Architecture for an Adaptive and Intelligent Tutoring System That Considers the Learner's Multiple Intelligences

Autor/inn/en	Hafidi, Mohamed; Bensebaa, Taher
Titel	Architecture for an Adaptive and Intelligent Tutoring System That Considers the Learner's Multiple Intelligences
Quelle	In: International Journal of Distance Education Technologies, 13 (2015) 1, S.1-21 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-3100
DOI	10.4018/ijdet.2015010101
Schlagwörter	Intelligent Tutoring Systems; Foreign Countries; Interdisciplinary Approach; Universities; College Students; Multiple Intelligences; Hypermedia; Electronic Learning; Sequential Approach; Sequential Learning; Problem Solving; Curriculum Design; Computer Interfaces; Models; Learning Modules; Pretests Posttests; Surveys; Statistical Analysis; Educational Experiments; Undergraduate Students; Algeria + Suchen Sie Ihr Suchwort? Intelligentes Tutorsystem; Ausland; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; University; Universität; Collegestudent; Intelligenz (Psy); Schrittfolge; Didaktische Sequenzierung; Lernsequenz; Problemlösen; Lehrplangestaltung; Analogiemodell; Learning module; Lernmodul; Survey; Umfrage; Befragung; Statistische Analyse; Schulversuch; Algerien
Abstract	The majority of adaptive and intelligent tutoring systems (AITS) are dedicated to a specific domain, allowing them to offer accurate models of the domain and the learner. The analysis produced from traces left by the users is didactically very precise and specific to the domain in question. It allows one to guide the learner in case of difficulty and to offer her/him some support. This paper's objective was to develop an (AITS), adapted for letting the learners work in several disciplinary fields of the University of the Annaba. In this context, its constraint is threefold: to represent knowledge relative to several disciplinary domains, to propose interactive activities to the learners based on multiple intelligences, and finally, to be able to support student guidance in her/his course by proposing her/him relevant support activities when she/he meets difficulties. The proposed system covers all important properties such as hypertext component, adaptive sequencing, problem-solving support, intelligent solution analysis and adaptive presentation while available systems have only some of them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01