Design framework of adaptive intelligent tutoring systems
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Design framework of adaptive intelligent tutoring systems Ali Kürşat Erümit 1
& İsmail
Çetin 2
Received: 27 February 2020 / Accepted: 30 March 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract The aim of this study is to examine adaptation elements and Intelligent Tutoring System (ITS) elements used in Adaptive Intelligent Tutoring Systems (AITSs), using meta-synthesis methods to analyze the results of previous research. Toward this end, articles appearing in the Web of Science, Google Scholar, Eric and Science Direct databases in 2000 and later were identified with the keyphrase “adaptive intelligent tutoring system.” Application of exclusion and inclusion procedures to the articles accessed in the search resulted in the selection of 32 articles, which were analyzed using meta-synthesis methods and then evaluated in the light of prespecified themes and elements used in AITSs were determined. According to results, the systems were designed for a wide range of fields such as Information Technologies, Mathematics, Science, Medicine, and Foreign Language Education. In these systems, content adaptation was generally used, based mostly on such criteria as feedback, student level, student learning and cognitive styles, and student performance. And besides 4 basic ITS modules (knowledge, student, teaching and user interface), some different modules such as guide module, strategy module, personal learning module, knowledge base module, communication module, system administrator module and messaging module were used. Finally, some suggestions were given for such studies in the future. Keywords Intelligent tutoring systems . Adaptive tutoring systems . Design framework
* Ali Kürşat Erümit [email protected] İsmail Çetin [email protected]
1
Computer Education and Instructional Technology Department, Trabzon University, Trabzon, Turkey
2
Computer Education and Instructional Technology Department, Ondokuz Mayıs University, Samsun, Turkey
Education and Information Technologies
1 Introduction To meet the requirements of the information age and the changing needs of the new generations, education should be carried into a different dimension. Today, it is important to use new technologies and approches when designing user-centered learning environments. Digital learning environments are especially important to promote students’ interest and motivation. However, it can no longer be considered adequate to provide the same contents to students with different qualifications and personal traits and having different interests and needs (Truong 2016), a situation likely to suppress students’ motivation and academic achievement. In addition, many new educational technologies have been developed, such as distance education technologies for time- and spaceindependent learning (Viberg and Grönlund 2017); digital game-based instruction to encourage engagement in learning (Sirin et al. 2018); and individualized, adaptable and intelligent tutoring systems for personalized education (Taub an
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