東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Development and evaluation of an ada...

Liegle, Jens O.

FindBook

Google Book

Amazon

博客來

Development and evaluation of an adaptive Web-based intelligent tutoring system.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Development and evaluation of an adaptive Web-based intelligent tutoring system./
作者:	Liegle, Jens O.
面頁冊數:	282 p.
附註:	Source: Dissertation Abstracts International, Volume: 61-02, Section: A, page: 0681.
Contained By:	Dissertation Abstracts International61-02A.
標題:	Business Administration, Management. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9963697
ISBN:	9780599679368

Development and evaluation of an adaptive Web-based intelligent tutoring system.
Liegle, Jens O.

Development and evaluation of an adaptive Web-based intelligent tutoring system. - 282 p.

Source: Dissertation Abstracts International, Volume: 61-02, Section: A, page: 0681.

Thesis (Ph.D.)--Kent State University, 1999.

Defined very broadly, adaptive web-based intelligent tutoring systems (ITS) are web-based applications that use the knowledge about the domain, the student, and teaching strategies to support flexible individualized learning and tutoring. Adaptive ITS use knowledge about the primary learning style Of the user to adapt the teaching strategy accordingly. Such systems are seen by many as a potential solution to the ineffectiveness and inefficiency of conventional computer-based training systems.

ISBN: 9780599679368Subjects--Topical Terms:

626628
Business Administration, Management.

Development and evaluation of an adaptive Web-based intelligent tutoring system.
LDR:03451nmm 2200361 4500 001 1824727
005 20061206120122.5
008 130610s1999 eng d
020 $a 9780599679368
035 $a (UnM)AAI9963697
035 $a AAI9963697
040 $a UnM $c UnM
100 1 $a Liegle, Jens O. $3 1913783
245 1 0 $a Development and evaluation of an adaptive Web-based intelligent tutoring system.
300 $a 282 p.
500 $a Source: Dissertation Abstracts International, Volume: 61-02, Section: A, page: 0681.
500 $a Adviser: Gregory R. Madey.
502 $a Thesis (Ph.D.)--Kent State University, 1999.
520 $a Defined very broadly, adaptive web-based intelligent tutoring systems (ITS) are web-based applications that use the knowledge about the domain, the student, and teaching strategies to support flexible individualized learning and tutoring. Adaptive ITS use knowledge about the primary learning style Of the user to adapt the teaching strategy accordingly. Such systems are seen by many as a potential solution to the ineffectiveness and inefficiency of conventional computer-based training systems.
520 $a This dissertation is a compilation of three areas of research regarding the implications of adaptive web-based ITS on the domain programming knowledge.
520 $a First, a classification of programming knowledge is presented. Knowledge is classified into declarative and procedural knowledge at different levels of knowledge depth. Teaching strategies and teaching methods in the area of computer programming are identified and matched to the classification of programming knowledge types. The combination of the programming-knowledge classification with the teaching strategies allows instructors and designers of ITS to create a complete curriculum for a programming course.
520 $a Second, based on the programming knowledge classification and the various strategies and methods for teaching computer programming, a prototype of a web-based adaptive ITS is developed. The application's functionality is described, including the techniques that were used to integrate an expert system shell into the prototype. Results from a pilot test and an experiment show the effectiveness and limitations of the system.
520 $a Third, results from an experiment where a total of four different versions of the prototype were given to the users based on their primary learning style, as measured by a version of Kolb's Learning Style Inventory, are presented. The explorer vs. observer and concrete vs. abstract personality-type dimensions were given a curriculum sequence based on learner- vs. system-control and a presentation sequence that taught the syntax of a new command either before or after the lecture. The results from this experiment and their potential implications for teaching strategies are discussed.
520 $a The results of this research may be applied to a wide range of topics, including, but not limited to, adaptive web-based intelligent tutoring systems, programming knowledge classifications, cognitive psychology, and curriculum and presentation sequencing.
590 $a School code: 0101.
650 4 $a Business Administration, Management. $3 626628
650 4 $a Education, Business. $3 1017515
650 4 $a Education, Technology. $3 1017498
650 4 $a Artificial Intelligence. $3 769149
690 $a 0454
690 $a 0688
690 $a 0710
690 $a 0800
710 2 0 $a Kent State University. $3 1017419
773 0 $t Dissertation Abstracts International $g 61-02A.
790 1 0 $a Madey, Gregory R., $e advisor
790 $a 0101
791 $a Ph.D.
792 $a 1999
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9963697