The LTEC-6210: Literature Review Blog
Research is a critical component of a Ph.D. Program. It allows a potential scholar to expand their textbook knowledge to understand their chosen field out of the classroom. It fosters critical thinking and enhances analytical skills through experimental learning. By doing research, a student expands his knowledge in the chosen field outside his classroom, as it allows broader educational experience by applying new ideas through study and testing. We, as students, can utilize that experience in the field later in future endeavors.
This exercise of reviewing some 30 plus scholarly writings
in my interest reinforces the foundation of knowledge on the Intelligent
Tutoring System. I was able to identify prior work done on this mode of teaching
and learning. I was able to find the gaps in research and problems related to student's
engagement in case of boredom and zoning out while using a machine to learn. I
could identify that learning effectively, processing the text, understanding
it, and proficiently integrating it with previously acquired skills are
critical for any student. A primary design goal for educators is to have a
learning environment where students may adapt to any stressful learning
situation by enduring and experiencing lessons modified to their learning
habits, styles, and capabilities. Implementing adaptive teaching/learning
techniques and intelligent learning design with the help of specific teaching
devices and technological instruments can help individuals' particular learning
needs.
With the advent of computers in the classroom, the initial
belief was that computers, through artificial intelligence, would be able to
adapt following the learner (Romanuik, 2018). J.R. Carbonell (1970) stated in
AI in CAI: An artificial intelligence approach to computer-aided instruction,
programs like SCHOLAR system have helped in adaptive learning in the classroom.
The sole purpose of all the developments in the field of learning/educational
technology is to provide quality education to every student. The benefits of
one-on-one personalized tutoring have been well researched and documented.
Students who received one-on-one tutoring perform on an average of up to two
standard deviations higher than their peers who receive conventional classroom instructions (Bloom,
1984).
The most significant components of adaptive
learning environments that incorporate technology may not be easily determined.
Integration of learning management systems (LMS), online courses like MOOCs,
educational gamification, virtual reality (VR), or augmented reality (AR)
within the adaptive environment could be restricted as powerful teaching tools.
Incorporating an ITS within an adaptive learning environment may offer an
excellent and cost-effective alternative to one-on-one teaching/learning. The
core of an ITS is artificial intelligence (IA), and according to Ivan
Ostrowicz, CEO of Domoscio (2017), its advancements have elevated adaptive
learning environments to new heights. He says:
Adaptive learning systems need AI to work, more
particularly, machine learning. Therefore, AI, as it is now, is enough to
create an efficient adaptive learning technology. With the advancement in AI
technology such as deep learning, we can expect adaptive learning systems to be
even more efficient than they are today (p. 1)
I am lucky that I have been
doing some work in this field, which helped me write a few articles on ITS. I
collaborated with Dr. Rose Baker, my noble professor, and two other colleagues and
wrote an article that has been accepted in the Innovate Learning Conference being
held virtually by the Association for the Advancement in Computing in Education
(AACE). We are scheduled to present our paper on November 5, 2020.
I am pleased that our efforts are being recognized, and we expect that these will help build our portfolio. Thank you, LTEC faculty, and my colleagues, for helping to reach my goals.rence Venue
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