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This report describes research to develop an intelligent tutor for basic algebra. The initial research objective was to develop a one-to-one computer tutor that would help students understand algebra, and such a tutor for solving linear equations was developed in the early stages of the study. However, it became apparent that any one tutor was too limited, both for the purposes of the study and for those of students. Therefore the emphasis was shifted to developing a generic tutor from which many tutor versions could be constructed. This report documents the rationale for redirecting the research effort, the development of the generic tutor, the development of tutor versions from that generic model, and efforts to evaluate the tutor versions.
The first International Conference on Intelligent Tutoring Systems (ITS) was held ten years ago in Montreal (ITS ’88). It was so well received by the international community that the organizers decided to do it again in Montreal four years later, in 1992, and then again in 1996. ITS ’98 differs from the previous ones in that this is the first time the conference has been held outside of Montreal, and it’s only been two years (not four) since the last one. One interesting aspect of the ITS conferences is that they are not explicitly bound to some organization (e.g., IEEE or AACE). Rather, the founder of these conferences, Claude Frasson, started them as a means to congregate researchers actively involved in the ITS field and provide a forum for presentation and debate of the most currently challenging issues. Thus the unifying theme is science. This year’s “hot topics” differ from those in the earlier ITS conferences as they reflect ever changing trends in ITS research. A few of the issues being examined at ITS ’98 include: Web based tutoring systems, deploying ITS in the real world, tutoring and authoring tools, architectures, and knowledge structure and representation.
This book constitutes the refereed proceedings of the 9th International Conference on Intelligent Tutoring Systems, ITS 2008, held in Montreal, Canada, in June 2008. The 63 revised full papers and 61 poster papers presented together with abstracts of 5 keynote talks were carefully reviewed and selected from 207 submissions. The papers are organized in topical sections on emotion and affect, tutor evaluation, student modeling, machine learning, authoring tools , tutor feedback and intervention, data mining, e-learning and Web-based ITS, natural language techniques and dialogue, narrative tutors and games, semantic Web and ontology, cognitive models, and collaboration.
This book presents the refereed proceedings of the Third International Conference on Intelligent Tutoring Systems, ITS '96, held in Montreal, Canada, in June 1996. The book contains 69 revised papers selected from a total of 128 submissions; also included are six invited papers from well-known speakers. All in all, the book reflects the state-of-the-art in the area. In particular the following topics are covered: advising systems, ITS architectures, cognitive models, design issues, empirical studies, formal models, learning environments, real-world applications, software tools for tutoring, student modelling, teaching and learning strategies, and multimedia and WWW.
This study investigated the implementation and outcomes of blended learning that integrated Apangea Math, an online intelligent tutor system (ITS), with face-to-face instruction for the teaching and learning of Algebra 1. It took place in a Title I urban high school where 75 ninth grade students and their teachers enacted the blended learning program for one semester. Students from the same high school who received face-to-face instruction alone during a previous semester served as a comparison group. Flow theory was proposed as an explanation for why the ITS program was expected to increase student engagement and improve student achievement. This quasi-experimental, mixed methods study collected data via student assessments, surveys, observation forms, questionnaires, and meeting notes. Fidelity of implementation was rated based on four components: adherence, exposure, quality of delivery, and participant responsiveness. Challenges encountered and practices used when implementing the program were characterized as first-order (external) or second-order (internal) and were analyzed to reveal themes. A mixed ANOVA conducted on assessment data revealed a significant interaction effect between time (pre or post) and group (intervention or comparison) on achievement, F(1,157) = 5.25, p
This book constitutes the refereed proceedings of the 7th International Conference on Artificial Intelligence and Soft Computing, ICAISC 2004, held in Zakopane, Poland in June 2004. The 172 revised contributed papers presented together with 17 invited papers were carefully reviewed and selected from 250 submissions. The papers are organized in topical sections on neural networks, fuzzy systems, evolutionary algorithms, rough sets, soft computing in classification, image processing, robotics, multiagent systems, problems in AI, intelligent control, modeling and system identification, medical applications, mechanical applications, and applications in various fields.