Web-based Intelligent Tutoring Research Articles

A web-based intelligent tutoring system for reading comprehension delivered to fifth-grade students attending high-poverty schools: Results from a replication efficacy study.

A web-based intelligent tutoring system for reading comprehension delivered to fifth-grade students attending high-poverty schools: Results from a replication efficacy study.

Web-Based Intelligent Tutoring System On Students Achievement And Interest In Technical Drawing In Niger State

The study examines how a web-based innovative coaching system affects students' performance and interest in technical drawing in Niger, Nigeria. The hypotheses created in answer to the two study questions are evaluated using the A.05 significance threshold. The investigation was conducted utilizing a pre-post non-equivalent control group quasi-experimental study design. The study's participants comprised 428 National Technical College (NTC) II, students. The sample size for this study was 180 students, of whom 68 were in the experimental group, and 112 were in the control group. The experimental group employed Simple Random Sampling (SRS) and intentional sampling techniques. The instruments used to gather data are the Technical Drawing Achievement Test (TDAT) and the Technical Drawing Interest Inventory (TDII). The reliability coefficient for TDAT is 0.77, whereas the reliability coefficient for TDII is 0.79 using the Pearson Product Moment Correlation coefficient. The mean was used to answer research questions, and ANCOVA was used to evaluate the hypotheses. The study's findings demonstrated that web-based intelligent tutoring solutions are more successful in raising student achievement and piquing their interest in technical drawing than traditional teaching techniques. It was suggested that professors, particularly those teaching technical drawing, employ a web-based intelligent tutoring system for technical college students to enhance students' academic performance and pique their interest in technical drawing.

AN INTELLIGENT TUTORING SYSTEM TO MAINTAIN THE STUDENTS’ MOTIVATION

Abstract. Recently, many educational institutions around the world has transformed to online education specially during the COVID-19 pandemic. This fast and in many cases unplanned transformation leads to the needs for more researches to find solutions for the problems of this rapid transformation. As it's the best economic options during this pandemic, this study focused on creating a web-based (asynchronous system) intelligent tutoring system (ITS) to support the teachers in the C programming language course. Nonetheless, the suggested system takes into consideration one of the biggest challenges for asynchronous system which is how to maintain the students' motivation for the entire learning process. Therefore, the current study suggested the use of an interactive ITS as a solution for this challenge. The created system C-ITS used a set of motivational state rules and tactics to assess and maintain the motivation of the students. Finally, after using the system by the students and the teachers for two weeks, we conducted an evaluation study to evaluate the quality of the system design, the usability, the functionality, the compatibility. The result of the evaluation study showed that C-ITS system acceptable from both the students and the teachers.

Preservice Science Teachers’ Views of a Web-Based Intelligent Tutoring System

Due to the COVID-19 epidemic, courses are carried out online in undergraduate programs and in this study, Web-Based Intelligent Tutoring System (WBITS) was used for online lessons. The aim of the study is to determine the opinions of 144 pre-service science teachers, who have used WBITS in three different undergraduate courses, about the system. Opinions about whether they are happy to use WBITS, whether the system serves the purpose of the courses (validity), whether the system is an alternative to face-to-face education (reliability) and whether the system is sufficient in pedagogical aspects (pedagogical qualification) were collected. The majority of the candidates stated that they are happy to use the system, that the system can be used to achieve the course objectives, and that the system is pedagogically sufficient and it can be used instead of the traditional classes. The most positive opinions were that the lesson could be used to achieve the course objectives. Negative opinions about the use of the system were mostly related to being unhappy with using the system. The system can be adapted for different courses and can be used in distance learning processes or to support in-class education. The system can be effective in overcoming the limitations of distance education.

The design, implementation and pilot application of an intelligent online proctoring system for online exams

PurposeThe purpose of this study is to design and implement an intelligent online proctoring system (IOPS) by using the advantage of artificial intelligence technology in order to monitor the online exam, which is urgently needed in online learning settings worldwide. As a pilot application, the authors used this system in an authentic university online exam and checked the proctoring result.Design/methodology/approachThe IOPS adopts the B/S (Browser/Server) architecture. The server side is implemented with programming language C and Python and stores the identification data of all examinees and their important behavior change status, including facial expression, eye and mouth movement and speech. The browser side collects and analyzes multimodal data of the examinee writing the online test locally and transfers the examinee’s most important behavior status change data to the server. Real-time face recognition and voice detection are implemented with the support of open-source software.FindingsThe system was integrated into a Web-based intelligent tutoring system for school mathematics education. As a pilot application, the system was also used for online proctored exam in an undergraduate seminar in Peking University during the epidemic period in 2020. The recorded log data show that all students concentrated themselves on the exam and did not leave the camera and did not speak.Originality/valueDuring the epidemic period of the novel coronavirus outbreak, almost all educational institutions in the world use online learning as the best way to maintain the teaching and learning schedule for all students. However, current online instruction platforms lack the function to prevent the learners from cheating in online exams and cannot guarantee the integrity and equality for all examinees as in traditional classroom exams. The literature review shows that the online proctoring system should become an important component of online exams to tackle the growing online cheating problem. Although such proctoring systems have been developed and put on the market, the practical usage of such systems in authentic exams and its effect have not been reported. Those systems are heavyweight and commercial product and cannot be freely used in education. The light-weight IOPS developed by the authors could meet the need for online exam as a stable and practical approach and could contribute to the growing online learning and distance learning.

Improving Reading Comprehension in Spanish Using iSTART-E

iSTART-E is a web-based intelligent tutor developed for Spanish-speaking students to improve their reading comprehension through self-explanation strategy training. This study examined the effects of a blended comprehension strategy intervention on students' reading comprehension skill. Chilean high school students (N = 22) completed nine iSTART-E sessions and a face-to-face classroom lesson that included integrative video and additional examples of self-explanation. Survey data indicated that students thought that iSTART-E was useful and that they had improved their reading skills. Critically, this was supported by objective assessment—students' standardized reading comprehension test (Lectum) performance improved from pre-training to post-training. These findings demonstrate promise for the use of iSTART-E as a computer-supported learning environment for Spanish readers.

Supplementing teacher knowledge using web-based Intelligent Tutoring System for the Text Structure Strategy to improve content area reading comprehension with fourth- and fifth-grade struggling readers.

The effects of teaching the text structure strategy using a web-based Intelligent Tutoring System for the Text Structure Strategy (ITSS) were examined with fourth- and fifth-grade children scoring below the 25th percentile on comprehension measures using the Gray Silent Reading Test (GSRT) and researcher designed assessment from 130 fourth-grade and 130 fifth-grade classrooms. The ITSS was designed to teach students how to select and encode strategic memory from expository texts. The system provides modelling, practice, assessment, scaffolding, and feedback to learners on identifying signalling words, summarizing, making inferences, generating elaborations, and monitoring comprehension. A large scale randomized controlled trial was conducted with 130 fourth-grade and 130 fifth-grade classrooms. Students completed GSRT- and researcher-designed measures of reading comprehension at pretest and posttests. An analysis of fourth-grade students using ITSS who scores less than the 25th percentile on the GSRT pretest showed small but meaningful effect sized on the posttests. The fifth-grade students in ITSS, who scored less than the 25% percentile on the GSRT pretest, showed the highest effect sizes (moderate to large effects) on the standardized test scores on the posttests.

Using Web-based Intelligent Tutoring Systems in Teaching Physics Subjects at Undergraduate Level

The aim of the study is to draw attention to the importance of using web-based intelligent tutoring systems (WBITS), which have emerged as a result of artificial neural networks and technological developments (communication technology), in the teaching of physics subjects. A WBITS is an intelligent tutoring system that exhibits behavior similar to that of a teacher in the traditional educational process (classroom education), offers a flexible teaching process, defined according to user preferences, and adaptable for a specific purpose. WBITSs make important contributions to distance education and classroom education processes, because they can be used online and offline. The importance of using WBITSs in teaching physics at undergraduate level was subsumed under five headings: i). Developments in technology and artificial neural networks and the interest of young people in technology have made it important to use WBITSs in undergraduate physics education. ii) The use of WBITSs has become important in following scientific developments in traditional (classroom) physics education and eliminating problems related to individual perception capacity and insufficient class hours. iii). Online (remote) access to physics subjects via WBITSs contributes to equality of opportunity in education. iv). More time can be devoted to practice and the discussion of deeper (advanced) subjects in the classroom when basic physics subjects are taught at undergraduate (university) level using WBITSs. v). Limitations in distance physics education can be reduced using WBITSs.

Effects of Web-based Intelligent Tutoring Systems on Academic Achievement and Retention

Effects of Web-based Intelligent Tutoring Systems on Academic Achievement and Retention

Using latent transition analysis to identify effects of an intelligent tutoring system on reading comprehension of seventh-grade students

Latent transition analysis (LTA) was conducted on data from a recent cluster randomized controlled study of 1808 seventh-grade students’ use of a web-based intelligent tutoring system (ITSS). This analysis goes beyond traditional variable-centered methods to focus on profiles of learners and changes in reading class membership between pre- and post-tests for students with and without receiving ITSS intervention. A four-class model was obtained, consisting of poor readers (class 1), delayed readers (class 2), proficient readers (class 3), and readers with specific deficits in problem and solution (class 4). Analysis showed that students receiving the ITSS intervention were more likely than students without the intervention to transition into the proficient class regardless of their initial reading performance profiles. However, the odds ratio of transitioning into the proficient class (as opposed to staying in the same class) in the ITSS condition, compared to the control, was the highest (4.29) for initial readers with deficits in problem and solution, followed by initial poor readers (1.66) and initial delayed readers (1.50). Findings indicated that students in the ITSS condition had larger reading improvement than students in the control condition, particularly for readers with initial deficits in problem and solution.

Constraint-based Student Modelling in Probability Story Problems with Scaffolding Techniques

Constraint-based student modelling (CBM) is an important technique employed in intelligent tutoring systems to model student knowledge to provide relevant assistance. This paper introduces the Math Story Problem Tutor (MAST), a Web-based intelligent tutoring system for probability story problems, which is able to generate problems of different contexts, types and difficulty levels for self-paced learning. Constraints in MAST are specified at a low-level of granularity to allow fine-grained diagnosis of the student error. Furthermore, MAST extends CBM to address errors due to misunderstanding of the narrative story. It can locate and highlight keywords that may have been overlooked or misunderstood leading to an error. This is achieved by utilizing the role of sentences and keywords that are defined through the Natural Language Generation (NLG) methods deployed in the story problem generation. MAST also integrates CBM with scaffolding questions and feedback to provide various forms of help and guidance to the student. This allows the student to discover and correct any errors in his/her solution. MAST has been preliminary evaluated empirically and the results show the potential effectiveness in tutoring students with a decrease in the percentage of violated constraints along the learning curve. Additionally, there is a significant improvement in the results of the post–test exam in comparison to the pre-test exam of the students using MAST in comparison to those relying on the textbook

Adaptive feedback in computer-based learning environments: a review

Adaptive support within a learning environment is useful because most learners have different personal characteristics such as prior knowledge, learning progress, and learning preferences. This study reviews various implementation of adaptive feedback, based on the four adaptation characteristics: means, target, goal, and strategy. This review focuses on 20 different implementations of feedback in a computer-based learning environment, ranging from multimedia web-based intelligent tutoring systems, dialog-based intelligent tutoring systems, web-based intelligent e-learning systems, adaptive hypermedia systems, and adaptive learning environment. The main objective of the review is to compare computer-based learning environments according to their implementation of feedback and to identify open research questions in adaptive feedback implementations. The review resulted in categorizing these feedback implementations based on the students’ information used for providing feedback, the aspect of the domain or pedagogical knowledge that is adapted to provide feedback based on the students’ characteristics, the pedagogical reason for providing feedback, and the steps taken to provide feedback with or without students’ participation. Other information such as the common adaptive feedback means, goals, and implementation techniques are identified. This review reveals a distinct relationship between the characteristics of feedback, features of adaptive feedback, and computer-based learning models. Other information such as the common adaptive feedback means, goals, implementation techniques, and open research questions are identified.

Evidence of an Intelligent Tutoring System as a Mindtool to Promote Strategic Memory of Expository Texts and Comprehension With Children in Grades 4 and 5

Reading and comprehending content area texts require learners to effectively select and encode with hierarchically strategic memory structures in order to combine new information with prior knowledge. Unfortunately, evidence from state and national tests shows that children fail to successfully navigate the reading comprehension challenges they face. Schools have struggled to find approaches that can help children succeed in this important task. Typical instruction in classrooms across the country has focused on procedural application of strategies or content-focused approaches that encourage rich discussions. Both approaches have achieved success but have limitations-related transparency and specificity of scaffolds and guidance for the teacher and learner in today’s diverse and complex classroom settings. The text structure strategy combines content and strategy to provide pragmatic, transparent, and scaffolded instruction addressing these challenges. A web-based intelligent tutoring system for the text structure strategy, named ITSS, was designed and developed to provide consistent and high-quality instruction to learners in Grades 4 and 5 about how to read, select main ideas, encode strategic memory structures, make inferences, and monitor comprehension during reading. In this article, we synthesize results from two recent large-scale randomized controlled studies to showcase how the ITSS supports selection and encoding of students’ strategic memory structures and how prior knowledge affects the memory structures. We provide greater depth of information about such processing than examined and reported in extant literature about overall increases in reading comprehension resulting from students using ITSS.

Investigating Pre-service Mathematics Teachers' Innovation Awareness and Views Regarding Intelligent Tutoring Systems

The purpose of this study is to identify pre-service primary mathematics teachers' views regarding on Web-based Intelligent Tutoring Systems (WBITS) in relation to its usability and influence on teaching. A survey method was used. The study was conducted with 43 students attending the mathematics teaching program under the department of elementary education. The data were collected through a paper-based survey composed of three parts. In the first part of the survey, there are 9 items about demographic information demographic profile of the respondents such as name, gender, age, study styles, learning styles, and motivation styles. In the second part, there is a scale about Innovation Awareness Scale and in the third part there is a scale about views concerning the usability and the influence of WBITS on learning. The data obtained from the study were analyzed using SPSS-21 based on descriptive statistics such as frequency, percentage distribution, and arithmetic mean in addition to MANOVA, which is a parametric test, and Pearson product-moment correlation coefficient. Analysis indicated that the participants were neither negative or positive regarding both WBITS and innovation. It was seen that there was no significant relationship between participant awareness regarding innovation and their views regarding WBITS. Another important finding is that study styles, learning styles, and motivation styles are not influential variables over their views about WBITS' usability and its effect on learning attitudes towards WBITS.

A Web-Based Intelligent Tutoring System to Facilitate the Children's Understanding of Animals' Stories Through Keywords Extraction and Multimedia Elements

A Web-Based Intelligent Tutoring System to Facilitate the Children's Understanding of Animals' Stories Through Keywords Extraction and Multimedia Elements

The Research and Design of Web-based Intelligent Tutoring System

The Research and Design of Web-based Intelligent Tutoring System

Student View on Web-Based Intelligent Tutoring Systems about Success and Retention of Physics Education

Student View on Web-Based Intelligent Tutoring Systems about Success and Retention of Physics Education

The differential effect of basic mathematics skills homework via a web-based intelligent tutoring system across achievement subgroups and mathematics domains: A randomized field experiment.

This article examines an educational experiment with a unique combination of 3 elements: homework, the use of information and communication technology and a large degree of freedom of choice (student autonomy). More particularly, we study the effectiveness of a web-based intelligent tutoring system (ITS) that a school offers to its students as optional homework, in a sample of 355 first-year secondary students, using an experimental design. The results show that whether students make this noncompulsory homework in the web-based ITS is dependent on their prior achievement and their teacher, and if they practice, they tend to choose easier modules. Students thus do not seem to optimize learning gains, but rather balance their perceived value of practicing and their expectancy, as found previously for regular (compulsory, non-ITS) homework. Regarding the value of choice, findings suggest that students may be poor judges of their most beneficial exercises pattern. Differentiation in ITS does not guarantee learning, unless scaffolding is tightly linked to it. In line with previous research, this research shows that practice does matter, though at varying intensities. Yet it also clarifies that motivation to make an effort is required, which adds to the lessons learned from homework research; both the perceived value and expectancy are at play and can be enhanced, for example, by teachers.

Flip or Flop: Are Math Teachers Using Khan Academy as Envisionedby Sal Khan?

Khan Academy (KA) is a free web-based intelligent tutor, which has been featured in countless media outlets for its potential to change mathematics instruction. The founder and executive director, Salman Khan, recommends that KA be used to personalize instruction, freeing up class time for engaging high yield activities like student discourse and meaningful collaborative projects (Gupta, 2012; Khan, 2012; Markus, 2011). Teachers have begun to use KA to flip classroom instruction. This study examined how KA was used as a tool for instruction in middle and high school mathematics classrooms. The five participants reported that the uses of KA conflicted with Khan’s vision of how his program should be used and with widely accepted effective teaching strategies (2012). Nevertheless, the participants believed that Khan Academy has the potential to improve mathematics instruction due to its accessibility and its individualized learning environment.

Supplemental Material for The Differential Effect of Basic Mathematics Skills Homework via a Web-Based Intelligent Tutoring System Across Achievement Subgroups and Mathematics Domains: A Randomized Field Experiment

Supplemental Material for The Differential Effect of Basic Mathematics Skills Homework via a Web-Based Intelligent Tutoring System Across Achievement Subgroups and Mathematics Domains: A Randomized Field Experiment