Information Technology Reference
In-Depth Information
rules) as well as identification of any buggy rules
matched to additionally determine if the error was
furthermore anticipated.
In (Ho & Tong, 1998) a rule-based approach
involving generation of individually-tailored tests
according to learner knowledge level is presented.
The approach can be incorporated as a module
within any IES. Test questions correspond to spe-
cific knowledge concepts. It uses rules to define
relationship among different subject areas as well
as prerequisite hierarchy. Rule-based evaluation of
learner knowledge level incorporates forgetfulness
as a function of time. The approach incorporates
modules for the following: (a) evaluation of learner
knowledge level, (b) generation of recommenda-
tions regarding subject areas the learner needs to
work on and (c) generation of reports based on
recommendations and generation of test questions
categorized into at least two concepts.
sion state and according to context-specific and
pedagogical factors. Rules are used to generate
questions, to generate a next step in problem-
solving and to impose solution constraints based
on fundamental principles. The approach can be
integrated as a tool within an IES.
The approach in (Rajaram, 2006) enables
communication in a two-way conversation mode
between learner and an interactive Web-based IES.
Tutoring may involve any specific subject matter
from any specific curriculum. After logging into
the IES, the learner selects a specific subject mat-
ter for which the IES provides teaching content
which may include problems and/or instructions.
The learner may ask any number of questions in
natural language at any point. The IES interprets
learner messages providing natural language
responses. It provides various types of feedback
such as step-by-step instructions, hints, graphical
images and intelligent questions. The main purpose
of this process is to guide the learner in arriving
by himself/herself at the final answer sought for
the specific subject matter. Not only English but
various other languages may be supported as well.
The IES may also support automatic text-to-voice
conversion.
Patents Emphasizing
Learning Based on Question-
And-Answer Dialogs
Learner comprehension can be facilitated when the
learning process is based on interactive question-
and-answer dialogs. Questions can be posed by
the IES and/or the learner. IES questions guide
learners step-by-step in knowledge acquisition
and problem solving enhancing learner thinking
skills. Learner answers guide the learning process
to focus on learner difficulties/misconceptions.
An important aspect involves the ability of an
IES to provide natural language processing or
dynamic natural language responses increasing
learner motivation.
In (Johnson & Holder, 2008) an approach
for dynamic generation of question-and-answer
dialogue for IESs is presented. More specifically,
a question menu having dynamic questions is
being displayed after each problem step. If the
learner selects a question from the menu to ask,
the corresponding answer is displayed. Questions
and answers are generated based on tutorial ses-
Patents Involving IESs
Tutoring with Simulations
IESs tutoring with simulations are very useful in
lifelong learning as they provide support for real-
istic activities. They enable learners to experience
real-world consequences for their actions/deci-
sions. Tutoring entails real-time decision making.
Babbitt et al. (2000) present an RBR method
for tutoring a trainee in a simulator. The system
incorporates training scenarios and automated
performance measures comprising standards of
performance programmed into each scenario
using rules. Training scenarios comprise deci-
sion points corresponding to cognitive activities.
The system provides instructional feedback to a
trainee by monitoring trainee's simulated actions
Search WWH ::
Custom Search