Knowledge Types And Tutoring InteractionsIn An Engineering ITS
Ruddy Lelouche, Jean‐François Morin · WIT transactions on information and communication technologies · 1970
In research on intelligent tutoring systems, the advantage of separating domain knowledge from tutoring knowledge has been proven years ago. However, many scientific disciplines, and in particular all engineering domains, involve not only theoretical knowledge, but also practical one, i.e. problem solving, which consists of practical instantiations of the taught domain theory. In this context, our communication deals with knowledge modelling issues in engineering domains. Firstly, we present a new trichotomic division of the ITS knowledge: domain, problem-solving, and tutoring knowledge. Next, we present a typology of operating modes that can be supported by such a system. Finally, we describe the relationships between these operating modes and the types of knowledge involved in an engineering ITS. Such a division of the system knowledge should facilitate the modelling of tutorial interactions between the student and the system and, therefore, should help the student focus on his own misconceptions and difficulties and optimize his learning.