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[EN] This study is a literature review with educational evaluation mediated by intelligent tutoring systems (ITS) as its central axis seeking to establish state of the art on implementations executed in the last 20 years and their impact on the evaluation process. The PRISMA methodology was applied for the literature review; the studies were included using the R software and bibliometric techniques with a general search equation that allowed access to all ITS production in Scopus. Subsequently, with the help of artificial intelligence, text mining was used to identify topics of interest in the scientific community, followed by further filtering. Finally, the selected full texts were analyzed using the NVivo software to extract emerging challenges in the field, obtaining 163 full texts for analysis. Among the main findings, the primary purpose of evaluation in ITS was summative, peer and self-evaluation did not have the same level of importance as hetero evaluation, and ITS focus was quantitative. All of this allowed us to conclude that the analyzed texts did not implement a holistic perspective and therefore evidenced the need to establish a framework for constructing an ITS using current technologies that integrate the mentioned variables., Completion of the current review was funded by the School of Engineering and Sciences, Tecnologico de Monterrey

One of the problems faced by people with blindness is access to materials presented in graphical form. There are many alternative forms of providing such information, but they are very often ineffective or have certain limitations. The development of mobile devices and touch sensors enabled the development of new tools to support such people. This study presents a solution called an accessible tutoring platform, using audio-tactile graphics for people with blindness. We aimed to research the influence of the developed platform for the alternative presentation of graphics information on better memorizing, recognizing, and learning. Another goal of the research was to verify the effectiveness of the proposed method for the alternative presentation of audio-tactile graphics. The effectiveness of the proposed solution was verified quantitatively and qualitatively on two groups of blind students from primary and secondary schools with the use of a developed platform and prepared materials for learning mathematics. The obtained research results show that the proposed method of verifying students’ knowledge and auto-selecting exercises with adapted audio description positively influences the improvement of learning effectiveness.

Purpose: Artificial intelligence (AI) employs knowledge models that often behave as a black-box to the majority of users and are not designed to improve the skill level of users. In this study, we aim to demonstrate the feasibility that AI can serve as an effective teaching aid to train individuals to develop optimal intensity modulated radiation therapy (IMRT) plans. Methods and Materials: The training program is composed of a host of training cases and a tutoring system that consists of a front-end visualization module powered by knowledge models and a scoring system. The current tutoring system includes a beam angle prediction model and a dose-volume histogram (DVH) prediction model. The scoring system consists of physician chosen criteria for clinical plan evaluation as well as specially designed criteria for learning guidance. The training program includes six lung/mediastinum IMRT patients: one benchmark case and five training cases. A plan for the benchmark case is completed by each trainee entirely independently pre- and post-training. Five training cases cover a wide spectrum of complexity from easy (2), intermediate (1) to hard (2). Five trainees completed the training program with the help of one trainer. Plans designed by the trainees were evaluated by both the scoring system and a radiation oncologist to quantify planning quality. Results: For the benchmark case, trainees scored an average of 21.6% of the total max points pre-training and improved to an average of 51.8% post-training. In comparison, the benchmark case's clinical plans score an average of 54.1% of the total max points. Two of the five trainees' post-training plans on the benchmark case were rated as comparable to the clinically delivered plans by the physician and all five were noticeably improved by the physician's standards. The total training time for each trainee ranged between 9 and 12 h. Conclusion: This first attempt at a knowledge model based training program brought unexperienced planners to a level close to experienced planners in fewer than 2 days. The proposed tutoring system can serve as an important component in an AI ecosystem that will enable clinical practitioners to effectively and confidently use KBP.

The introduction of the intelligence in teaching software is the object of this paper. In software elaboration process, one uses some learning techniques in order to adapt the teaching software to characteristics of student. Generally, one uses the artificial intelligence techniques like reinforcement learning, Bayesian network in order to adapt the system to the environment internal and external conditions, and allow this system to interact efficiently with its potentials user. The intention is to automate and manage the pedagogical process of tutoring system, in particular the selection of the content and manner of pedagogic situations. Researchers create a pedagogic learning agent that simplifies the manual logic and supports progress and the management of the teaching process (tutor-learner) through natural interactions.

Cet article fait partie d'une sélection d'articles de la journée Atala d'octobre 2004 à Grenoble."TAL (Traitement Automatique des Langues) et apprentissage des langues"; In this paper, we present our use of LSA in a foreign languages tutoring system called Rafales (Recueil Automatique Favorisant l'Acquisition d'une Langue Étrangère de Spécialité). This prototype chooses a sequence of texts in order to optimize the learning rate of a student in a domain-specific foreign language. Texts are chosen from a knowledge database according to a model of the student and to the domain-specific foreign languages. The paper is organized in three sections: the first one presents LSA (principles and various usages), the second presents Rafales (its design and principles), and the last presents the results of an experimentation with learners and the reasons we chose to use LSA in Rafales.; Cet article présente l'utilisation de l'analyse sémantique latente (Latent Semantic Analysis) dans un prototype d'acquisition de langue étrangère de spécialité. Ce prototype nommé Rafales (Recueil Automatique Favorisant l'Acquisition d'une Langue Étrangère de Spécialité) a pour finalité d'optimiser l'acquisition d'une langue étrangère en fournissant des lectures à l'apprenant. Les textes fournis à l'apprenant dépendent de ses connaissances ainsi que des connaissances du domaine de spécialité. L'article est divisé en trois parties, la première présente l'analyse sémantique latente, son fonctionnement et ses utilisations. La seconde partie présente Rafales, son architecture et son fonctionnement. Enfin la dernière partie présente les résultats de l'expérimentation du prototype auprès d'apprenants ainsi que les raisons qui nous ont poussée à utiliser cette analyse dans Rafales.

In this paper, we present ATOMOL, a tutoring system, especially built for students taking a first course in chemistry. The architecture of the system is rather classical, but the design of the system is original : knowledge representation relies on an object-oriented basis, both for basic chemical knowledge and for generic problem description and problem solving. Thus, the system has two main components, a specific component for chemical knowledge, and a generic reusable component for tutoring. The paper includes first a presentation of tutoring systems for chemistry, then a detailed description of ATOMOL, and lastly, a discussion about the capabilities of ATOMOL regarding programming and tutoring., Dans cet article, nous présentons ATOMOL, un logiciel d'enseignement assisté par ordinateur destiné aux étudiants en première année de DEUG. L'architecture du système est classique, mais sa conception est originale : elle repose entièrement sur un formalisme objet, aussi bien pour la représentation des connaissances chimiques que pour la représentation générale des exercices et des problèmes. Ainsi, le système intègre un niveau spécifique à la chimie, et un niveau générique réutilisable dans d'autres contextes. Après une brève introduction sur le rôle de l'ordinateur dans l'enseignement de la chimie, l'article contient une présentation détaillée de ATOMOL, et se termine par une discussion sur les qualités informatiques et l'intérêt pédagogique du logiciel., Fischer Dominique, Kirch Michèle, Napoli Amedeo. ATOMOL : un système d'aide au suivi des travaux dirigés de chimie en premier cycle universitaire. In: Sciences et techniques éducatives, volume 2 n°1, 1995. pp. 61-102.

In this paper, we present our use of LSA in a foreign languages tutoring system called Rafales (Recueil Automatique Favorisant l'Acquisition d'une Langue Étrangère de Spécialité). This prototype chooses a sequence of texts in order to optimize the learning rate of a student in a domain-specific foreign language. Texts are chosen from a knowledge database according to a model of the student and to the domain-specific foreign languages. The paper is organized in three sections: the first one presents LSA (principles and various usages), the second presents Rafales (its design and principles), and the last presents the results of an experimentation with learners and the reasons we chose to use LSA in Rafales., Cet article présente l'utilisation de l'analyse sémantique latente (Latent Semantic Analysis) dans un prototype d'acquisition de langue étrangère de spécialité. Ce prototype nommé Rafales (Recueil Automatique Favorisant l'Acquisition d'une Langue Étrangère de Spécialité) a pour finalité d'optimiser l'acquisition d'une langue étrangère en fournissant des lectures à l'apprenant. Les textes fournis à l'apprenant dépendent de ses connaissances ainsi que des connaissances du domaine de spécialité. L'article est divisé en trois parties, la première présente l'analyse sémantique latente, son fonctionnement et ses utilisations. La seconde partie présente Rafales, son architecture et son fonctionnement. Enfin la dernière partie présente les résultats de l'expérimentation du prototype auprès d'apprenants ainsi que les raisons qui nous ont poussée à utiliser cette analyse dans Rafales.