by Albert Kam-Wah Wu. / Thesis (Ph.D.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (p. 126-136). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web.

Adapting to learner characteristics is essential when selecting exercises for learners in an intelligent tutoring system. This thesis investigates how humans adapt next exercise selection (in particular difficulty level) to learner personality (self-esteem), invested mental effort, and performance to inspire an adaptive exercise selection algorithm. First, we describe the investigations to produce validated materials for the main studies, namely the creation and validation of self-esteem personality stories, mental effort statements, and mathematical exercises with varying levels of difficulty. Next, through empirical studies, we investigate the impact on exercise selection of learner's selfesteem (low versus high self-esteem) and effort (minimal, little, moderate, much, and all possible effort). Three studies investigate this for learners who had different performances on a previous exercise: just passing, just failing, and performed well. Participants considered a fictional learner with a certain performance, self-esteem and effort, and selected the difficulty level of the next mathematical exercise. We found that self-esteem, mental effort, and performance all impacted the difficulty level of the exercises selected for learners. Using the results from the studies, we generated an algorithm that selects exercises with varying difficulty levels adapted to learner characteristics. Finally, through a survey with professional teachers, we evaluated our algorithm and found that the algorithm's adaptations were appropriate in general.

by Steve Tai-Man Wong. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 64-65). / TABLE OF FIGURES --- p.i / Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Contributions --- p.4 / Chapter 1.2 --- Thesis Organization --- p.5 / Chapter 2 --- BACKGROUND --- p.6 / Chapter 3 --- THE MUSAS AUTHORING SYSTEM --- p.11 / Chapter 3.1 --- The Storyboard-based Authoring System and Extension --- p.11 / Chapter 3.2 --- The Editor-Authors Hierarchy --- p.18 / Chapter 3.3 --- The Multi-agents Architecture --- p.22 / Chapter 3.3.1 --- The RESAgent --- p.22 / Chapter 3.3.2 --- The SalesAgent --- p.31 / Chapter 3.3.3 --- The WatcherAgent --- p.36 / Chapter 3.3.4 --- The NeedleAgent --- p.38 / Chapter 4 --- IMPLEMENTATION --- p.42 / Chapter 4.1 --- The Project Builder --- p.42 / Chapter 4.2 --- The Timetable Editor --- p.46 / Chapter 4.3 --- The Multi-agents Architecture --- p.47 / Chapter 4.4 --- The WatcherAgent --- p.49 / Chapter 4.5 --- The SalesAgent --- p.49 / Chapter 4.6 --- The RESAgent --- p.50 / Chapter 5 --- CASE STUDY --- p.53 / Chapter 6 --- FUTURE WORK --- p.60 / Chapter 7 --- CONCLUSION --- p.62 / REFERENCES --- p.64 / Chapter APPENDIX A --- INSTALLATION PROCEDURE --- p.66 / Chapter APPENDIX B --- THE USER'S MANUAL --- p.67 / Chapter APPENDIX C --- CLASS DIAGRAMS --- p.90 / Chapter APPENDIX D --- THE PROGRAMMER'S GUIDE --- p.99

The problem with which this investigation was concerned was that of the determining relationships between attitude and between achievement of students in those classes in college basic mathematics which utilized electronic calculators during class sessions and students in those classes which did not utilize electronic calculators.

Typescript (photocopy). / Digitized by Kansas Correctional Industries

Typescript (photocopy). / Digitized by Kansas Correctional Industries / Department: Biology.

This thesis illustrates and evaluates a generic adaptive tutoring environment based on the theory of cognitive skill acquisition. The theory concerns acquiring problem-solving abilities in intellectual tasks, and emphasises the learning benefits of providing multiple examples and encouraging students to recognize and study their common structure. The system teaches by presenting side-by-side examples and providing devices to highlight their structural components. The purpose of the design is to assist the process of generalisation and reduce mapping by surface features, allowing students to apply their newly gained knowledge to different sets of problems. The study describes the development of Structural Example-based Adaptive Tutoring System (SEATS), which uses a simple adaptive engine and emphasises the structures of side-by-side examples to encourage students to compare them. / thesis (PhD)--University of South Australia, 2001.

The increasing popularity and rapid development of the Internet and specifically the World-Wide Web in recent years has led to an exponential growth of users around the world in many different application areas. Following this growing trend, many eager educators have also embraced this new technology and have begun to use it as a tool in delivering education. A plethora of applications has already been developed in an attempt to implement educational content in this way. A general concern for many researchers is that most of these applications are not efficient in delivering educational outcomes and fail to achieve their educational goal. In the present project we propose that the present failure to deliver educational outcomes in an efficient way has its origins in the lack of concern and focus of developers on modern learning theory. Therefore, in this work we establish the foundations in terms of an interdisciplinary contribution from areas such as, educational learning theory, human-computer interaction and web design guidelines for the design and implementation of web pages aimed at facilitating the teaching and tutoring of basic statistics concepts. As a result of this work, a specific set of learning theories were researched and analyzed, the basic ideas of Human-Computer Interaction (HCI) were explored and a set of appropriate principles from HCI were chosen. Furthermore, a selected group of Web design guidelines were researched, studied and selected to ensure that the final product contributes to the efficient delivery of subject content and effective achievement of learning outcomes. In addition, a number of parallels were formulated and discussed between the different areas of research. The establishment of a series of combined principles will not only contribute to the aims of the present project but also to further projects initiated by the Department of Econometrics at The University Sydney.

Thesis (Ed. D.)--Illinois State University, 2006. / Title from title page screen, viewed on April 22, 2007. Dissertation Committee: Cheri A. Toledo (chair), Adel T. Al-Bataineh, Charles D. Dziuban, Vicky L. Morgan, Wendy G. Troxel. Includes bibliographical references (leaves 233-244) and abstract. Also available in print.

Computer Aided Teaching System (CATSY) is an interactive menu driven system that provides an instructor/presenter with an efficient teaching tool using microcomputer technology and a large screen projection system to enhance lecture presentations. Included in this thesis are descriptions of supporting graphics software and the computer peripherals used in the development of CATSY.The development of data structures used in CATSY is stressed in this thesis, along with their application to manipulate graphics and text. This thesis is intended to support and complement the masters thesis presented by Mr. Vincent Pedraza, which presents the system overview and system applications.