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Educational processes' guidance based on evolving context prediction in intelligent tutoring systems

机译：教育流程的指导基于智能辅导系统中的不断发展的背景预测

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Purpose Considerable attention has been paid to content adaptation in ITS. However, process-oriented adaptation has been neglected and none of ITS addressed the correlation between the learning and the teaching process. Indeed, uncertainty coming from the dynamic preferences of learners and tutors, the evolutionary cognitive state of the learner and the choice of goals and educational strategies is not well considered in ITS. So, in this paper, a new proposal for guiding and adapting the construction of both learning and pedagogical processes named educational processes in intelligent tutoring system is described and detailed. Method The research strategy followed is based on a dynamic Bayesian network to predict the educational context, a strategic perspective for modeling educational processes, and guidance algorithms for their development and support. This aims to generate an individualized learning process for each learner by selecting the most appropriate pedagogical process according to the actual preferences of the tutor. Results Experimental results are given to illustrate the applicability of the proposed solution. The results show an improvement in guiding the learner and the teacher/tutor by considering the evolving and uncertain educational context. Conclusion Learners will be therefore able to achieve the learning goal more efficiently when the pedagogical process is more adapted to their individual differences. The evaluation of knowledge improvement, the appropriateness of educational recommended context and the prediction effectiveness shows promising results.
机译：目的，已经需要大大关注内容适应。然而，以过程为导向的适应已经忽略了忽视，并且它没有解决学习与教学过程之间的相关性。实际上，来自学习者和导师的动态偏好，学习者的进化认知状态以及目标和教育策略选择的不确定性并不充分考虑。因此，在本文中，描述了一个引导和调整学习和教学过程建设的新提案，并详细描述了智能辅导系统中的教育流程。方法研究策略遵循是基于动态贝叶斯网络，以预测教育背景，了解教育流程的战略视角，以及他们的发展和支持的指导算法。这旨在通过根据导师的实际偏好选择最合适的教学过程来为每个学习者生成个性化学习过程。结果进行实验结果说明了所提出的解决方案的适用性。结果表明，通过考虑不确定和不确定的教育背景，引导学习者和教师/导师的改进。结论当教学过程更适应其个体差异时，学习者将能够更有效地实现学习目标。知识改善评估，教育推荐背景的适当性和预测效果显示了有希望的结果。

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