention method for paraphrase detection shows accuracy of 87% with a lower parameter of 6.5m, which is much robust and lighter than the other existing paraphrase detection algorithms. Furthermore, we discuss an LTT prototype using the proposed algorithm with having some featured components like- message analysis, grammar detection, dialogue management, and response generation component. Each component is discussed in detail in the methodology section of this paper.

Mobile Learning to Improve Student Collaborative Skills: An Alternative to Online Learning in the Era of Covid-19 Pandemic

This research aimed to produce a valid and effective mobile learning model and tools as an alternative to online learning solutions in the era of the Covid-19 pandemic. The tutorial tools are: tutorial activity design, tutorial activity unit, student activity sheet, and collaborative ability test. The trial design used a Pre-Experiment with a one group pre-test and post-test design. The research subject was the Pre-service Primary Teachers (PPTs) programming the elementary concept science course for the registration period of 2020. The data collection instruments included: (1) tutorial tool validity assessment sheet and (2) collaborative ability test. The research data were in the form of pre-test scores and post-test scores after going through a series of prerequisite tests: normality test and homogeneity test which were then analyzed using paired t-test. The mean level of improvement in the pre-test and post-test scores were calculated using the gain score. The results showed that: (1) the development of mobile learning which was included in the content and construct in the valid category, and supported by tutorial tools was included in the valid category and (2) the developed mobile learning was included in the effective category because of the significant increase in student collaborative abilities in limited trials and extensive trials in moderate criteria and students respond positively to the tools and tutorial processes. Based on the above, it can be concluded that the development of mobile learning was valid and effective to improve student collaborative abilities.

Generation and Use of Hints and Feedback in a Hilbert-Style Axiomatic Proof Tutor

This paper describes logax, an interactive tutoring tool that gives hints and feedback to a student who stepwise constructs a Hilbert-style axiomatic proof in propositional logic. logax generates proofs to calculate hints and feedback. We compare these generated proofs with expert proofs and student solutions, and conclude that the quality of the generated proofs is comparable to that of expert proofs. logax recognizes most steps that students take when constructing a proof. Even if a student diverges from the generated solution, logax still provides hints, including next steps or reachable subgoals, and feedback. With a few improvements in the design of the set of buggy rules, logax will cover about 80% of the mistakes made by students by buggy rules. The hints help students to complete the exercises.

The Validity of Concept Attainment With Multi Representation as an Alternative Learning Model to Improve Students' Mastery of Concepts and Scientific Consistency

The concept attainment tutorial tool with multi representations still needs to be developed. The purpose of this study is to describe the validity of the model and the validity of concept attainment devices with multi representations as alternative learning models to improve students' mastery of concepts and scientific consistency. The development of this tutorial tool uses the design of Plomp which consists of preliminary study phase, prototype stage, and assessment phase. The limited test was conducted on students of the Surabaya Open University in the Basic Science Natural Sciences course (PDGK4103). Research data were collected by the validation method using the model validation sheet instrument and the device validation sheet. Data were analyzed using qualitative descriptive analysis. The results of the study show that: (1) The concept of attainment model with multi representations developed is included in the valid criteria in terms of content validity and construct validity. (2) The multi-representation tutorial tool developed is included in the valid criteria. Based on the above it can be concluded that the concept of attainment with multi representations developed is valid and appropriate to be used to improve students' mastery of concepts and scientific consistency.

Modeling and Analyzing Inquiry Strategies in Open-Ended Learning Environments

Modeling and predicting student learning in computer-based environments often relies solely on sequences of accuracy data. Previous research suggests that it does not only matter what we learn, but also how we learn. The detection and analysis of learning behavior becomes especially important, when dealing with open-ended exploration environments, which do not dictate prescribed learning sequences and skills. In this paper, we work with data collected from an inquiry-based environment. We demonstrate that 1) students’ inquiry strategies indeed influence the learning outcome, and 2) students’ inquiry strategies also seem to be predictive for their academic achievement. Furthermore, we identified a new positive inquiry strategy, which has not yet been described in the literature. We propose the use of a probabilistic model jointly representing student knowledge and strategies and show that the inclusion of learning behavior into the model significantly improves prediction of external posttest results compared to only using accuracy data, a result that we validated on a second data set. Furthermore, we cluster the children into different groups with similar learning strategies to get a complete picture of students’ inquiry behavior. The obtained clusters can be semantically interpreted and are not only correlated to learning success in the game, but also to students’ science grades and standardized math assessments. We also validated the cluster solution on a second data set. The inquiry-based environment together with the clustering solution has the potential to serve as an assessment tool for teachers and tutors.

Development of Arabic Language Lifelong Learning (A3L) Tutorial Platform Using WhatsApp Mobile Application

This study examined the use of WhatsApp mobile application as a tutorial platform for Arabic language lifelong learning (A3L) at the Universiti Sains Islam Malaysia (USIM). An exploratory research design was adopted and the purposive sampling technique was used in selecting participants for the study. Specifically, the study comprises 40 USIM A3L learners. The WhatsApp mobile application was used as a tutorial delivery tool for the learners. Two research questions were raised and analyzed qualitatively. The result of the analysis indicated that WhatsApp mobile application could be used as tutorial delivery tool for A3L following the prescribed steps and procedures. Twelve Arabic lessons were learned which include contents for learners, quizzes, feedbacks and learner supports. Based on the findings, it was recommended that researchers need to extensively respond to the growing need of a body of research in this area, especially building models and strategies that work for the use of social media for the improvement of A3L delivery. Additionally, the A3L facilitators should be equipped with the skills of using mobile technologies, particularly the social media for A3L enhancement.

Solving Arithmetic Word Problems by Object Oriented Modeling and Query-Based Information Processing

The paper presents an Object Oriented Analysis and Design (OOAD) approach to modeling, reasoning and a database query based approach to processing and solving addition-subtraction (Add-Sub) type arithmetic Mathematical Word Problems (MWP) of elementary school level. The system identifies and extracts the key entities in a word problem like owners, items and their attributes and quantities, verbs, from all the input sentences, using a rule based Information Extraction (IE) approach based on Semantic Role Labeling (SRL) technique. These information are then stored in predefined templates which are further modeled to represent an MWP in the object-oriented paradigm and processed using query based approach to generate the answer. These kind of applications are based on Natural Language Processing (NLP), Natural Language Understanding (NLU) and Artificial Intelligence (AI), and can be used as intelligent dynamic mathematical tutoring tools as part of E-Learning systems, Learning Management Systems, on-line education, etc. The proposed object oriented mathematical word problem solver can solve arithmetic MWPs involving only addition-subtraction operations and it has produced an accuracy of 94.35% on a subset of the AI2 arithmetic questions dataset.

Tools and Principles for Effective Online Library Instruction: Andragogy and Undergraduates

ABSTRACTThe library literature evaluating the efficacy of online tutorial methods and delivery tools is a valuable resource for librarians looking for information to inform their choices for developing asynchronous online instruction. This literature, however, examines a wide variety of delivery tools, methods, and student populations. As a result, it is difficult to draw definitive conclusions about any one tutorial tool or method. This article compares selected research and concludes that the consensus in the literature suggests that applying adult learning principles to library tutorials has a larger impact on effective online instruction than the individual tool.