Alternate strategies for tutorial modules in intelligent tutoring systems
Cankat Emel, Guvenir H.Altay
American Society of Mechanical Engineers, Petroleum Division (Publication) PD
Publ by ASME, New York, NY, United States
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Please cite this item using this persistent URLhttp://hdl.handle.net/11693/27815
Intelligent Tutoring Systems (ITS) have now reached a structure in which the major components of an instructional system are separated in a way that provides both the system and the student with a flexibility within the learning environment. This atmosphere is an interactive, realistic scene similar to actual face-to-face teacher and student instructional environment. A major problem in determining the tutorial strategy of an ITS is how to balance the executive control of the system. In other words to what extend will the teacher be allowed to control the session and where is the point the computer will not allow any external interference. The dividing line is hard to draw and very sensitive to changes in the instructional strategy. Another aspect is that even the student would like to take over the control of execution mostly by asking questions. Now we have three main elements of the system: computer, teacher and student. Who should possess what level of executive control? This is the question we would like to discuss from different points of view in the domain of teaching science courses at secondary school level.
- Conference Paper 2294