京都大学 / 0048 / 新制・課程博士 / 博士(情報学) / 甲第21207号 / 情博第660号 / 新制||情||114(附属図書館) / 京都大学大学院情報学研究科知能情報学専攻 / (主査)教授 河原 達也, 教授 黒橋 禎夫, 教授 石田 亨 / 学位規則第4条第1項該当 / Doctor of Informatics / Kyoto University / DFAM

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Tutoring is one of the most effective instruction methods. Computer as an Intelligent Tutor is an area of research since many decades. Technology advancement in Information and Communication Technology (ICT) can be used in developing Web – based Intelligent Tutoring System (WITS), which provides individualized tutoring at the same time to large number of students geographically distributed. Intelligent Tutoring System requires knowledge representation of expert, student and instructional strategy. While web technology promises many attractive features to build web based ITS, it would still be a challenge to represent knowledge objects that are scalable, reusable and platform independent. It is required to derive generalized knowledge representation framework which can be used in developing WITS for many courses. This research work proposes an instruction System Design (ISD) model based framework in development of WITS for Control Systems. ADDIE model is selected in development of WITS. Front end analysis is conducted to identify the learning goals of a course. Proposed research work presents a Bloom - Vincenti framework for preparing learning objectives for engineering courses. Problem Based Learning (PBL) is selected as instruction strategy. Then it presents an ontology based knowledge representation framework for expert module, tutoring module, and student module. Ontology for expert module is proposed on the course structure, instruction system, instruction material ontology, and Bloom – Vincenti Taxonomy. Ontology for student module is also proposed on course structure and Bloom – Vincenti Taxonomy. Tutoring module consists of ontology about the facts of the instruction material and rule base based on the categories of engineering knowledge (Vincenti) and cognitive skill (Bloom’s Taxonomy). Proposed way of knowledge representation supports scalability, and reusability. Prototype Web – based Intelligent Tutoring System for first level course on Control Systems is developed. JAVA technology used in development of Web – based Intelligent Tutoring System (WITS), makes WITS platform independent. Web – based Intelligent Tutoring System for Control Systems is deployed at laboratory level and its efficacy is tested for first two modules of a course.

Les jeux sérieux (serious-games en anglais) sont de plus en plus utilisés dans le domaine de la formation, le but étant alors d'apprendre une ou plusieurs compétences liée(s) à un métier ou à des qualités plus générales, à un ou plusieurs apprenants (joueurs), ceci avec une dimension ludique. Mesurer qualitativement ou quantitativement le succès ou non de cet apprentissage, ce qui relève au final d'un processus d'évaluation du ou des l'apprenant(s), constitue ces dernières années un enjeu majeur dans les jeux sérieux s'ajoutant aux problématiques plus classiques de conception et de scénarisation.Dans un contexte de jeux sérieux multi-acteurs, avec apprentissage de tâches collaboratives réalisées par différents acteurs humains ou virtuels partageant un but commun, cette recherche s'intéresse au processus d'évaluation des apprenants, conduisant à une évaluation tant individuelle que collective. Nous proposons tout d'abord un cadre méthodologique pour l'évaluation des apprenants pour de tels jeux. Ce cadre méthodologique est basé sur le concept « d'espace d'évaluation » associé à un point de vue correspondant à un objectif d'évaluation particulier, Nous proposons ensuite une architecture logicielle spécifique à base d'agents, d'une part permettant à des apprenants humains et des joueurs virtuels d'interagir (simulation de comportements), et d'autre part supportant une évaluation tant individuelle que collective des apprenants. Cette architecture logicielle est implémentée et intégrée au jeu sérieux SIMFOR, et sa mise en oeuvre est illustrée sur un scénario réaliste relatif à la formation à la gestion de crise. / Serious Games (SG) are increasingly used in the field of training, SG aims to teach one or more skills(s) related to a business or to more general qualities, to one or more learners (players), this with a playful dimension. Usually, SG aims a specific training objective related to a specific context training which can be linked to a trade (eg fire ), a body of knowledge (school or university), or the acquisition of social skills (conflict management, cooperation ...). To Measure the success or failure of this learning is ultimately an assessment process of the learner(s) and in recent years became a major issue in SG in addition to issues classic design and screenwriting.In the context of multi-player SG, with a collaborative tasks learning performed by different learners (or virtual actor) sharing a common goal, our research focuses on the assessment of learning processes, leading to both individual and collective assessment. We propose first a methodological framework for learners assessment. This methodological framework is based on the "Evaluation space" concept associated with a specific view corresponding to a particular assessment objective, leading to the calculation of indicators, based on specific knowledge models representation and assessment. In order to operationalize this methodological assessment framework, we propose a agents based architecture, on the one hand allowing human learners and virtual players (simulation of behavior) interaction, and other hand supporting individual and collective learners' assessment. This architecture is implemented and integrated to the SIMFOR SG, and illustrated in a crisis management scenario exercise.

Orientador: Marizilda dos Santos Menezes / Banca: Antônio Nelson Rodrigues da Silva / Banca: Dijon de Moraes / Banca: Olimpio José Pinheiro / Banca: Vânia Cristina Pires Nogueira Valente / Resumo: O objetivo deste trabalho é propor recomendações para o desenvolvimento de ferramentas de suporte à Educação a Distância. Essas ferramentas foram delimitadas como os ambientes virtuais de aprendizagem e sistemas tutores inteligentes, vistos a partir da ótica do design gráfico, dentro das especificações do design instrucional. A Educação a Distância é um fazer pedagógico que procura atender a sociedade da informação e do conhecimento. Para isso, ela faz uso da educação online, que se processa pela Internet, envolvendo a interação de pessoas. A terceira geração da educação a distância, baseada nas Tecnologias de Informação e Comunicação; usa os ambientes virtuais, os sistemas tutores inteligentes e as tecnologias interativas. O design instrucional é identificado como uma metodologia educacional que, por meio da tecnologia, propõe práticas e soluções para uma aprendizagem colaborativa e autônoma. Essa responsabilidade e abrangência cruzam os caminhos com o design. O designer gráfico e o webdesigner fazem parte da equipe multidisciplinar que compõe o design instrucional. Mesmo havendo vários sistemas eletrônicos de aprendizagem no mercado, várias instituições de ensino optam por desenvolvê-los internamente, privilegiando mais a generalidade do que a usabilidade. Para entender o desenvolvimento de sistemas tutores e ambientes virtuais, alguns processos, que regem a inteligência, a emoção, a percepção, a inteligência virtual, a ergonomia e a usabilidade, devem ser vistos como premissas básicas de tendências de aplicação. Assim, as recomendações deste trabalho, baseadas em uma metodologia de detalhamento do design instrucional, abordaram alguns passos, que foram o planejamento de unidades de aprendizagem, em que se verifica a aplicação do design gráfico; o desenvolvimento de roteiros e storyboards, e a definição... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The objective of this word is to propose recommendations for the development of tools supporting the Distance Education. These tools had been delimited as virtual environments of learning and intelligent tutorial systems, in the approach to graphic design, inside of the specifications of instructional design. A Distance Education is one to make pedagogical for the society of the information and the knowledge. For this, it makes use of the education online, that it processes itself for the Internet, involving the interaction of people. The third generation of the distance education, based in the Information Technologies and Communication, uses virtual environments, the intelligent tutorial systems and the interactive technologies. Instructional Design is identified as an educational methodology that, by means of the tecnology, consider practical and solutions for a collaborative and independent learning. This responsability and wide-ranging cross the ways with design. Graphical designer and webdesigner are part of multidiscipline team that composes instructional design. Even with several some electronic systems of learning in the market, some institutions of education opt to develop them internally, focusing more the generality of what the usability. To understand the development of tutorial systems and virtual environments, some processes, that conduct intelligence, the emotion, the perception, virtual intelligence, the ergonomics and the usability, they must be seen as basic premises of application trends. Thus, the recommendations of this work, based in a methology of detailing of instructional design, had approached some steps, that had been the planning of units of learning, where if verify the application of design graphical; the development of scripts and storyboards, and the definition of structures of navigation for menus; design of media contents, that... (Complete abstract, click electronic access below) / Mestre

This thesis makes a contribution to Intelligent Tutoring Systems (ITS) architectures. A new intelligent tutoring system is presented for the domain of solving linear equations. This system is novel, because it is the first intelligent equation-solving tutor that combines a cognitive model of the domain with a model of dialog-based tutoring. The tutorial model is novel because it is based on the observation of an experienced human tutor and captures tutorial strategies specific to the domain of equation-solving. In this context, a tutorial dialog is the equivalent of breaking down problems into simpler steps and then asking new questions to the student before proceeding to the next navigational step. The resulting system, named E-tutor, was compared, via a randomized controlled experiment, to an algebra ITS similar to the“Cognitive Tutor" by Carnegie Learning, Inc®. The Cognitive Tutor can provide traditional model-tracing feedback and buggy messages to students, but does not engage students in dialog. Preliminary results using a very small sample size, i.e., teaching equation solving to 15 high school students, showed that E-Tutor with dialog capabilities performed better than E-tutor without dialog. This result showed an effect size of 0.4 standard deviations for overall learning by condition. This set of preliminary results, though not statistically significant, shows promising opportunities to improve learning performance by adding tutorial dialog capabilities to ITSs. However, significant further validation is required, specifically, adding greater numbers and variations of the work to our sample size, before this approach can be deemed successful. The system is available at www.wpi.edu/~leenar/E-tutor.

Web-based collaborative learning is becoming an increasingly popular educational paradigm as more individuals who are geographically isolated seek higher education. As such students do not meet face to face with their peers and teachers, support for collaboration becomes extremely important. Successful collaboration means asking questions to gain a better understanding of the main concepts, elaborating and justifying opinions and sharing and explaining ideas. When group members' combined skills are sufficient to complete the learning task, effective group work can result in greater overall achievement than individual learning. Intelligent Tutoring Systems (ITS) have been shown to be highly effective at increasing students' performance and motivation. They achieve their intelligence by representing pedagogical decisions about how to teach as well as information about the learner. Constraint based tutors are a class of ITSs that use Constraint-based Modelling(CBM) to represent student and domain models. Proposed by Ohlsson, CBM is based on learning from performance errors, and focuses on correct knowledge. In this thesis, we present COLLECT-UML, a collaborative constraint-based ITS that teaches object-oriented analysis and design using Unified Modelling Language (UML). While teaching how to design UML class diagrams, COLLECT-UML also provides feedback on collaboration. Being a constraint-based tutor, COLLECT-UML represents the domain knowledge as a set of syntax and semantic constraints. However, it is the first system to also represent a higher-level skill such as collaboration using the same formalism. We started by developing a single-user ITS that supported students in learning UML class diagrams. The system was evaluated in a real classroom, and the results showed that students' performance increased significantly. We then extended the system to provide support for collaboration as well as domain-level support. The enhancement process included implementation of the shared workspace, modification of the pedagogical module to support groups of users, designing and implementing a group-modelling component, and developing a set of meta-constraints which are used to represent an ideal model of collaboration. The effectiveness of the system was evaluated in two studies. In addition to improved problem-solving skills, the participants both acquired declarative knowledge about effective collaboration and did collaborate more effectively. The participants enjoyed working with the system and found it a valuable asset to their learning. The results, therefore, show that CBM is an effective technique for modelling and supporting collaboration in computer-supported collaborative learning environments.

Depuis quelques années, le domaine de la santé numérique est en pleine expansion tant sur les volets de la prévention, des soins ou de l’éducation à la santé. L’asthme, première maladie chronique chez l’enfant, a des conséquences médicales graves (hospitalisations, décès). Actuellement, un des enjeux est de fournir de l’éducation thérapeutique personnalisée dans le but d’améliorer les compétences des enfants en terme d’autogestion de la maladie, et par effet rebond d’améliorer l’évolution de la maladie. Dans ce contexte, l’objectif général de la thèse était de développer et de valider un outil numérique d’éducation à la santé ciblant de jeunes enfants avec asthme chronique, et ce en collaboration étroite avec le pôle de recherche et développement de la société ItWell. De là, trois volets d’études expérimentales ont été menés. - Volet « Conception » : dans une première étude (étude 1), les méthodes centrées utilisateur de Conception Participative ont été formalisées pour l’élaboration de serious games ciblant l’éducation thérapeutique d’enfants atteints de maladies chroniques. De là, KidBreath a été conçu pour proposer un programme d’éducation thérapeutique ludique centré sur l’asthme avec pour public cible des jeunes enfants. Celui-ci a fait l’objet d’évaluations auprès d’une population « contrôle » étayant son efficacité pédagogique (connaissance sur l’asthme) et son efficience pédagogique (type de motivation suscitée, expérience utilisateur, parcours d’apprentissage dans les modules de KidBreath). - Volet « Validation » : dans une seconde étude (étude 2a), KidBreath a été déployé pendant deux mois auprès d’enfants asthmatiques en condition réelle d’usage et dans un environnement non contrôlé, et ce avec des évaluations à court (1 mois) et à moyen (2 mois) termes. Les principaux résultats ont confirmé l’efficacité et l’efficience pédagogique auprès du public cible, avec un maintien à 2 mois. Néanmoins, l’amélioration des connaissances liées à l’asthme par KidBreath n’a pas permis de modifier les perceptions des enfants sur l’autogestion de la maladie. - Volet « Optimisation » : dans une troisième étude (étude 2b), l’automatisation d’un parcours d’apprentissage personnalisé a été implémentée et évaluée dans les mêmes conditions que l’étude précédente. L’efficience pédagogique de KidBreath a été à nouveau confirmée mais l’amélioration des connaissances liées à l’asthme par KidBreath n’a pas atteint la significativité. De manière intéressante, le niveau atteint de connaissance avec ou sans l’algorithme de personnalisation était similaire alors que le nombre de contenu et le temps consacré dans la condition « avec algorithme de personnalisation » étaient bien inférieurs à ceux observés dans la condition « sans algorithme ». La méthodologie de l’impact des algorithmes a également été utilisée pour les mathématiques (projet Kidlearn), où les résultats ont montré son efficacité pour personnaliser et adapter les contenus pédagogiques selon la progression de l’élève. Ces travaux ont permis d’extraire un modèle général de conception centrée utilisateur dédié aux serious games à visée thérapeutique détaillant la conception des contenus et formats pédagogiques, et les critères de jugement pour l’évaluation. Les études empiriques (études 1, 2) révèlent l’importance des relations entre efficacité pédagogique (connaissance de la maladie) et efficience pédagogique (motivation intrinsèque générée, expérience utilisateur, respect des parcours individualisés d’apprentissage) sans pour autant impacter à court terme les perceptions de la maladie chez l'enfant. L’ensemble des résultats est discuté à la lumière des différents facteurs (durée d’intervention, âge des participants, sévérité de l’asthme, etc) pouvant influencer la transformation connaissance-métaconnaissance. A cela, des perspectives de recherche sont proposées en regard des opportunités offertes par les Systèmes Tutoriels Intelligents (STI) pour la personnalisation des apprentissages. / In recent years, digital health is an expanding domain in both prevention, care as well as health education. Asthma is the first chronic disease in children and has severe medical outcomes (hospitalization, death). One of the key issues is the personalization of therapeutic education to improve disease self-management skills and as far outcome to improve the disease evolution. In this context, the general purpose of the thesis aimed to develop and to assess a serious game for health education of children with asthma in collaboration with the ItWell Company. To this end, experimental studies have been divided into three parts. - “Conception” part: in a first study (study 1), the user-centered methods of Participatory Design have been formalized to develop a design framework for therapeutic education-related serious games targeting children with chronic disease. From this, KidBreath has been designed to propose an edutainment therapeutic educational program for children suffering from asthma. The device has been successfully assessed amongst control children (without asthma) in terms of its pedagogical efficacy (asthma knowledge) and pedagogical efficiency (type of motivation elicited, user experience, and learning path in different contents). - “Validation” part: in a second study (study 2a), KidBreath has been used by children with asthma over a two-month period in a real-life setting. The main results supported pedagogical efficacy and efficiency of KidBreath for target audience at short-term (1 month) and their maintaining at middle-term (2 month). However, the increase of asthma knowledge after using KidBreath failed to modify children perceptions about disease self-management. - “Optimization” part: in a third study (study 2b), the implementation of a system that automates the personalization of learning path was assessed in similar condition than the previous one. The KidBreath pedagogical efficiency was also demonstrated without a significant increase of asthma knowledge. Despite this, the learning level achieved with the personalization algorithm was similar than that obtained without the algorithm. Moreover, the number of contents and the time spent in the personalized condition were diminished compared to the non-personalized condition. The whole of works allowed to extract a general framework of user-centered design for therapeutic serious games which details both instructional content and media formats, as well as judgment criteria for the assessment. Empirical studies (study 1 & 2) revealed the strength of relationships between pedagogical efficacy (disease knowledge) and pedagogical efficiency (intrinsic motivation elicited, user experience, child’s learning path) without short-term impact on the children illness perception. Overall results were discussed in light of different factors, which can bias the transfer from disease knowledge to meta-knowledge (intervention period, age of children, asthma severity etc.). Finally, research perspectives are proposed according to opportunities provided by the Intelligent Tutorial System (ITS) for personalization of learning paths. In particular, a new project named Kidlearn is presented. It is methodologically inspired from the KidBreath project and aimed the algorithm assessment for learning mathematics at primary school level.

Trust is one of the attitudes that can affect the intentions and the behavior of a human using a system. Misusing a system can have safety- as well as economic consequences, this is why it is important that a user develops calibrated trust towards a system. In this report, the research question is: how much trust cross country skiers have towards a physical intelligent tutoring system (PITS)? Six biological males (age 24 to 50) roller skied on a mechanical treadmill and received feedback from the PITS on a TV-screen. Experience of using the PITS was evaluated with an instrument in a semi-structured interview. The instrument measured the participants overall perceived trust (OPT) for the system, and the participants were asked to further their thoughts about the statements. The data was transcribed, coded, and categorized in a thematic analysis. The result showed that a majority of the participants had low OPT for the PITS, and the thematic analysis showed that the minority with higher levels of OPT focused on the choice of an elite skier as the reference skier. One of the problems with the instrument was that it was developed for evaluation in long term usage, and not first time usage as in this study. The result of this report can be used for further development of the PITS and a reminder on why trust needs to be considered when creating user experiences.

Made available in DSpace on 2016-03-15T19:37:32Z (GMT). No. of bitstreams: 1 Samuel Fontes Lima.pdf: 2071921 bytes, checksum: 2d66276b3ab526cbf68f0f727c2e1f3d (MD5) Previous issue date: 2010-08-18 / Nowadays, object oriented languages are among the most used ones. Recent studies with beginners have shown that the object oriented programming language (OOP) concepts are not so easy to learn. Students have difficulties not only in understanding those OOP concepts, but also in applying them to solving problems. Therefore, an Intelligent Tutoring System (ITS) is suggested in order to help in the learning process of these concepts. One of the most important challenge for ITS development is the individual treatment of student, which is mainly obtained by system adaptativity to the characteristics of each student. This adaptativity to student is a complex issue and the focus of several researches. It encloses several areas of personality such as: learning style, intelligence, previous knowledge, student background and emotions. Thus, the student model is extremely important because all individual information of student is in it. It is here where Artificial Intelligence (AI) techniques have been employed. This paper approaches the adaptativity issue of tutoring system to student knowledge through a student model based on Bayesian Network (BN). Taking into consideration that the student knowledge level is an inaccurate information, and even professors deal with this uncertainty, the Bayesian Networks (BNs), also known as Belief Network, have been chosen. They are considered proper for uncertain spheres for employing the probabilistic reasoning, which allows to identify a certain belief degree of student knowledge level. Therefore, the BNs have been employed in ITS in the inferences concerning student behavior as well as in the decision-making process concerning tutor actions. / Atualmente as linguagens orientadas a objeto encontram-se entre as mais utilizadas. Estudos recentes com alunos iniciantes demonstram que os conceitos de programação orientada a objetos (POO) não são tão fáceis de assimilar. Os estudantes encontram dificuldades não somente no entendimento dos conceitos de POO, mas também na aplicação deles na resolução de problemas. Diante disso, propõe-se o emprego de um Sistema Tutor Inteligente (STI) para auxiliar no processo de aprendizagem desses conceitos. Um dos principais desafios para o desenvolvimento de um STI é o tratamento individualizado do estudante, que é obtido principalmente por meio da adaptatividade do sistema às características de cada aprendiz. A adaptatividade ao aprendiz é uma questão complexa, foco de várias pesquisas, abrange várias características da personalidade: estilo de aprendizagem, inteligência, conhecimento anterior, histórico do aprendiz e as emoções. Dessa forma, o modelo do estudante é de fundamental importância, pois contém as informações individuais do aprendiz. É nesse ponto que as técnicas de Inteligência Artificial (IA) têm sido empregadas. Este trabalho aborda a questão da adaptatividade do sistema tutor ao conhecimento do estudante por meio de um modelo de aprendiz baseado em Rede Bayesiana. Considerando-se que o nível de conhecimento do aprendiz é uma informação imprecisa, e que até mesmo professores lidam com essa incerteza, optou-se pela utilização de Redes Bayesianas (RBs), também chamadas de Redes de Crença, que são consideradas adequadas para ambientes sob incerteza pois empregam o raciocínio probabilístico, o qual permite identicar um certo grau de crença sobre o nível de conhecimento do aprendiz. Devido a isso, RBs têm sido empregadas em STIs nas inferências sobre o comportamento do aprendiz e nas tomadas de decisões sobre as ações do tutor.