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Tutoring System (tutoring + system)

Distribution by Scientific Domains
Engineering57%

Selected Abstracts

A software player for providing hints in problem-based learning according to a new specification

COMPUTER APPLICATIONS IN ENGINEERING EDUCATION, Issue 3 2009
Pedro J. Muñoz-Merino
Abstract The provision of hints during problem solving has been a successful strategy in the learning process. There exist several computer systems that provide hints to students during problem solving, covering some specific issues of hinting. This article presents a novel software player module for providing hints in problem-based learning. We have implemented it into the XTutor Intelligent Tutoring System using its XDOC extension mechanism and the Python programming language. This player includes some of the functionalities that are present in different state-of-the-art systems, and also other new relevant functionalities based on our own ideas and teaching experience. The article explains each feature for providing hints and it also gives a pedagogical justification or explanation. We have created an XML binding, so any combination of the model hints functionalities can be expressed as an XML instance, enabling interoperability and reusability. The implemented player tool together with the XTutor server-side XDOC processor can interpret and run XML files according to this newly defined hints specification. Finally, the article presents several running examples of use of the tool, the subjects where it is in use, and results that lead to the conclusion of the positive impact of this hints tool in the learning process based on quantitative and qualitative analysis. © 2009 Wiley Periodicals, Inc. Comput Appl Eng Educ 17: 272,284, 2009; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.20240 [source]

A prelab tutoring system for Strength of Materials experiment

COMPUTER APPLICATIONS IN ENGINEERING EDUCATION, Issue 2 2004
Chuin-Shan Chen
Abstract We aim to resolve a long-standing problem on requiring students to study how to maneuver experiments before they actually conduct them in a laboratory. A prelab tutoring system for the Strength of Materials experiment is prototyped from desired outcomes. The tutoring system utilizes a game-like environment to engage students in learning. Consisting of highly interactive contents made by scalable vector graphics (SVGs), the system helps students to get acquainted with laboratory instruments as well as experimental procedures. The effectiveness and efficiency of the system have been confirmed through a survey among students. © 2004 Wiley Periodicals, Inc. Comput Appl Eng Educ 12: 98,105, 2004; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.20004 [source]

Evaluating the persona effect of an interface agent in a tutoring system

JOURNAL OF COMPUTER ASSISTED LEARNING, Issue 3 2002
M. Moundridou
Abstract This paper describes the evaluation of the persona effect of a speech-driven anthropomorphic agent that has been embodied in the interface of an intelligent tutoring system (ITS). This agent is responsible for guiding the student in the environment and communicating the system's feedback messages. The agent was evaluated in terms of the effect that it could have on students' learning, behaviour and experience. The participants in the experiment were divided into two groups: half of them worked with a version of the ITS which embodied the agent and the rest worked with an agent-less version. The results from this study confirm the hypothesis that a pedagogical agent incorporated in an ITS can enhance students' learning experience. On the other hand, the hypothesis that the presence of the agent improves short-term learning effects was rejected. [source]

Grasping determination experiments within the UJI robotics telelab

JOURNAL OF FIELD ROBOTICS (FORMERLY JOURNAL OF ROBOTIC SYSTEMS), Issue 4 2005
Raul Marín
As a result of new technology becoming available it is increasingly possible to develop more natural human-robot interfaces. In particular, interaction channels based on both voice and synthesis recognition, and combined with other sensors, mainly computer vision, are now implemented in current robots. These capabilities enable a more natural face-to-face dialogue in the human-robot interaction. Currently, they are demonstrating their potential in many service robot applications, such as museums, hospitals, and so on. One area where these new forms of interaction have been extensively tested recently is within the educational robotics context. This article addresses a novel user-interface implemented in such a system developed in our lab, namely "The UJI Robotics Telelab", where the word UJI is the acronym for the name of our University. In order to develop this kind of complex system, several years of intensive research have been necessary in both multimedia tutoring systems and robotics. The principal motive for the project was the experimentation and validation of a complete telelaboratory, including an Internet-based robot system, with off-line and on-line control possibilities, and other different facilities (e.g., multimedia tutorial, chat channel, etc.) aimed at teaching undergraduate students in the robotics subject in our university campus. Finally, taking into account experience gained from using this system for regular undergraduate courses in robotics, new facilities have been implemented, and results showing the user performance, usability, and reliability of this novel contribution are discussed, including its advantages and limitations. © 2005 Wiley Periodicals, Inc. [source]

Embodied conversational agents as conversational partners

APPLIED COGNITIVE PSYCHOLOGY, Issue 9 2009
Max M. Louwerse
Conversational agents are becoming more widespread in computer technologies but there has been little research in how humans interact with them. Two eye tracking studies investigated how humans distribute eye gaze towards conversational agents in complex tutoring systems. In Study 1, participants interacted with the single-agent tutoring system AutoTutor. Fixation times showed that the agent received most attention throughout the interaction, even when display size was statistically controlled. In Study 2, participants interacted with iSTART. Fixations were on the relevant agents when these agents spoke. Both studies provided evidence that humans regard animated conversational agents as conversational partners in the communication process. Copyright © 2008 John Wiley & Sons, Ltd. [source]