Transcript A Mobile Intelligent Tutor for Circuit Theory

Circuit Tutor®:
Prototype of a Mobile Web-based
Intelligent Tutoring System
Intelligent Systems Application Center (ISAC)
Brian Butz and Tochi Nwachukwu
Tochi Nwachukwu
Intelligent Tutoring Systems
An Intelligent Tutoring System (ITS) is any
computer system that delivers:
• direct customized direction
• instruction and feedback to the user
• without the involvement of an actual person
Mobile Interface vs. Desktop Interface
Mobile
Desktop
Input
Small Keyboard
Multiple Characters/Keys
Full-size standard keyboard
Interface
3.5-4.5 inch [phones] & 9 inch [tablets] 17+ inch display
display
Single-Window design
Multi-Window design
Connectivity
Cellular (3G or 4G LTE)/Wi-Fi
Ethernet [LAN]/Wi-Fi
Usage
Seconds-to-Minutes of use
Anytime and Anywhere
Minutes-to-Hours of use
Classroom/ Computer Labs
Processors
Usually Single/Dual Core Processors
Dual/Quad Core Processors
Design Questions
• “Does shorter, yet more frequent use of mobile
tutors provide equivalent learning gains compared to
longer, yet less frequent, desktop tutor use?”
• “What types of problems are best suited for short
and frequent tutor use?”
• “Are the learning gains of the mobile tutor equal to
those of the desktop tutor?”
• “Should the ITS app be web-based or native?”
Circuit Tutor®
• Objective
– develop the prototype of a mobile web-based
intelligent tutoring system (called Circuit Tutor)
• Design
– using client-side and server-side scripting tools – HTML5,
DHTML, XML, CSS, JavaScript (handles mathematical
computation), PHP (dynamically generated web pages) and
Lectora® (Authoring tool).
• Device
– iPad® running iOS 4.3 or better
– Also runs on iPhone 4 and above
Subsystems
Main Modules
• Processing power: Desktop devices > Mobile devices
• Circuit Tutor® will be designed to accommodate that
limitation.
• Therefore, NO complex architecture with numerous
modules
• Three main units/modules that constantly interact with
each other:
 The Curriculum Unit
 The Problem Unit
 The Strategy/Execution Unit
Curriculum Unit
• Each section covers a different area of the
undergraduate electrical engineering
curriculum (e.g. Equivalent Resistance, Ohm’s
Law, Kirchhoff’s Laws [KVL & KCL])
• Every section and subsection consists of
different learning objectives
Problem Unit
• This includes questions, answers, and the
appropriate knowledge components
necessary to solve the questions.
• Problems include:
– In-chapter problems (Hints, Feedback etc)
– End-of-chapter problems (Knowledge Assessment)
– Example problems
Problem Unit
• The use of Brown’s Hierarchical Design
method to present problems:
Makes it easy for the ITS to identify the user’s
problem area
Determine what next course of action to take
• Computerized Adaptive Testing (CAT) Method
for difficulty level adjustment
Brown’s Hierarchical Design Method
• Information is presented to the users:
– are organized in a tree-like fashion,
– grouping natural problem solving steps together
on one screen,
– thereby allowing the user to answer questions in a
sequenced fashion.
KVL Sample Problem
• What is the voltage across R1?
• Every section and subsection consists of different
learning objectives:
– First, find the equivalent resistance for R3 and R4?
[Learning Objective I]
– Next, determine the KVL equation around the closed
circuit. [Learning Objective II]
– Finally, solve for the voltage across R1. [Learning
Objective III]
Strategy/Execution Unit
• The strategy unit consists of tutor strategies
and the agenda. Different tutor strategies can
make a single problem behave in different
fashions.
• This unit will allow for the high-level control of
problems and the provision of flow control
between problems
Guidelines for Mobile ITS Design
Navigation
 Minimize the amount of
navigation required by the
user to answer questions.
 Eliminate navigation
required to view entire
application screen.
 Eliminate need to find
support information to
utilize the tutoring system.
Guidelines for Mobile ITS Design
Consistency &
Compatibility
 Interaction with application
components should have
consistent functions across
screens, between and during
problems
 Interaction required should
be compatible with the
hardware running the ITS
(for example, touch screen
using fingers or stylus).
User Session (Username)
Initial Difficulty Level
Pre-Assessment Test
Pre-Assessment Test
Student Placement
Learning Stage (Hints)
End of Learning Stage
Student Knowledge Validation
• Two methods are adopted in the prototype
assessment test:
– Hierarchical Design Method (Pinpoint problem
area based on Learning Objectives)
– Computerized Adaptive Testing (CAT) Method
• Some of the CAT Models examined: GRE, GMAT,
NAPLEX (Pharmacy Test), Linacre’s Dichotomous
CAT Test Model
Prototype ITS Assessment Test
• Three difficulty levels: Easy, Medium, Difficult
• Each question in the test has a difficulty level and learning
objective associated with it (L1D1, L2D2 etc.)
• Starts with Easy difficulty level
• Difficulty level increases only after a set of questions are
answered correctly
• Eventually the prototype ITS test will stay at a certain difficulty
level
Assessment Test Screen
Assessment Test Screen
Difficulty Increase
Detailed Score Report
Detailed Score Report
Score Interpretation
Circuit Tutor Set-up and Interface
• Ad-hoc or FTP connection:
– Enter the web link into the mobile browser
– The IP address of the server hosting the application is
entered as the web address.
Circuit Tutor Set-up and Interface
• Add to home screen:
Circuit Tutor Set-up and Interface
• Icon added to homepage