G. Zhou et al., CURRICULUM KNOWLEDGE REPRESENTATION AND MANIPULATION IN KNOWLEDGE-BASED TUTORING SYSTEMS, IEEE transactions on knowledge and data engineering, 8(5), 1996, pp. 679-689
Citations number
41
Categorie Soggetti
Information Science & Library Science","Computer Sciences, Special Topics","Engineering, Eletrical & Electronic","Computer Science Artificial Intelligence
A Knowledge-Based Tutoring System (KBTS) is a computer-based instructi
onal system that uses artificial intelligence techniques to help peopl
e learn some subjects. We found that the knowledge communication proce
ss involving a KBTS and a human student can be decomposed into a serie
s of communication cycles, where each cycle concentrates on one topic
and contains four major phases: planning, discussing, evaluating and r
emedying. The major contributions of this work are the development of
a generic architecture for supporting the knowledge communication betw
een a KBTS and a student, and a graphical notation and schema for supp
orting the curriculum knowledge representation and manipulation during
the planning phase of a tutoring process. The curriculum knowledge ab
out a course can help a tutoring system determine the sequences in whi
ch the topics will be discussed with the students effectively and diag
nose the students' mistakes. The curriculum knowledge base contains th
e goal structure of the course, prerequisite relations, and multiple w
ays of organizing topics, among others. As an example, we have focused
on developing SQL-TUTOR, a KBTS for the domain of SQL programming. Th
is system has features such as efficient control mechanism, explicit c
urriculum knowledge representation, and individualized private tutorin
g. For allowing the students relative freedom to decide how to study t
he domain knowledge about a subject, the system provides the students
with a group of operators to hand-tailor the learning schedules accord
ing to their special backgrounds, requests, and interests.