The Role of Pedagogical Context in Intelligent Tutoring Systems

Natalie Guay and Esma Aímeur

Our work consists in designing and implementing an Intelligent Tutoring System (ITS) for college students taking Mechanical Physics course. The primary goal of this system is to increase the learning ability of the learner while creating strong links between the concepts learned. Using a pedagogical context, which include cognitive and affective contexts we give an adapted teaching to each learner. Based on the concepts he already possesses and on his experiences, the learner transfers his knowledge onto new notions and situations, which he may encounter. For this purpose, we use a learning strategy called "Experiences Transfer Learning Strategy"(ETLS). This strategy is based upon the notions already known by the learner to teach him a new notion, showing the similarities and the differences between these concepts. Our ITS teaches the notion of kinetic friction using the students knowledge on static friction. Only two agents are implied in the ETLS: the tutor (machine) and the learner (human). This strategy puts into application three fundamental pedagogical aspects: find, use and remember. This is done in our ITS by dividing it into four phases: two learning phases implementing the "find" aspect, a practice phase and an evaluation phase both using the "use" and the "remember" aspects. We have implemented an intelligent tutoring system named KITS for teaching kinetic friction


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