International Journal of Artificial Intelligence in Education - Volume 15, issue 3

Article Type: Other

Citation: International Journal of Artificial Intelligence in Education, vol. 15, no. 3, pp. 145-145, 2005

Authors: VanLehn, Kurt | Lynch, Collin | Schulze, Kay | Shapiro, Joel A. | Shelby, Robert | Taylor, Linwood | Treacy, Don | Weinstein, Anders | Wintersgill, Mary

Article Type: Research Article

Abstract: The Andes system demonstrates that student learning can be significantly increased by upgrading only their homework problem-solving support. Although Andes is called an intelligent tutoring system, it actually replaces only the students' pencil and paper as they do problem-solving homework. Students do the same problems as before, study the same textbook, and attend the same lectures, labs and recitations. Five years of experimentation at the United States Naval Academy indicates that Andes significantly improves …student learning. Andes' key feature appears to be the grain-size of interaction. Whereas most tutoring systems have students enter only the answer to a problem, Andes has students enter a whole derivation, which may consist of many steps, such as drawing vectors, drawing coordinate systems, defining variables and writing equations. Andes gives feedback after each step. When the student asks for help in the middle of problem-solving, Andes gives hints on what's wrong with an incorrect step or on what kind of step to do next. Thus, the grain size of Andes' interaction is a single step in solving the problem, whereas the grain size of a typical tutoring system's interaction is the answer to the problem. This report is a comprehensive description of Andes. It describes Andes' pedagogical principles and features, the system design and implementation, the evaluations of pedagogical effectiveness, and our plans for dissemination. Show more

Keywords: Intelligent tutoring systems, physics problem solving, web-based homework, physics education research

Citation: International Journal of Artificial Intelligence in Education, vol. 15, no. 3, pp. 147-204, 2005

Authors: Shapiro, Joel A.

Article Type: Research Article

Abstract: To help a student in an introductory physics course do quantitative homework problems, an intelligent tutoring system must determine information of an algebraic nature. This paper describes a subsystem which resolves such questions for Andes2. The capabilities of the subsystem would be useful for any ITS which deals with problems involving complex systems of equations. This subsystem is capable of 1) solving the systems of equations at the level of introductory physics problems, 2) checking the …validity of equations the students enter, 3) investigating whether an equation is independent from a set of other equations, and if not, determining on which equations it does depend, and finally 4) providing tools to help the student with algebraic manipulations, including a "solve-tool" that solves her equations. The ability to determine dependence of equations is first used by Andes during problem generation, by providing information to that component of the ITS which generates correct solutions to the problem. Later, during tutoring, it enables the help module to model which equations the student appears to know. One new feature of this algebra subsystem is that it deals with the dimensional units of physical quantities throughout. An important change from a previous approach is in the meaning of "correctness" of an equation and in the method of determining which equations it can be derived from. The theoretical differences between the two methods, and the pros and cons of each, are discussed. Then we evaluate how the capabilities of the subsystem have affected the Andes tutor's effectiveness, with a particular emphasis on the effects of the changed method. Show more

Keywords: Intelligent tutoring systems, solving algebra problems, physics problem tutoring

Citation: International Journal of Artificial Intelligence in Education, vol. 15, no. 3, pp. 205-228, 2005

Authors: Syed Mustapha, S.M.F.D. | Pang, J.S. | Zain, S.M.

Article Type: Research Article

Abstract: In building an intelligent tutoring system, researchers quest for robust techniques and suitable approaches so that intelligent and interactive communications between learners and the system can be seamlessly established. The aspects of communication encompass the four properties of articulate software defined by Forbus (2001) which are fluent, supportive, generative and customizable. The building of articulate software (QALSIC) for learning inorganic chemistry at high school level is discussed in this paper. The four …properties are represented in our system through knowledge-based and qualitative process theory approaches. The interactiveness and intelligence of the system are demonstrated in its intelligent responses to unprecedented events, unknown substances, and flexibility in usage. The system can be used symbiotically with the traditional laboratory, as well as, as an independent system in which it offers a more flexible learning environment at a lower cost. The strength of the system is centred at its explanatory capabilities in using chemistry knowledge. We envisage that the system will improve intuitive learning in students while enhancing the traditional didactic learning. Show more

Keywords: Interactive learning environments, improving classroom teaching, intelligent tutoring systems

Citation: International Journal of Artificial Intelligence in Education, vol. 15, no. 3, pp. 229-257, 2005