Intelligent Tutoring System Architectures
Recognising the deficiencies of traditional Computer Aided Instruction systems Intelligent Tutoring Systems were subsequently developed which attempted to adapt the speed and level of presentation to that required by a student.
These early systems :
Burns and Capps (1988) identify these areas as components of an Intelligent Tutoring System and refers to these as the expert module, the student diagnosis module and the curriculum and instruction module. Knowledge representation and tutoring methodologies were similarly identified by Anderson (1988) as areas suitable for the application of intelligence. These three components of an Intelligent Tutoring System are often referred to as the "Traditional Trinity" of Intelligent Tutoring Systems.
| This module interfaces with the domain knowledge. Domain knowledge embedded in the system represents an experts knowledge and problem solving characteristics. | |
| The function of this module, often referred to as the student model, is to capture a student’s understanding or not of the domain knowledge. | |
| This module, more commonly referred to as the tutoring module, contains teaching strategies and essential instructions. Strategies must be tailored by this module to the student’s needs without the intervention of a human tutor. The principal purpose of this module is to reduce the knowledge differences between the expert and the student to a minimum or to none. |
Authored by Serengul Smith
E-mail to:
serengul1@mdx.ac.uk
School of Computing Science Middlesex University
Revised: September 1998