Intelligent tutoring system using expert knowledge and Kohonen maps with automated training
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ORIGINAL ARTICLE
Intelligent tutoring system using expert knowledge and Kohonen maps with automated training Sirlon Diniz de Carvalho1 • Francisco Ramos de Melo2 Luiz Fernando Batista Loja1
•
Edna Lucia Floˆres3 • Sandrerley Ramos Pires4
•
Received: 4 May 2019 / Accepted: 3 February 2020 Ó Springer-Verlag London Ltd., part of Springer Nature 2020
Abstract This paper presents an intelligent tutoring system (ITS) model that is capable of driving the didactic transposition of contents. Initially, the tutoring system reactions bases its behavior on rules defined by an expert teacher; after this, a neural network that learns from the student’s behavior when they are studying adjusts these rules. This way, the neural network improves the teacher’s rules and, consequently, defines a learning strategy that is more adaptive and reactive to the student’s profile. Thus, it is possible to offer the student a personalized and individualized education form. The model is able to guide the student throughout the didactic transposition of contents, aiding the consolidation of desired competencies established on educational propositions. This work shows the development process of the ITS, including the expert guidance system and the hybrid system, which improves the expert rules from SOM neural network use. The obtained results indicate that the application of hybrid technology in ITSs is feasible because, for defining the teaching strategies, it incorporates the teacher’s knowledge and by neural network use, it assimilates the students’ learning process behavior. The results show that proposed model has great agreement between the actions of the ‘‘ITS’’ and the students’ actions. The model showed satisfactory performance when compared to other systems proposed in the literature that use connectionist approach in its conception. Keywords Intelligent tutoring systems Hybrid ITS Didactic transposition of contents Artificial neural networks Self-organizing maps
1 Introduction
& Francisco Ramos de Melo [email protected] Sirlon Diniz de Carvalho [email protected] Edna Lucia Floˆres [email protected] Sandrerley Ramos Pires [email protected] Luiz Fernando Batista Loja [email protected] 1
Instituto Federal de Goia´s, Goiaˆnia, Ana´polis, GO, Brazil
2
Universidade Estadual de Goia´s, Ana´polis, GO, Brazil
3
Universidade Federal de Uberlaˆndia, Uberlaˆndia, MG, Brazil
4
Universidade Federal de Goia´s, Goiaˆnia, GO, Brazil
Since the 1950s, people use the computers in education to support the teaching and learning process. Early, computer systems used in education were classified as computer-assisted instruction (CAI) [2, 28]. With the advances of artificial intelligence (AI) techniques, a new paradigm of educational systems was introduced, namely intelligent computer-assisted instruction (ICAI) or intelligent tutoring system (ITS) [32]. In the first generation of ITS, the systems had the ability to represent certain domains and adapt to some students’ characteristics
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