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摘要
Extensive literature review shows that no intelligent tutoring systems (ITSs) were developed for engineering dynamics, a second-year core course that nearly all undergraduates majoring in mechanical, aerospace, civil, environmental, or biomedical engineering are required to take. This paper describes two innovative, web-based, interactive ITS modules that we developed for and implemented in an engineering dynamics course to help students learn how to apply the Principle of Work and Energy, one of the most important dynamics principles, to solve particle and rigid-body dynamics problems. This paper describes in detail how the two ITS modules were designed, and specifically such aspects as the determination of learning objectives, the design of corresponding dynamics problems that the ITS modules address, the selection of ITS authoring software, and the design of the layout of the interactive computer graphical user interfaces of the ITS modules. Two cohorts of engineering undergraduates during a control semester and a treatment semester participated in the present study. The results of pretests and posttests in the control and treatment semesters show that the two ITS modules increased class-average student learning gains by 36.8% and 43.0%, respectively. In an anonymous questionnaire survey that was administered at the end of the treatment semester, many students used the words %26quot;hints%26apos;%26apos; and %26quot;step-by-step process%26apos;%26apos; to describe how the ITS modules enhanced their learning. It is suggested that given their level of flexibility, intelligent tutoring systems should be used as a supplemental tool to enhance learning, rather than a tool to completely replace students%26apos; experiences with human instructors and human tutors.
- 出版日期2013
