Intelligent System Tutorial for Distance Learning the Computer Science Engineering Career

Abstract

With the advance of technology, there are new ways of teaching that break the barrier of time and place; distance education can be considered as the most advanced model at this time, however you may bring difficulties if you need support an advisory and/or guardian by the student at a given time and this is not available. To solve this problem a technological tool that behaves like a teacher in both the teaching strategy and mastery of subject teaching is required, guiding the student on how to apply this knowledge in their individual characteristics. Intelligent tutoring systems simulate the behavior of a human tutor, using Artificial Intelligence techniques in order to provide the student the required cognitive support for learning.

In this work, the creation of an Intelligent Tutorial System for the teaching of Engineering in Computer Science and distance many students at once using Artificial Intelligence techniques is proposed.

Annexes

1.1 Annex 1: Learning Styles Questionnaire

Have you ever thought about how to optimize your learning? Knowing your preferences for one way or another to perceive and process information, you can better guide your efforts to achieve school effectiveness

Answer the following questionnaire honestly:

A lot, if the situation fully fits your preferred learning style.

Little, if the situation fits only in a few cases to your preferred learning style.

None, if the situation does not fit in any way with your preferred learning style.

No	My preferred learning channels	M	P	N
1	I remember something better if I see it written down
2	In class I like to follow the teacher’s explanations attentively and to write little
3	I learn better and more from what I see than from what I hear
4	For the tests I like to study with someone who reads me their class or consulting notes
5	I understand my teachers better when they write and graph information on the blackboard or on a transparency
6	I don’t like to study in absolute silence, I prefer to study with someone with whom I can exchange or at least with background music
7	To engrave a new word or term well, I need to represent it in my mind first
8	I can easily follow the thread of the teacher’s explanation even if the teacher doesn’t write anything on the board
9	In order to learn something well, I must first repeat it several times for myself and, if possible, aloud
10	I like the information presented through graphs, tables, diagrams, etc
My preferred ways of processing information
11	When I consult the bibliography I concentrate more on concrete facts and global aspects than on detailed descriptions
12	In class I don’t like to miss a single detail with which the teacher deals with facts and phenomena
13	When I read I usually do it by jumping around looking for the relevant and trying to avoid the insignificant and the details
14	I have a fondness for Mathematics, statistical processing, logic, etc
15	In the solutions to problems, I like to theorize as much as possible, without neglecting any of the specific characteristics of the issue I address
16	When processing information from a text, or listening to my teacher, I like to activate my intuition, my experiences and previous experiences
17	In class I prefer to take brief notes synthesizing the most relevant aspects that the teacher presents, rather than writing down everything he says
18	I like to be concrete and realistic in the analysis of a phenomenon or in the search for a solution to a problem
19	I am meticulous in my analysis, and I like not to overlook even the slightest detail
20	Many times I am slow to read, because I like to capture with depth every idea and detail
My preferred ways of orienting myself towards the fulfillment of my goals as an apprentice
21	I am very careful to be late for classes or to deliver out of time the assigned work
22	I’m quick to make decisions
23	I’m used to being very organized for my class notes
24	Instead of following a pre-established plan of activities, I like to be spontaneous and open in my personal and academic life
25	In class I like to be actively involved in the search for solutions to problems raised by the teacher
26	I am usually slow to make decisions and require a lot of time to analyze each variant and arrive at a final decision
27	I’m not used to thinking too much about my answers
28	When concentrating on a problem or task, I like to do it cautiously, thinking through every possible solution and every step
29	To solve a task I like to have the methodology to follow
30	I am usually always willing to take on an academic task or problem in class
My preferred ways of socially orienting myself in learning
31	I like to study as a team, even for the tests
32	In class I like the teacher to give me responsibilities to my classmates
33	Of all, I prefer individual mental concentration activities such as reading, computing, etc
34	I usually enjoy debates, group discussions and activities in which I can express my views to other colleagues
35	I like to be open and sociable
36	For practical classes, seminars and tests, I like to prepare myself and study alone
37	I prefer written rather than oral evaluations in which I must express my views to the group
38	I’m bored studying and preparing myself
39	In class, I’m usually quiet
40	When I work in a team, I am easily distracted and I am always disturbed by cooperation

To know the level of preferences for the auditory visual or verbal learning channel, add the items: 1, 3, 5, 7, 10 and 2, 4, 6, 8, 9 respectively.

To know the level of preferences for the global or analytical way of processing information, add the items: 11, 13, 16, 17, 18 and 12, 14, 15, 19, 20 respectively.

To know the level of preferences for the planned or spontaneous way of orienting towards the fulfillment of your goals, add the items: 21, 23, 26, 28, 29 and 22, 24, 25, 27, 30 respectively.

To find out the level of preference for the cooperative or individual way of socially orienting oneself towards learning, add items: 31, 32, 34, 35, 38 and 33, 36, 37, 39, 40 respectively.

1.2 Annex 2: Learning Needs Questionnaire

User Name: ———————— E-mail:——————————–

The purpose of this questionnaire is to help you as a user and your tutors to give you better advice. Your valuations will be very useful, because they will allow the creation of the center’s database and record your needs and demands that you as a user pursue when you visit us. For which we thank you in advance.

Answer the following questions:

1-How many years have you studied English?

2-UD. use the Internet as a way to improve your knowledge of English?

3-On a scale from 1 to 5 (1 is the lowest level and 5 is the highest).

What is your level in each of these skills?

Grammar

Vocabulary

Writing

Reading

Oral expression

Hearing

Pronunciation

4-On a scale from 1 to 5 (1 is the lowest level and 5 is the highest).

Which of the following would you be interested in practicing at our center?

Reading of scientific articles.

Creation of overviews.

Exhibition in workshops and seminars.

Presentation of projects.

5-List on a scale from 1 to 5 the following aspects to determine the degree of importance they represent for you.

Reading scientific articles

Making Overviews

Exhibition in workshops and seminars

Presentation of projects

6-How would you like to use our university’s Center for Self-study and Foreign Language Services (CASIE)?

Individually

Co-Learning (with other students) Tutor them.

Combined

7-How would you like to be evaluated?

Self-evaluation

Co-evaluation

Assisted by a virtual tutor.

Assisted by a teacher-adviser

8-In what form would you like to be evaluated?

Written

Oral

Auditory

Combined

9-On a scale of 1 to 5 assess the expectations pursued in the interdisciplinary course offered at CASIE with the assistance of a computer tool:

_______ The contents and topics dealt with in the English language will be relevant for my future professional training.

_____ A Motivation to learn the English language to solve problems in the subjects of the specialty.

_____ At the level of analysis and critical appraisal of the texts dealt with in the subjects of the speciality.

Access to EVA’s existing English-language specialty _______literature.

_______ To the level of updating given by access to Internet sites in English language recommended by the professors of the specialty.