Architecture for an Adaptive and Intelligent Tutoring System that Considers the Learner's Multiple Intelligences

Architecture for an Adaptive and Intelligent Tutoring System that Considers the Learner's Multiple Intelligences

Mohamed Hafidi (LRS Laboratory, University of Badji Moktar, Annaba, Algeria) and Taher Bensebaa (LRI Laboratory, University of Badji Moktar, Annaba, Algeria)
Copyright: © 2015 |Pages: 21
DOI: 10.4018/ijdet.2015010101
OnDemand PDF Download:
No Current Special Offers


The majority of adaptive and intelligent tutoring systems (AITS) are dedicated to a specific domain, allowing them to offer accurate models of the domain and the learner. The analysis produced from traces left by the users is didactically very precise and specific to the domain in question. It allows one to guide the learner in case of difficulty and to offer her/him some support. This paper's objective was to develop an (AITS), adapted for letting the learners work in several disciplinary fields of the University of the Annaba. In this context, its constraint is threefold: to represent knowledge relative to several disciplinary domains, to propose interactive activities to the learners based on multiple intelligences, and finally, to be able to support student guidance in her/his course by proposing her/him relevant support activities when she/he meets difficulties. The proposed system covers all important properties such as hypertext component, adaptive sequencing, problem-solving support, intelligent solution analysis and adaptive presentation while available systems have only some of them.
Article Preview

Figure 1 show that Adaptive and Intelligent tutoring systems (AITS) may be considered as an intersection between adaptive hypermedia (AHS) system and intelligent tutoring system (ITS). More specifically, it may be said that from AHS they inherit adaptive presentation and adaptive navigation support:

Figure 1.

AITS technologies


The goal of the adaptive presentation technology is to adapt the content of a hypermedia page to the user's goals, knowledge and other information stored in the user model. In a system with adaptive presentation, the pages are not static, but adaptively generated or assembled from pieces for each user.

The goal of the adaptive navigation support technology is to support the student in hyperspace orientation and navigation by changing the appearance of visible links. Adaptive navigation support can be considered as an extension of curriculum sequencing technology into a hypermedia context. It shares the same goal - to help students to find an “optimal path” through the learning material. At the same time, adaptive navigation support guides students implicitly and leaves the choice of the next knowledge item to be learned and next problem to be solved to them.

Whereas from (ITS) they usually incorporate some of the next functionalities (Brusilovsky et al, 2003; Peña, 2004):

Complete Article List

Search this Journal:
Open Access Articles
Volume 20: 4 Issues (2022): Forthcoming, Available for Pre-Order
Volume 19: 4 Issues (2021): 2 Released, 2 Forthcoming
Volume 18: 4 Issues (2020)
Volume 17: 4 Issues (2019)
Volume 16: 4 Issues (2018)
Volume 15: 4 Issues (2017)
Volume 14: 4 Issues (2016)
Volume 13: 4 Issues (2015)
Volume 12: 4 Issues (2014)
Volume 11: 4 Issues (2013)
Volume 10: 4 Issues (2012)
Volume 9: 4 Issues (2011)
Volume 8: 4 Issues (2010)
Volume 7: 4 Issues (2009)
Volume 6: 4 Issues (2008)
Volume 5: 4 Issues (2007)
Volume 4: 4 Issues (2006)
Volume 3: 4 Issues (2005)
Volume 2: 4 Issues (2004)
Volume 1: 4 Issues (2003)
View Complete Journal Contents Listing