本篇幫寫論文-智能輔導系統(ITS)講了智能輔導系統(ITS)等人工智能技術可以用來理解學習者的形式(Greer， & McCalla, 2013)。使用了學習者模式、領域模型和輔導模型。學習將根據學生反饋到人工智能學習地圖進行調整。學生受益於這些形式的人工智能輔導，因爲他們可以隨意使用，而不僅僅是在教室裏。基於人工智能技術的導師在任何時候都是可用的，學生可以隨時在導師的指導下練習和訓練。反饋將能夠爲學生設置不同的學習模式。本篇幫寫論文文章由新西蘭第一論文 Assignment First輔導網整理，供大家參考閱讀。
AI technologies such as the Intelligent Tutoring Systems (ITS) can be made use of to understand the form of learner (Greer, & McCalla, 2013). A learner mode, a domain model and a tutoring model version is used. Learning would be adjusted based on the feedback from student end fed into the AI learning maps. Student benefits from these forms of AI enabled tutoring as they could be used at will, and not just within the classroom. The AI technology based tutor is available at all times and students would be able to practice and train with a tutor at all times. The feedback would be able to set different modes for student to learn.
Advantages of using the AI technology are that it literally perfects the educational experience. Researchers present AI as the new pedagogical technology as it helps students use learning strategies based on need (Lajoie, & Derry, 2013). Using feedback from the student user the system creates variations in its teaching action and hence is able to create a student centered teaching. The cons of using the AI technologies mainly arise from the fact that the expert feed system is not human. It is only created to be human like (White & Frederiksen, 1990). It cannot completely replace a teacher and a mentor. So in summation, although there are much advantages to this tool, its expert use can be harnessed only to the degree of its most human-like attributes.
Comparing all and Evaluation
In the context of enabling new technology usage for improving higher education, there are some aspects of comparison that needs to be conducted. Primarily consider how the use of technology itself would be a learning process. The student and the teacher who makes use of the technology has to learn how to use it efficiently in order to explore it better. Now consider Virtual reality and the associated technologies. Here the instructor has to understand how to ensure the immersive experience created is indeed achieving a learning goal. Using the technology for technology sake would not be useful. So the teacher has to train different situational scenarios in achieving a maximum optimal experience for students. In the case of augmented reality, this situation fairs better. The teacher only attempts a partial immersion setting, so part of the teaching would still be under a traditional environment. In the case of the artificial intelligence, the teacher usually has to have expert knowledge on what form of AI technology would work. Training students to use AI technologies could be a strung out process based on how much the technology is incorporated into the learning environment.
All three technologies are useful in creating a study environment for student that needs not fully depend on their presence in a school room. This is a positive benefit as student’s learning time could be lengthened. For instance, in the case of the VR and AR study sessions could be set up online (Liu et al, 2009). Similarly, in the case of a AI enabled online tutor, the session can be set up online. In the case of the positive effects in achieving collaboration, two of three technologies might fare well or not based on how they are used. In both VR and AR space, when a reality is constructed, multiple actors could be part of the space so that students would be able to achieve collaboration (Liu et al, 2009). On the other hand, the use of the AI tutor is mostly one on one, and hence a collaborative space is not created. In this context VR and AR would fare better than AI. AR could be rated better than VR as research studies show that a fully immersive experience could still be a disadvantage for students as it might isolate them.