Intelligent Tutoring Systems (ITS) can provide individualized instruction in problem-solving skills, a kind of instruction that until recently only humans could perform. While ITS have been an active area of research for nearly twenty-five years and researchers have convincingly demonstrated that ITS can instruct in various ways, few ITS are in actual use and their potential benefit to learners is unrealized. This research is predicated on the notion that ITS research has three closely related but distinct foci: artificial intelligence research in tutoring, instructional research in tutoring, and research on practical tutoring; and on the notion that investigation and evaluation in the latter two areas has been lacking. With respect to instructional research in tutoring, this work examines the extent to which conventional instructional design theory can usefully inform the design of intelligent tutors, the means of incorporating instructional methods into an intelligent tutor, and the range of instructional skills necessary in a practical intelligent tutor. It examines how ITSs push instructional design theory in the area of computational instructional design and presents a new instructional method: Focused Practice. Evaluation of tutoring skills focused on trainees' usage of the tutor and the resulting learning, and on measuring the extent to which the tutor was capable of individualizing instruction. With respect to research on practical tutoring, this work examines the extent to which it is feasible to simulate a work environment, represent the expertise of a non-formal domain, construct a large knowledge base, build a functional student model, supply a shell and authoring tools, incorporate a variety of instructional skills, instructional activities, and instructional materials into a cohesive tutoring package that integrates well into a training program; and gain support from the variety of stakeholders affected by the tutor. Evaluation of practicality focused on trainees' and instructors' affective responses toward the tutor, their perceptions of usability and instructional value; and on other stakeholders' (instructional designers, managers from research, production and training) perceptions of value.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-6269 |
| Date | 01 January 1995 |
| Creators | Linton, Franklyn N. |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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