• 대한전자공학회:학술대회논문집
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• 대한전자공학회 2003년도 하계종합학술대회 논문집 Ⅲ
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• pp.1681-1684
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• 2003

We propose the intelligent tutoring system for the mobile english learning. The proposed system is based on the item response theory to analyze the level of learner. We define the types of item, teaching method and item disposition according to contents modeling. The system estimates the learner level and it gives the learning contents, the evaluation results, and feedback. The system gives those by inference engine which consists of learner's level estimation value, method diagnostic value and disposition diagnostic value.

• 한국인터넷방송통신학회논문지
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• 제13권2호
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• pp.255-260
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• 2013

요즈음, 지능형 교육 시스템은 자기 주도적 학습 기능을 이용한 연구가 진행되고 있다. 웹 기술 기반 온라인 가상대학에 접속하면, 온라인 강의를 언제 어디서나 공부할 수 있다. 지능형 학습 시스템을 구현하기 위해서는, 취약과목과 못하는 과목을 실시간으로 판단하는 기능이 필요하다. 이러한 문제를 해결하기 위해서, 수준별 학습 능력과 보안 알고리즘을 모의실험 하였다. 뿐만 아니라, 본 논문에서는 지능형 교육시스템을 구현하기위해서, QR 코드 및 지능형 교육 학습 시스템을 제안 하였다.

• 한국지능정보시스템학회:학술대회논문집
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• 한국지능정보시스템학회 2001년도 The Pacific Aisan Confrence On Intelligent Systems 2001
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• pp.285-291
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• 2001

This paper describes a natural language question answering system that can be used by students in getting as solution to their queries. Unlike AI question answering system that focus on the generation of new answers, the present system retrieves existing ones from question-answer files. Unlike information retrieval approaches that rely on a purely lexical metric of similarity between query and document, it uses a semantic knowledge base (WordNet) to improve its ability to match question. Paper describes the design and the current implementation of the system as an intelligent tutoring system. Main drawback of the existing tutoring systems is that the computer poses a question to the students and guides them in reaching the solution to the problem. In the present approach, a student asks any question related to the topic and gets a suitable reply. Based on his query, he can either get a direct answer to his question or a set of questions (to a maximum of 3 or 4) which bear the greatest resemblance to the user input. We further analyze-application fields for such kind of a system and discuss the scope for future research in this area.

• 한국산업정보학회논문지
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• 제6권3호
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• pp.71-78
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• 2001

웹 기반 교수 시스템들은 대체로 수동적이며 정적인 하이퍼텍스트 위주이기 때문에, 학습자 개개인의 학습 능력에 따른 적응력 있는 학습 환경을 제공할 수 없다. 본 연구에서는 학습자들의 학습 상황을 효과적으로 파악하고, 학습 결과에 따라 학습자 개개인의 특성에 맞는 동적인 학습 내용을 구성하여 제공할 수 있는 지능형 교수 시스템을 제안한다. 본 시스템은 에이젼트를 기반으로 설계되었으며, 학습을 위한 코스웨어 지식을 효과적으로 구성하여 학습 평가에 따른 적절한 피드백을 추론하여 학습자에게 지원하도록 하고 있다.

• 한국산업정보학회:학술대회논문집
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• 한국산업정보학회 2001년도 춘계학술대회논문집:21세기 신지식정보의 창출
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• pp.152-158
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• 2001

웹 기반 교수 시스템들은 대체로 수동적이며 정적인 하이퍼텍스트 위주이기 때문에, 학습자 개개인의 학습 능력에 따른 적응력 있는 학습 환경을 제공할 수 없다. 본 연구에서는 학습 자들의 학습 상황을 효과적으로 파악하고, 학습 결과에 따라 학습자 개개인의 특성에 맞는 동적인 학습 내용을 구성하여 제공할 수 있는 지능형 교수 시스템을 제안한다. 본 시스템은 에이젼트를 기반으로 설계되었으며, 학습을 위한 코스웨어 지식을 효과적으로 구성하여 학습 평가에 따른 적절한 피드백을 추론하여 학습자에게 지원하도록 하고 있다.

• 전자공학회논문지C
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• 제34C권7호
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• pp.92-105
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• 1997

In this paper, we design andimplement a prototype of the distant ITS (Intelligent tutoring system): English tutor which is running on the information superhighway. It is designed for the purpose of teaching the english conversation effectively to the students whose mother tongues are not english. The tutor could chosse appropriate tutoring strategies and teach the students effectively according to the contents of the student model. And also it is based on the remote data management client/Server model and implemented on SPARC station and pentium PC using oracle 7.3 and power Builder 5.0.

• 한국멀티미디어학회논문지
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• 제22권11호
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• pp.1251-1258
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• 2019

Intelligent tutoring system enables users to effectively learn by utilizing various artificial intelligence techniques. For instance, it can recommend a proper curriculum or learning method to individual users based on their learning history. To do this effectively, user's characteristics need to be analyzed and classified based on various aspects such as interest, learning ability, and personality. Even though data labeled by the characteristics are required for more accurate classification, it is not easy to acquire enough amount of labeled data due to the labeling cost. On the other hand, unlabeled data should not need labeling process to make a large number of unlabeled data be collected and utilized. In this paper, we propose a semi-supervised learning method based on feedback variational auto-encoder(FVAE), which uses both labeled data and unlabeled data. FVAE is a variation of variational auto-encoder(VAE), where a multi-layer perceptron is added for giving feedback. Using unlabeled data, we train FVAE and fetch the encoder of FVAE. And then, we extract features from labeled data by using the encoder and train classifiers with the extracted features. In the experiments, we proved that FVAE-based semi-supervised learning was superior to VAE-based method in terms with accuracy and F1 score.

• 한국HCI학회:학술대회논문집
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• 한국HCI학회 2006년도 학술대회 1부
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• pp.945-953
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• 2006

The researchers in the field of cognitive science and learning science suggest that the teaching activity induces the elaborative and meaningful learning. Actually, lots of research findings have shown the beneficial effect of learning by teaching such as peer tutoring. But peer tutoring has some limitations in the practical learning context. To overcome some limitations, the new concept of "learning by teaching" through the agent called Teachable Agent. The teachable agent is a modified version of traditional intelligent tutoring system that assigns a role of tutor to teach the agent. The teachable agent monitors individual difference and provides a student with a chance for deep learning and motivation to learn by allowing them to play an active role in the process of learning. That is, The teaching activity induces the elaborative and meaningful learning. This study compared the effects of our teachable agent, KORI, and peer tutoring on the cognition and motivation. The field experiment was conducted to examine whether learning by teaching the teachable agent would be more effective than peer tutoring and reading condition. In the experiment, all participants took 30 minutes lesson on rock and rock cycle together to acquire the base knowledge in the domain. After the lesson, participants were randomly assigned to one of the three experimental conditions; reading condition, peer tutoring condition, and teachable agent condition. Next, participants of each condition moved into separated place and performed their own learning activity. After finishing all of the learning activities in each condition, all participants were instructed to rate the interestingness using a 5-point scale on their own learning activity and leaning material, and were given the comprehension test. The results indicated that the teachable agent condition and the peer tutoring condition showed more interests in the learning than the reading condition. It is suggested that teachable agent has more advantages in overcoming the several practical limitations of peer tutoring such as restrictions in time and place, tutor's cognitive burden, unnecessary interaction during peer tutoring. The applicability and prospects of the teachable agent as an efficient substitute for peer tutoring and traditional intelligent tutoring system were also discussed.

• 한국정보과학회:학술대회논문집
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• 한국정보과학회 1998년도 가을 학술발표논문집 Vol.25 No.2 (2)
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• pp.691-693
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• 1998

현대 사회는 정보화 사회이다. 이러한 흐름은 사회 모든 분야에 응용되어 사용되고 있다. 특히 컴퓨터를 이용한 교육분야에 있어서는 Text 에 의존된 교육에서 멀티미디어를 이용, 실제 상황에 근접한 상황학습을 통한 시스템이 개발 사용되고 있다. 장애인 재활 교육에 있어서도 멀티미디어를 이용한 상황학습은 장애인의 교육에 많은 도움을 줄 것이다. 이 논문은 장애인의 사회 적응을 위한 재활 교육 시스템에서 장애인들에게 어떠한 교육을 할 것인지를 결정하고 실행하는 Tutoring Module이다.

• 정보교육학회논문지
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• 제1권2호
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• pp.16-34
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• 1997

This paper describes a method of building a intelligent learning system consisting of a authoring tool, in the area of language education, and a Intelligent Tutoring System(ITS) to study English. This tool is different from commerical authoring tools, as a tool that has capabilities as a component of an ITS and this ITS is efficient to retrieve the lesson plan from the plan memory than to generate it whenever an instructinoal goal is selected. the results of this research could be used either by a developer of the other area of ITS, or by a human teacher as a curriculum in the actual class.