University of Minho (PORTUGAL)
About this paper:
Appears in: EDULEARN18 Proceedings
Publication year: 2018
Pages: 1044-1052
ISBN: 978-84-09-02709-5
ISSN: 2340-1117
doi: 10.21125/edulearn.2018.0351
Conference name: 10th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2018
Location: Palma, Spain
Nowadays, the use of new technologies in a large variety of knowledge areas has been evident. The area of education was, therefore, no exception. More and more people are trying to find technological tools that allow for student to have access to a learning process that is simpler and more effective. Within this range of tools we find Intelligent Tutoring Systems. Generally, these systems aim to provide instruction to students without a direct intervention of a teacher. In order for this to happen successfully, these systems need to have a reliable knowledge base, with adequate content in all the teaching strands they promote. Today, we know that introducing systems like these into the classroom can be beneficial in many respects, eliciting great interest and curiosity from the students in many cases. In this work, we have opted for the design and development of an intelligent teaching system, specifically aimed for children at primary school, which would be an interesting way of putting some of our knowledge into practice, always considering the implications of using a computer-aided teaching system in a real educational institution, taking into account the target audience of the system we chose, which involves children between the ages of 5 and 6. For this, much of the information related to the teaching processes developed with the students, namely the knowledge acquired during the various lessons, the answers given during these lessons and the behavior revealed during their realization, was duly worked out to be received by the system on a specific knowledge base, allowing for characterizing later the student, as well as his learning profile. With this, it is possible to develop personalized teaching actions, especially oriented to cover its greater difficulties and facilities in the various teaching topics promoted by the system. Thus, in this work, we present an evaluation module that was designed and implemented for an intelligent teaching system, capable of monitoring all the activities developed during a learning process for knowledge assessment. This monitoring system has the ability to create learning profiles for all students who use the system, so that it can customize the teaching processes, going towards the main learning needs of students. In this paper we will present and discuss the work carried out in the development of the monitoring and profiling system, paying particular attention to all the aspects related to the selection and implementation of the profiling mechanisms for automatic creation of learning profiles, the different evaluation methods studied, the services implemented for data storage and processing, the architecture of the evaluation system developed, and, finally, a brief demonstration of the main functionalities implemented and how we can use it.
Teaching Support Systems, Intelligent Tutoring Systems, Learning Processes Customization, Learning Monitoring and Profiling.