No description available.

No description available.

No description available.

No description available.

No description available.

Intelligent Tutoring Systems attempt to create a relationship between a computer and the student which resembles a human-to-human tutorial situation. For successful teaching to take place an Intelligent Tutoring System has to be able to cope with any student errors that may occur during a consultation. Remedial intervention implemented in current Intelligent Tutoring Systems lacks a formal basis. The objective of this research is to formalise the process of remediation with Intelligent Tutoring Systems and to provide a framework for the implementation of remedial tutoring in Intelligent Tutoring Systems. This research first presents a state-of-the-art account of Intelligent Tutoring Systems. It then proceeds with an investigation of both current practices with existing Intelligent Tutoring Systems and requirements for providing remedial tutoring. What stems from this investigation is a set of principles that governs remedial tutoring intervention. These principles of remediation serve as the foundation for the construction of the model for remedial operations, which can be employed in developing Intelligent Tutoring Systems capable of offering remedial tutoring. To demonstrate this, INTUITION, an Intelligent Tutoring System implementation of an existing business simulation game, is developed. The thesis then proposes an evaluation method which can be used to assess remedial intervention with Intelligent Tutoring Systems against the principles of remediation. This evaluation method is applied to INTUITION. The result of the evaluation shows that INTUITION follows the principles of remediation and that, therefore, the model for remedial operations is a useful method for providing remedial tutoring with Intelligent Tutoring Systems according to the principles of remediation.

No description available.

No description available.

No description available.

The principle aim of this study is the delineation of the changes which occur in the classroom when Computer Assisted Learning (CAL) techniques are used. The study is mainly concerned with changes in the chemistry classroom, although some examples have also been drawn from other areas of science education. A number of particular teacher-class groupings were observed over several lessons, both with and without the use of CAL. A Systematic Classroom Analysis Notation (SCAN) was used to record the observations and to provide a detailed record for analysis of the classroom phemomena. The recorded "SCANs" were then examined for patterns which would reveal differences in lesson structure and in teacher and pupil behaviour which might be attributed to the use of CAL. Some of the lessons were recorded on video, to allow some triangulation of the classroom observations and their interpretation. The effects of the introduction of CAL into the traditional lesson forms - 'Theory' and 'Practical' - are considered in detail and results are presented which suggest that the use of CAL does indeed bring about changes in the classroom, both in organisation and management and in teaching and learning styles. The causes of these changes are also examined so as to elucidate good classroom practice in the use of CAL and to reveal any possible implications for CAL developers. By facilitating direct pupil control of their own access to the knowledge-base, CAL can support role changes amongst teachers and pupils of a kind which would widely be regarded as beneficial. CAL is seen to be most effective when it is used in group-based, open-ended situations where it encourages pupils to undertake independent, exploratory learning activities and where it supports the teacher in the role of facilitator, advisor and group-member.