Technology Assessment in Education and Training

By Eva L. Baker; Harold F. O'Neil Jr. | Go to book overview

6
Improving Intelligent
Computer-Aided Instruction
Via Explicit Instructional
Strategies

Kazi G. Nizamuddin
Mt. San Jacinto Community College

Harold F. O'Neil Jr.
University of Southern California/CRESST

This chapter discusses the design, development, and evaluation of a set of domain-independent instructional strategies for teaching problem-solving outcomes in elementary algebra through Intelligent Computer-Aided Instruction (ICAI).

The elementary algebra course is one of the most important for all entry-level freshman students of any major at most universities and 2-year colleges in the United States. Many students have a difficult time understanding the facts, concepts, and principles of algebra. As a result, the procedural portion in subsequent problem solving becomes a difficult task. Many students eventually fail the course.

Our long-term goal was to develop a computer-based tutor that will be as effective in algebra instruction as a human tutor. The purpose of this chapter is an attempt to combine artificial intelligence technology with instructional theories of problem solving to achieve an effective teaching environment in algebra. The design implemented various instructional strategies from various design theories, and developed a set of transformations in the context of linear algebra to improve an existing ICAI system.


INTELLIGENT COMPUTER-ASSISTED INSTRUCTION

In recent years there has been increased emphasis on individualized instruction and computer technology specially applying intelligent learning systems that facilitate learning at all levels of education and training ( O'Neil, 1981).

The intelligent learning systems are known as intelligent tutoring systems

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