TY - GEN
T1 - From behavioral description to a pattern-based model for intelligent tutoring systems
AU - Gonzalez-Sanchez, Javier
AU - Chavez-Echeagaray, Maria Elena
AU - VanLehn, Kurt
AU - Burleson, Winslow
PY - 2011
Y1 - 2011
N2 - Intelligent Tutoring Systems are software applications capable of complementing and enhancing the learning process by providing direct customized instruction and feedback to students in various disciplines. Although Intelligent Tutoring Systems could differ widely in their attached knowledge bases and user interfaces (including interaction mechanisms), their behaviors are quite similar. Therefore, it must be possible to establish a common software model for them. A common software model is a step forward to move these systems from proof- of-concepts and academic research tools to widely available tools in schools and homes. The work reported here addresses: (1) the use of Design Patterns to create an object-oriented software model for Intelligent Tutoring Systems; (2) our experience using this model in a three-year development project and its impact on facets such as creating a common language among stakeholders, supporting an incremental development, and adjustment to a highly shifting development team; and (3) the qualities achieved and trade-offs made.
AB - Intelligent Tutoring Systems are software applications capable of complementing and enhancing the learning process by providing direct customized instruction and feedback to students in various disciplines. Although Intelligent Tutoring Systems could differ widely in their attached knowledge bases and user interfaces (including interaction mechanisms), their behaviors are quite similar. Therefore, it must be possible to establish a common software model for them. A common software model is a step forward to move these systems from proof- of-concepts and academic research tools to widely available tools in schools and homes. The work reported here addresses: (1) the use of Design Patterns to create an object-oriented software model for Intelligent Tutoring Systems; (2) our experience using this model in a three-year development project and its impact on facets such as creating a common language among stakeholders, supporting an incremental development, and adjustment to a highly shifting development team; and (3) the qualities achieved and trade-offs made.
KW - Behavioral description
KW - Component model
KW - Design patterns
KW - Intelligent tutoring systems
UR - http://www.scopus.com/inward/record.url?scp=84899799155&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84899799155&partnerID=8YFLogxK
U2 - 10.1145/2578903.2579164
DO - 10.1145/2578903.2579164
M3 - Conference contribution
AN - SCOPUS:84899799155
SN - 9781450312837
T3 - ACM International Conference Proceeding Series
BT - PLoP 2011 Conference Proceedings - 18th Conference on Pattern Languages of Programs
PB - Association for Computing Machinery
T2 - 18th Conference on Pattern Languages of Programs, PLoP 2011
Y2 - 21 October 2011 through 23 October 2011
ER -