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Intelligent tutoring systems have been in existence for decades, and their characteristics can be beneficially applied in environments utilizing information and communication technology (ICT). The 'intelligence' in these systems is seen through the way these systems adapt themselves to the characteristics of the students, such as speed of learning, specific areas in which the student excels as well as falls behind, and rate of learning as more knowledge is learned. In such intelligent learning environments, the agent or set of agents can be modeled to perform pedagogical tasks. This paper considers the necessary characteristics that constitute a good intelligent tutoring system. This paper introduces a framework incorporating an incremental machine-learning approach to capture 1) the dynamics of knowledge creation in the domain of interest and 2) the learned-knowledge content of the student over time. Some of the components of the proposed system are illustrated using examples from an introductory course on database design. Index Terms--Agent-based, intelligent tutoring systems, knowledge-based system, machine learning, virtual learning environments.

AutoTutor simulates a human tutor by holding a conversation with the learner in natural language. The dialogue is augmented by an animated conversational agent and three-dimensional (3-D) interactive simulations in order to enhance the learner's engagement and the depth of the learning. Grounded iii constructivist learning theories and tutoring research, AutoTutor achieves learning gains of approximately 0.8 sigma (nearly one letter grade), depending on the learning measure and comparison condition. The computational architecture of the system uses the .NET framework and has simplified deployment for classroom trials. Index Terms--Conversational agents, intelligent tutoring systems, natural language dialogue, STEM learning, tutoring.

The benefits of hypermedia, or interactive programs, to instruction methodology are examined. Benefits include the ability to track student navigation through subject matter, which produce learning patterns that can be used to improve instruction techniques and presentation.

Symbolic software can be used to advantage teaching physical chemistry. Curve-fitting and the statistical analysis of fitting parameters is discussed as is analysis of the rotation/vibration spectrum of HCl, a diatomic molecule. A variety of Mathcad documents can be used for teaching chemistry. Addresses are given and three Mathcad worksheets are reviewed. Using them is not trivial for students and they need support.

Byline: Taiyu Lin, Ang Yang, Ashok Patel Intelligent tutoring systems are sought to ease the imbalance created by higher demand of multi-disciplinary knowledge/skill transfer, and increasingly scarce resources in education. Configurable, Incremental and Re-structurable Contributive Learning Environments (CIRCLE) are constructed with the purpose of circumventing the problems of legacy intelligent tutoring systems and facilitates the increasing need of distance education. The two major components, integrated successfully into CIRCLE, are: 1) Plug-able Intelligent Tutor an ITS system that incorporates domain knowledge modules as and when they are available; 2) VRCapture, an authoring tool that is designed to capture the intricate and inter-related conceptual knowledge from the teacher/expert by using an 'input-by-example' approach.

Byline: Nelishia Pillay Novice programmers experience a number of learning difficulties in grasping programming concepts. Research shows that individualised tutoring is the only means of assisting learners in overcoming these problems. However, both time and economic constraints make this infeasible. Intelligent tutoring systems have provided a solution to this problem. Studies conducted reveal that students using intelligent programming tutors were able to overcome their difficulties in a shorter time span compared to those students who did not use an intelligent programming tutor. In spite of this, the intelligent programming tutors developed thus far have certain limitations. Furthermore, the development costs, especially the time taken in designing and implementing such systems, are very high. There appears to be a need for a generic framework or architecture for the development of intelligent programming tutors. The main aim of this paper is to propose such an architecture. The paper firstly provides a brief account of the intelligent programming tutors developed thus far. A critical analysis of these intelligent programming tutors is then provided. Based on this analysis, a generic architecture for the development of intelligent programming tutors to teach the object-oriented and procedural programming paradigm is proposed. The paper describes the overall architecture, each module comprising the architecture, and the different artificial intelligence techniques used to represent information in each module. Finally, the paper examines future research that will be conducted in order to extend this architecture.

Intelligent tutoring systems (ITS), which have replaced drill-and-practice computer programs, can act as a personal tutor and provide challenges to students, especially when used in a vocational education classroom. Vocational educators should convey the specific instruction requirements of auto mechanics and managing households and farms to help software engineers design ITS models. Efficient teacher instruction programs and proper encouragement from business and industry are necessary for the successful implementation of these systems.

This article discusses the design and use of an intelligent tutoring system (ITS)for computerized business simulations. It is argued that intelligent tutoring systems are a natural complement to computerized business simulations and could significantly enhance their pedagogical effectiveness. The use of ITS as an instructional technology and its success are reviewed. A fundamental model for an ITS-based business simulation is presented. The user interface and the link between the ITS and the simulation are examined. It is recommended that the ITS consist of three distinct modules: expert consultant, diagnostic testing, and pedagogical support. The integration of ITS with business simulations offers a new epistemology for learning, the significance of which has yet to be fully understood. KEYWORDS: artificial intelligence; computer-assisted instruction; computer simulation; education; expert system; instructional technology; intelligent tutoring system; learning; simulation; teaching., The purpose of this article is to consider the potential role of an intelligent tutoring system (ITS) within a simulation environment and to discuss the design elements of such a [...]