VILE: Virtual Interactive learning Environment

Intelligent tutoring Systems: An overview. Paviotti, Rossi, Zarka (Eds), 2012

Applied Computer Systems, 2013

Improvement of IT technologies, expansion of internet and popularization of web technologies have enabled technology enhanced learning introduction in adaption of general matters and acquaintance of specialized problems. It is necessary to integrate in ITS (Intelligent Tutoring System) analysis mechanisms and reactions to simulate or overcome natural tutoring environment achievements. In the development of learning systems it is necessary to take into account both individual needs and requirements, as well as the resources of information technologies. Feedback should be aligned, as much as possible, to the learner’s individuality, special needs, self-evaluation, self-explanation, self-regulation, etc.

SNE Simulation Notes Europe, 2011

Important features of the K nowledge Manag ement Systems, based on the In formation and Communication Technologies (ICT) ar e described in the fir st section. These f eatures emphasiz e the import ance of W eb 2.0 concepts whic h f oster user generated con tent dev elopment as well a s ef fective cont ent filt ering a nd selection capabilities (e. g. R eally Simpl e S yndication-R SS f eeds). The mos t pop ular commun ity port als (blog ging, vide o, etc.) now adays g enerate mor e con tent than ev er bef ore. This new par adigm, wher e user s become activ e participants instead of passive observers, calls for improvements in quality assessment and demands the adaptation of user generated content, so that it could be used f or the wider interested audience. On the other hand, corpor ate or academic environments do not benefit fr om the community orien ted W eb 2.0 adv antages dir ectly. K nowledge Management challeng es in th ese en vironments lie in the meaningful and tight integration of the Learning Manag ement Systems (LMS) into the existing knowledge resources and information systems. This enables cr eation of per sonalized learn ing en vironments f or t arget user s, which is described in the second section. Sub sequently, some of the c ase s tudies, which ar e in corporated in to the ECHO Learning Mana gement S ystem at the F aculty of Electric al Engineering, University of Ljubljana, Slov enia, are presented. Conclusions of the paper d escribe future research and development w ork, based on our e xperiences and new learning paradigm, putting learners into the c entre of the educational process.

2007

The development of new interactive technologies inevitably has an impact on education and entertainment. This paper describes a virtual learning environment to support and improve day-to-day teaching for short age children. We introduce a 3D playground where children find personalized aspects depending on their ages and tastes. The edutainment environment incorporates a series of difficulty levels depending on the age and skill of the players. There are currently four kinds of basic games available to users, namely, (a) a construction game, (b) a memory-like game, (c) a puzzle-like game, and, (d) a mathematics game. A personal pedagogical agent and a virtual book assist children at any time.

World Wide Web is an important medium for the education in the present millenium. To date, some courses have been made available through Internet

Game-based learning is considered as a very motivational tool to accelerate active learning of students. As such learning environments usually follow a computer-assisted instruction concept that offers no adaptability to each student, some idea from Intelligent Tutoring Systems (ITS) are borrowed and applied in educational games to teach introductory programming. Thus, we developed a Game-based Intelligent Tutoring System (GITS) in the form of a competitive board game. The board game revises the classic table game "Snakes and Ladders" to improve web-based problem solving skills and learning computer programming. Moreover, a mini-game, tictac-toe quiz, is applied in GITS to update the Bayesian network used for the process of decision-making in our proposed system. Our future work is to evaluate the GITS by conducting an experimental study using novices.

Intelligent Tutoring Systems, 1996

National Conference On …, 2000

World Wide Web is an important medium for the education in the present millenium. To date, some courses have been made available through Internet

The Turkish Online Journal of Distance Education, 2011

Intelligent Tutoring Systems (ITS) is an act of impacting knowledge while computer teaches or acts as the tutors which is a supplement to human teachers. The ability to teach each student based on their individual abilities a major advantage posed by ITS and that is why it is being embraced in this work. This work describes the design of an Intelligent Tutoring System that was tagged Scholastic tutor (St*), which has the individual learning and collaborative problem-solving modules. The individual tutoring module was designed to provide appropriate lessons to individuals based on his/her background knowledge level, interest, and learning style and assimilation rate prior to using the tutoring system. A software agent is used to monitor and process these parameters, arrange the learning topic, and exercises, for each individual. The collaborative problem-based tutoring module was designed to present tutorial problems and provides facilities to assist learners with some useful informa...

This paper discusses the problems of developing versatile adaptive and intelligent learning systems that can be used in the context of practical Web-based education. We argue that versatility is an important feature of successful Web-based education systems. We introduce ELM-ART, an intelligent interactive educational system to support learning programming in LISP. ELM-ART provides all learning material online in the form of an adaptive interactive textbook. Using a combination of an overlay model and an episodic student model, ELM-ART provides adaptive navigation support, course sequencing, individualized diagnosis of student solutions, and example-based problem-solving support. Results of an empirical study show different effects of these techniques on different types of users during the first lessons of the programming course. ELM-ART demonstrates how some interactive and adaptive educational components can be implemented in WWW context and how multiple components can be naturally integrated together in a single system.