Design and Implementation of an Intelligent Tutoring System in the View of Learner Autonomy

Autor/inn/en	Le, Huixiao; Jia, Jiyou
Titel	Design and Implementation of an Intelligent Tutoring System in the View of Learner Autonomy
Quelle	In: Interactive Technology and Smart Education, 19 (2022) 4, S.510-525 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-5659
DOI	10.1108/ITSE-12-2021-0210
Schlagwörter	Intelligent Tutoring Systems; Design; Program Implementation; Personal Autonomy; Learning Activities; Web Based Instruction; Item Response Theory; Educational Psychology; Mathematics Instruction; Artificial Intelligence; Junior High School Students; Foreign Countries; China + Suchen Sie Ihr Suchwort? Intelligentes Tutorsystem; Individuelle Autonomie; Lernaktivität; Web Based Training; Item-Response-Theorie; Erziehungspsychologie; Pädagogische Psychologie; Mathematics lessons; Mathematikunterricht; Künstliche Intelligenz; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Ausland
Abstract	Purpose: In intelligent tutoring systems (ITS), learners were often granted limited authority and are forced to obey the decision of the system which might not satisfy their needs. Failure to grant learners sufficient autonomy could yield unexpected effects that hinder learning, including undermining learners' motivation, priming learners' aversion to the algorithm. On the contrary, granting learners overwhelming autonomy could also be harmful as the absence of learning support would also have a negative impact on learning. As such, this study aims to design and implement an intelligent tutoring system that offers learners proper autonomy. Design/methodology/approach: The main learning activity in the system is doing exercises, and by finishing exercises learners could earn virtual coins. Based on item response theory, exercises are administered to learners with proper difficulty. Based on a recommended difficulty parameter predicted by the system, learners could manually modify the difficulty of the exercises, they could earn more credits by finishing more challenging exercises. Meanwhile, a pedagogical agent is embedded. Learners could customize the agent's personality jointly with the system to create the learning context they prefer. Findings: A intelligent tutoring system with proper learner autonomy (LA) is designed and implemented. Originality/value: Few previous researches have noticed the potentially important role that LA plays in ITS. Learning might be facilitated using such a design. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01