Abstract:

Intelligent Tutoring Systems (ITSs) have emerged as groundbreaking and revolutionary integrated educational tools, offering personalized learning, immediate feedback, enhanced engagement, and support for different learning levels. Although many ITSs have already been developed for Science, Technology, Engineering, Arts, and Mathematics (STEAM) subjects, ITS can only cover some courses in an engineering degree program. Most ITS developed for STEAM specialize in Mathematics, Physics, and some Programming Languages courses, but they only offer classes for the early years of education. For example, in Mathematics, ITSs only includes Algebra classes, Trigonometry, Pre-Calculus, and Calculus, but none expand the Math courses offered to include Calculus 2 or Calculus 3. An ITS providing these classes could help maintain student retention in the Engineering degree program. Critical aspects of the ITSs developed for STEAM are discussed in this paper, which analyzes the theories of Knowledge Spaces, Knowledge Mapping, and Learning Spaces used during the development process to be implemented in a new ITS explicitly designed for engineering courses.

Keywords:

Intelligent Tutoring Systems, knowledge Spaces, Knowledge Mapping, Learning Spaces, Engineering Education.