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tutoring</title> <meta name="description" content="Search results for: intelligent tutoring"> <meta name="keywords" content="intelligent tutoring"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="intelligent tutoring"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 843</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: intelligent tutoring</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">843</span> Centralizing the Teaching Process in Intelligent Tutoring System Architectures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nikolaj%20Troels%20Graf%20Von%20Malotky">Nikolaj Troels Graf Von Malotky</a>, <a href="https://publications.waset.org/abstracts/search?q=Robin%20Nicolay"> Robin Nicolay</a>, <a href="https://publications.waset.org/abstracts/search?q=Alke%20Martens"> Alke Martens</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There exist a plethora of architectures for ITSs (Intelligent Tutoring Systems). A thorough analysis and comparison of the architectures revealed, that in most cases the architecture extensions are evolutionary grown, reflecting state of the art trends of each decade. However, from the perspective of software engineering, the main aspect of an ITS has not been reflected in any of these architectures, yet. From the perspective of cognitive research, the construction of the teaching process is what makes an ITS 'intelligent' regarding the spectrum of interaction with the students. Thus, in our approach, we focus on a behavior based architecture, which is based on the main teaching processes. To create a new general architecture for ITS, we have to define the prerequisites. This paper analyzes the current state of the existing architectures and derives rules for the behavior of ITS. It is presenting a teaching process for ITSs to be used together with the architecture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent%20tutoring" title="intelligent tutoring">intelligent tutoring</a>, <a href="https://publications.waset.org/abstracts/search?q=ITS" title=" ITS"> ITS</a>, <a href="https://publications.waset.org/abstracts/search?q=tutoring%20process" title=" tutoring process"> tutoring process</a>, <a href="https://publications.waset.org/abstracts/search?q=system%20architecture" title=" system architecture"> system architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction%20process" title=" interaction process"> interaction process</a> </p> <a href="https://publications.waset.org/abstracts/67815/centralizing-the-teaching-process-in-intelligent-tutoring-system-architectures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67815.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">386</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">842</span> Review of Currently Adopted Intelligent Programming Tutors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rita%20Garcia">Rita Garcia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Intelligent Programming Tutors, IPTs, are supplemental educational devices that assist in teaching software development. These systems provide customized learning allowing the user to select the presentation pace, pedagogical strategy, and to recall previous and additional teaching materials reinforcing learning objectives. In addition, IPTs automatically records individual’s progress, providing feedback to the instructor and student. These tutoring systems have an advantage over Tutoring Systems because Intelligent Programming Tutors are not limited to one teaching strategy and can adjust when it detects the user struggling with a concept. The Intelligent Programming Tutor is a category of Intelligent Tutoring Systems, ITS. ITS are available for many fields in education, supporting different learning objectives and integrate into other learning tools, improving the student's learning experience. This study provides a comparison of the IPTs currently adopted by the educational community and will focus on the different teaching methodologies and programming languages. The study also includes the ability to integrate the IPT into other educational technologies, such as massive open online courses, MOOCs. The intention of this evaluation is to determine one system that would best serve in a larger ongoing research project and provide findings for other institutions looking to adopt an Intelligent Programming Tutor. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20education%20tools" title="computer education tools">computer education tools</a>, <a href="https://publications.waset.org/abstracts/search?q=integrated%20software%20development%20assistance" title=" integrated software development assistance"> integrated software development assistance</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20programming%20tutors" title=" intelligent programming tutors"> intelligent programming tutors</a>, <a href="https://publications.waset.org/abstracts/search?q=tutoring%20systems" title=" tutoring systems"> tutoring systems</a> </p> <a href="https://publications.waset.org/abstracts/66918/review-of-currently-adopted-intelligent-programming-tutors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66918.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">318</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">841</span> Perceptions of College Students on Whether an Intelligent Tutoring System Is a Tutor</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Smalenberger">Michael Smalenberger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Intelligent tutoring systems (ITS) are computer-based platforms which can incorporate artificial intelligence to provide step-by-step guidance as students practice problem-solving skills. ITS can replicate the benefits of one-on-one tutoring, foster transactivity in collaborative environments, and lead to substantial learning gains when used to supplement the instruction of a teacher or when used as the sole method of instruction. Developments improving the ease of ITS creation have recently increased their proliferation, leading many K-12 schools and institutions of higher education in the United States to regularly use ITS within classrooms. We investigated how students perceive their experience using an ITS. In this study, 111 undergraduate students used an ITS in a college-level introductory statistics course and were subsequently asked for feedback on their experience. Results show that their perceptions were generally favorable of the ITS, and most would seek to use an ITS both for STEM and non-STEM courses in the future. Along with detailed transaction-level data, this feedback also provides insights on the design of user-friendly interfaces, guidance on accessibility for students with impairments, the sequencing of exercises, students’ expectation of achievement, and comparisons to other tutoring experiences. We discuss how these findings are important for the creation, implementation, and evaluation of ITS as a mode and method of teaching and learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20statistics%20course" title="college statistics course">college statistics course</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20tutoring%20systems" title=" intelligent tutoring systems"> intelligent tutoring systems</a>, <a href="https://publications.waset.org/abstracts/search?q=in%20vivo%20study" title=" in vivo study"> in vivo study</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20perceptions%20of%20tutoring" title=" student perceptions of tutoring"> student perceptions of tutoring</a> </p> <a href="https://publications.waset.org/abstracts/136666/perceptions-of-college-students-on-whether-an-intelligent-tutoring-system-is-a-tutor" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136666.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">101</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">840</span> Methodology for Developing an Intelligent Tutoring System Based on Marzano’s Taxonomy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joaquin%20Navarro%20Perales">Joaquin Navarro Perales</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Lidia%20Franzoni%20Vel%C3%A1zquez"> Ana Lidia Franzoni Velázquez</a>, <a href="https://publications.waset.org/abstracts/search?q=Francisco%20Cervantes%20P%C3%A9rez"> Francisco Cervantes Pérez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Mexican educational system faces diverse challenges related with the quality and coverage of education. The development of Intelligent Tutoring Systems (ITS) may help to solve some of them by helping teachers to customize their classes according to the performance of the students in online courses. In this work, we propose the adaptation of a functional ITS based on Bloom’s taxonomy called <em>Sistema de Apoyo Generalizado para la Enseñanza Individualizada</em> (SAGE), to measure student’s metacognition and their emotional response based on Marzano’s taxonomy. The students and the system will share the control over the advance in the course, so they can improve their metacognitive skills. The system will not allow students to get access to subjects not mastered yet. The interaction between the system and the student will be implemented through Natural Language Processing techniques, thus avoiding the use of sensors to evaluate student’s response. The teacher will evaluate student’s knowledge utilization, which is equivalent to the last cognitive level in Marzano’s taxonomy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent%20tutoring%20systems" title="intelligent tutoring systems">intelligent tutoring systems</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20modelling" title=" student modelling"> student modelling</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognition" title=" metacognition"> metacognition</a>, <a href="https://publications.waset.org/abstracts/search?q=affective%20computing" title=" affective computing"> affective computing</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20processing" title=" natural language processing"> natural language processing</a> </p> <a href="https://publications.waset.org/abstracts/96468/methodology-for-developing-an-intelligent-tutoring-system-based-on-marzanos-taxonomy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96468.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">197</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">839</span> Tutoring between “The Can Do” and “The Have to”: The Case of Batna 2 University (Algeria)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Radia%20Guerza">Radia Guerza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Tutoring at the Algerian University has been an issue of great controversy and debate. Henceforth, the current paper is an attempt to shed light on the issue of tutoring at Algerian University. It aims to set a plan for tutoring that might meet the student's needs and challenges. It endeavors to explore the following query: “what is the role of tutoring in the Algerian university between “The CAN DO” and “The HAVE TO”? To equate with the addressed research question, an exploratory small-scale study has been carried out at Batna 2 University using questionnaires and interviews with fifty (50) teachers. Results indicate that Algerian University is still lagging behind because of the huge lack of infrastructure means, human resources, and even pedagogical resources. In addition, the majority of our teachers are reluctant to adhere to the tutorial policy due to the lack of incentives; next to that, the increasing yearly number of students and students high ratio would hardly permit any tutoring sessions. Finally, this paper is the first attempt, to our best knowledge, towards raising the awareness of our institution, staff members, teachers, and students towards the importance of tutoring and how to adopt it. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitudes" title="attitudes">attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptions" title=" perceptions"> perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=tutoring" title=" tutoring"> tutoring</a> </p> <a href="https://publications.waset.org/abstracts/153901/tutoring-between-the-can-do-and-the-have-to-the-case-of-batna-2-university-algeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153901.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">62</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">838</span> Intelligent Tutor Using Adaptive Learning to Partial Discharges with Virtual Reality Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hern%C3%A1ndez%20Yasmi%CC%81n">Hernández Yasmín</a>, <a href="https://publications.waset.org/abstracts/search?q=Ochoa%20Alberto"> Ochoa Alberto</a>, <a href="https://publications.waset.org/abstracts/search?q=Hurtado%20Diego"> Hurtado Diego</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is developing an intelligent tutoring system for electrical operators training with virtual reality systems at the laboratory center of partials discharges LAPEM. The electrical domain requires efficient and well trained personnel, due to the danger involved in the partials discharges field, qualified electricians are required. This paper presents an overview of the intelligent tutor adaptive learning design and user interface with VR. We propose the develop of constructing a model domain of a subset of partial discharges enables adaptive training through a trainee model which represents the affective and knowledge states of trainees. According to the success of the intelligent tutor system with VR, it is also hypothesized that the trainees will able to learn the electrical domain installations of partial discharges and gain knowledge more efficient and well trained than trainees using traditional methods of teaching without running any risk of being in danger, traditional methods makes training lengthily, costly and dangerously. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent%20tutoring%20system" title="intelligent tutoring system">intelligent tutoring system</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title=" artificial intelligence"> artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=partials%20discharges" title=" partials discharges"> partials discharges</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptive%20learning" title=" adaptive learning"> adaptive learning</a> </p> <a href="https://publications.waset.org/abstracts/68020/intelligent-tutor-using-adaptive-learning-to-partial-discharges-with-virtual-reality-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68020.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">316</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">837</span> Intelligent Scaffolding Diagnostic Tutoring Systems to Enhance Students’ Academic Reading Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.Chayaporn%20Kaoropthai">A.Chayaporn Kaoropthai</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Onjaree%20Natakuatoong"> B. Onjaree Natakuatoong</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Nagul%20Cooharojananone"> C. Nagul Cooharojananone</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The first year is usually the most critical year for university students. Generally, a considerable number of first-year students worldwide drop out of university every year. One of the major reasons for dropping out is failing. Although they are supposed to have mastered sufficient English proficiency upon completing their high school education, most first-year students are still novices in academic reading. Due to their lack of experience in academic reading, first-year students need significant support from teachers to help develop their academic reading skills. Reading strategies training is thus a necessity and plays a crucial role in classroom instruction. However, individual differences in both students, as well as teachers, are the main factors contributing to the failure in not responding to each individual student’s needs. For this reason, reading strategies training inevitably needs a diagnosis of students’ academic reading skills levels before, during, and after learning, in order to respond to their different needs. To further support reading strategies training, scaffolding is proposed to facilitate students in understanding and practicing using reading strategies under the teachers’ guidance. The use of the Intelligent Tutoring Systems (ITSs) as a tool for diagnosing students’ reading problems will be very beneficial to both students and their teachers. The ITSs consist of four major modules: the Expert module, the Student module, the Diagnostic module, and the User Interface module. The application of Artificial Intelligence (AI) enables the systems to perform diagnosis consistently and appropriately for each individual student. Thus, it is essential to develop the Intelligent Scaffolding Diagnostic Reading Strategies Tutoring Systems to enhance first-year students’ academic reading skills. The systems proposed will contribute to resolving classroom reading strategies training problems, developing students’ academic reading skills, and facilitating teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20reading" title="academic reading">academic reading</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20tutoring%20systems" title=" intelligent tutoring systems"> intelligent tutoring systems</a>, <a href="https://publications.waset.org/abstracts/search?q=scaffolding" title=" scaffolding"> scaffolding</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a> </p> <a href="https://publications.waset.org/abstracts/30617/intelligent-scaffolding-diagnostic-tutoring-systems-to-enhance-students-academic-reading-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30617.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">390</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">836</span> Computer Assisted Learning in a Less Resource Region</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamidullah%20Sokout">Hamidullah Sokout</a>, <a href="https://publications.waset.org/abstracts/search?q=Samiullah%20Paracha"> Samiullah Paracha</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Rashid%20Ahmadi"> Abdul Rashid Ahmadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Passing the entrance exam to a university is a major step in one's life. University entrance exam commonly known as Kankor is the nationwide entrance exam in Afghanistan. This examination is prerequisite for all public and private higher education institutions at undergraduate level. It is usually taken by students who are graduated from high schools. In this paper, we reflect the major educational school graduates issues and propose ICT-based test preparation environment, known as ‘Online Kankor Exam Prep System’ to give students the tools to help them pass the university entrance exam on the first try. The system is based on Intelligent Tutoring System (ITS), which introduced an essential package of educational technology for learners that features: (i) exam-focused questions and content; (ii) self-assessment environment; and (iii) test preparation strategies in order to help students to acquire the necessary skills in their carrier and keep them up-to-date with instruction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=web-based%20test%20prep%20systems" title="web-based test prep systems">web-based test prep systems</a>, <a href="https://publications.waset.org/abstracts/search?q=learner-centered%20design" title=" learner-centered design"> learner-centered design</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20tutoring%20system" title=" intelligent tutoring system"> intelligent tutoring system</a> </p> <a href="https://publications.waset.org/abstracts/14082/computer-assisted-learning-in-a-less-resource-region" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14082.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">372</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">835</span> Don't Just Guess and Slip: Estimating Bayesian Knowledge Tracing Parameters When Observations Are Scant</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Smalenberger">Michael Smalenberger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Intelligent tutoring systems (ITS) are computer-based platforms which can incorporate artificial intelligence to provide step-by-step guidance as students practice problem-solving skills. ITS can replicate and even exceed some benefits of one-on-one tutoring, foster transactivity in collaborative environments, and lead to substantial learning gains when used to supplement the instruction of a teacher or when used as the sole method of instruction. A common facet of many ITS is their use of Bayesian Knowledge Tracing (BKT) to estimate parameters necessary for the implementation of the artificial intelligence component, and for the probability of mastery of a knowledge component relevant to the ITS. While various techniques exist to estimate these parameters and probability of mastery, none directly and reliably ask the user to self-assess these. In this study, 111 undergraduate students used an ITS in a college-level introductory statistics course for which detailed transaction-level observations were recorded, and users were also routinely asked direct questions that would lead to such a self-assessment. Comparisons were made between these self-assessed values and those obtained using commonly used estimation techniques. Our findings show that such self-assessments are particularly relevant at the early stages of ITS usage while transaction level data are scant. Once a user’s transaction level data become available after sufficient ITS usage, these can replace the self-assessments in order to eliminate the identifiability problem in BKT. We discuss how these findings are relevant to the number of exercises necessary to lead to mastery of a knowledge component, the associated implications on learning curves, and its relevance to instruction time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bayesian%20Knowledge%20Tracing" title="Bayesian Knowledge Tracing">Bayesian Knowledge Tracing</a>, <a href="https://publications.waset.org/abstracts/search?q=Intelligent%20Tutoring%20System" title=" Intelligent Tutoring System"> Intelligent Tutoring System</a>, <a href="https://publications.waset.org/abstracts/search?q=in%20vivo%20study" title=" in vivo study"> in vivo study</a>, <a href="https://publications.waset.org/abstracts/search?q=parameter%20estimation" title=" parameter estimation"> parameter estimation</a> </p> <a href="https://publications.waset.org/abstracts/136670/dont-just-guess-and-slip-estimating-bayesian-knowledge-tracing-parameters-when-observations-are-scant" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136670.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">172</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">834</span> An Intelligent Tutoring System Enriched with 3D Virtual Reality for Dentistry Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meltem%20Ery%C4%B1lmaz">Meltem Eryılmaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the emergence of the COVID-19 infection outbreak, the socio-cultural, political, economic, educational systems dynamics of the world have gone through a major change, especially in the educational field, specifically dentistry preclinical education, where the students must have a certain amount of real-time experience in endodontics and other various procedures. The totality of the digital and physical elements that make our five sense organs feel as if we really exist in a virtual world is called virtual reality. Virtual reality, which is very popular today, has started to be used in education. With the inclusion of developing technology in education and training environments, virtual learning platforms have been designed to enrich students' learning experiences. The field of health is also affected by these current developments, and the number of virtual reality applications developed for students studying dentistry is increasing day by day. The most widely used tools of this technology are virtual reality glasses. With virtual reality glasses, you can look any way you want in a world designed in 3D and navigate as you wish. With this project, solutions that will respond to different types of dental practices of students who study dentistry with virtual reality applications are produced. With this application, students who cannot find the opportunity to work with patients in distance education or who want to improve themselves at home have unlimited trial opportunities. Unity 2021, Visual Studio 2019, Cardboard SDK are used in the study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dentistry" title="dentistry">dentistry</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20tutoring%20system" title=" intelligent tutoring system"> intelligent tutoring system</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a> </p> <a href="https://publications.waset.org/abstracts/141811/an-intelligent-tutoring-system-enriched-with-3d-virtual-reality-for-dentistry-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141811.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">203</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">833</span> Gender, Tutoring, and Track in Egyptian Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eman%20Shady">Eman Shady</a>, <a href="https://publications.waset.org/abstracts/search?q=Ray%20Langsten"> Ray Langsten</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Egypt, girls have traditionally been educationally disadvantaged. This disadvantage, however, has been focused on the failure to enter school. Increasingly it is recognized that girls who ever-enroll are at least as likely to complete primary and secondary education as boys. Still the belief persists that girls, especially those from poor families, will be disadvantaged in terms of school expenditures and the transitions to secondary and higher education. We use data from the 2005-06 Egypt Household Education Survey to examine expenditures on tutoring during the final year of preparatory school, and the transition to specific tracks of secondary education. Tests during the last year of preparatory largely determine a student’s educational future. Results show that girls, even girls from poor families, are not disadvantaged in terms of expenditures, whether for tutoring, fees or general expenses. Moreover, girls are more likely than boys to advance to general secondary education, the track that leads to higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender" title="gender">gender</a>, <a href="https://publications.waset.org/abstracts/search?q=tutoring" title=" tutoring"> tutoring</a>, <a href="https://publications.waset.org/abstracts/search?q=track" title=" track"> track</a>, <a href="https://publications.waset.org/abstracts/search?q=Egypt" title=" Egypt"> Egypt</a> </p> <a href="https://publications.waset.org/abstracts/9384/gender-tutoring-and-track-in-egyptian-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9384.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">387</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">832</span> Accessibility Centres in Higher Education Institutions: Inclusiveness and Peer Tutoring Programmes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vassilis%20Argyropoulos">Vassilis Argyropoulos</a>, <a href="https://publications.waset.org/abstracts/search?q=Magda%20Nikolaraizi"> Magda Nikolaraizi</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Papazafiri"> Maria Papazafiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A growing number of students with disabilities attend institutions of higher education, and according to evidenced-based data, it seems that they face many obstacles regarding their academic access and inclusion. The fact that more and more students decide to actively participate in higher education, on the one hand, empowers and strengthens inclusiveness in tertiary education, but on the other hand, it brings new challenges to their access to scientific content as well as to their interactions with other students and faculty members. For this, accessibility centres have come to the fore in many higher education institutions, in order to respond to the needs of students with disabilities. In this paper, we present a study regarding the peer tutoring program, which is a service delivered by the Accessibility Centre at the University of Thessaly in Greece. Specifically, the current paper aims to describe the experiences of tutees and tutors regarding their relationships developed throughout the peer tutoring program. Twelve tutors and eight tutees with disabilities participated in the study, whose experiences were explored through interviews and were analyzed in a qualitative way. In our study, all tutees and most of the tutors described their relationship as friendly, while a few tutors preferred a more formal relationship. Also, both tutors and tutees described some of the challenges, such as setting limits or arranging an appointment. Finally, peer tutoring programs seem very promising, but in order to be effective, there is a need for training and supporting students regarding their role as well as monitoring the progress of the peer tutoring program, ensuring its smooth operation and success for both tutors and tutees. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disability" title="disability">disability</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20institutions" title=" higher education institutions"> higher education institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=interviews" title=" interviews"> interviews</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20tutoring" title=" peer tutoring"> peer tutoring</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusiveness" title=" inclusiveness"> inclusiveness</a> </p> <a href="https://publications.waset.org/abstracts/182688/accessibility-centres-in-higher-education-institutions-inclusiveness-and-peer-tutoring-programmes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182688.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">53</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">831</span> Semantic Analysis of the Change in Awareness of Korean College Admission Policy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sujin%20Hwang">Sujin Hwang</a>, <a href="https://publications.waset.org/abstracts/search?q=Hyerang%20Park"> Hyerang Park</a>, <a href="https://publications.waset.org/abstracts/search?q=Hyunchul%20Kim"> Hyunchul Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to find the effectiveness of the admission simplification policy. The number of online news articles about ‘high school record’ was collected and semantically analyzed to identify and analyze the social awareness during 2014 to 2015. The main results of the study are as follows: First, there was a difference in expectations that the burden of the examinees would decrease as announced by KCUE. Thus, there was still a strain on the university entrance exam after the enforcement of the policy. Second, private tutoring is expanding in different forms, rather than reducing the policy. It is different from the prediction that examinees can prepare for university admissions without the private tutoring. Thus, the college admission rules currently enforced needs to be improved. The reasonable college admission system changes are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20policy" title="education policy">education policy</a>, <a href="https://publications.waset.org/abstracts/search?q=private%20tutoring" title=" private tutoring"> private tutoring</a>, <a href="https://publications.waset.org/abstracts/search?q=shadow%20education" title=" shadow education"> shadow education</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20admission%20policy" title=" education admission policy"> education admission policy</a> </p> <a href="https://publications.waset.org/abstracts/84656/semantic-analysis-of-the-change-in-awareness-of-korean-college-admission-policy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84656.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">227</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">830</span> The Perceptions, Experiences, and Views of E-Tutors on Active Learning in the ODeL Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bunki%20Enid%20Pitsoane">Bunki Enid Pitsoane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was influenced by the radical change in the tutorial system of UNISA, immigrating from face to face to E-tutoring. The study was undertaken to investigate the perceptions, experiences, and views of E-tutors in relation to active learning. The study is aimed at capturing the views and experiences of E-tutors as they are deemed to implement active learning within their E-tutoring. The problem was traced from Developmental and behaviorist’s theorists perspective and factors related to perception, experience, and views of E-tutors on active learning. The research is aligned with the views of constructivism which put more emphasis on situated learning, chaos, and digital factors. The basis of the theory is that learning is developmental, situational and context-sensitive and also digital. The theorists further purports that the tutor’s conception of teaching and learning influence their tutoring style. In order to support or reject the findings of the literature study, qualitative research in the form of interviews and document analysis were conducted. The sample of the study constituted of 10 E-tutors who are involved in tutoring modules from the College of Education. The identified E-tutors were randomly selected based on their availability. The data concerning E-tutors perception and experience was analysed and interpreted. The results of the empirical study indicated that some tutors are struggling to implement active learning because they are digital immigrants or they lack in digital knowledge which affect productivity in their teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=E-Tutoring" title="E-Tutoring">E-Tutoring</a>, <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title=" active learning"> active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptions" title=" perceptions"> perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=views" title=" views"> views</a> </p> <a href="https://publications.waset.org/abstracts/82464/the-perceptions-experiences-and-views-of-e-tutors-on-active-learning-in-the-odel-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82464.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">222</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">829</span> An Approach to Integrate Ontologies of Open Educational Resources in Knowledge Base Management Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Firas%20A.%20Al%20Laban">Firas A. Al Laban</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Chabi"> Mohamed Chabi</a>, <a href="https://publications.waset.org/abstracts/search?q=Sammani%20Danwawu%20Abdullahi"> Sammani Danwawu Abdullahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are a real needs to integrate types of Open Educational Resources (OER) with an intelligent system to extract information and knowledge in the semantic searching level. Those needs raised because most of current learning standard adopted web based learning and the e-learning systems does not always serve all educational goals. Semantic Web systems provide educators, students, and researchers with intelligent queries based on a semantic knowledge management learning system. An ontology-based learning system is an advanced system, where ontology plays the core of the semantic web in a smart learning environment. The objective of this paper is to discuss the potentials of ontologies and mapping different kinds of ontologies; heterogeneous or homogenous to manage and control different types of Open Educational Resources. The important contribution of this research is to approach a methodology uses logical rules and conceptual relations to map between ontologies of different educational resources. We expect from this methodology to establish for an intelligent educational system supporting student tutoring, self and lifelong learning system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management%20systems" title="knowledge management systems">knowledge management systems</a>, <a href="https://publications.waset.org/abstracts/search?q=ontologies" title=" ontologies"> ontologies</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20web" title=" semantic web"> semantic web</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20educational%20resources" title=" open educational resources "> open educational resources </a> </p> <a href="https://publications.waset.org/abstracts/27021/an-approach-to-integrate-ontologies-of-open-educational-resources-in-knowledge-base-management-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27021.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">498</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">828</span> Application of Intelligent City and Hierarchy Intelligent Buildings in Kuala Lumpur</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jalalludin%20Abdul%20Malek">Jalalludin Abdul Malek</a>, <a href="https://publications.waset.org/abstracts/search?q=Zurinah%20Tahir"> Zurinah Tahir </a> </p> <p class="card-text"><strong>Abstract:</strong></p> When the Multimedia Super Corridor (MSC) was launched in 1995, it became the catalyst for the implementation of the intelligent city concept, an area that covers about 15 x 50 kilometres from Kuala Lumpur City Centre (KLCC), Putrajaya and Kuala Lumpur International Airport (KLIA). The concept of intelligent city means that the city has an advanced infrastructure and infostructure such as information technology, advanced telecommunication systems, electronic technology and mechanical technology to be utilized for the development of urban elements such as industries, health, services, transportation and communications. For example, the Golden Triangle of Kuala Lumpur has also many intelligent buildings developed by the private sector such as the KLCC Tower to implement the intelligent city concept. Consequently, the intelligent buildings in the Golden Triangle can be linked directly to the Putrajaya Intelligent City and Cyberjaya Intelligent City within the confines of the MSC. However, the reality of the situation is that there are not many intelligent buildings within the Golden Triangle Kuala Lumpur scope which can be considered of high-standard intelligent buildings as referred to by the Intelligence Quotient (IQ) building standard. This increases the need to implement the real ‘intelligent city’ concept. This paper aims to show the strengths and weaknesses of the intelligent buildings in the Golden Triangle by taking into account aspects of 'intelligence' in the areas of technology and infrastructure of buildings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent%20city%20concepts" title="intelligent city concepts">intelligent city concepts</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20building" title=" intelligent building"> intelligent building</a>, <a href="https://publications.waset.org/abstracts/search?q=Golden%20Triangle" title=" Golden Triangle"> Golden Triangle</a>, <a href="https://publications.waset.org/abstracts/search?q=Kuala%20Lumpur" title=" Kuala Lumpur "> Kuala Lumpur </a> </p> <a href="https://publications.waset.org/abstracts/57007/application-of-intelligent-city-and-hierarchy-intelligent-buildings-in-kuala-lumpur" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57007.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">297</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">827</span> Mobile Mediated Learning and Teachers Education in Less Resourced Region</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Rashid%20Ahmadi">Abdul Rashid Ahmadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Samiullah%20Paracha"> Samiullah Paracha</a>, <a href="https://publications.waset.org/abstracts/search?q=Hamidullah%20Sokout"> Hamidullah Sokout</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Hanif%20Gharana"> Mohammad Hanif Gharana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Conventional educational practices, do not offer all the required skills for teachers to successfully survive in today’s workplace. Due to poor professional training, a big gap exists across the curriculum plan and the teacher practices in the classroom. As such, raising the quality of teaching through ICT-enabled training and professional development of teachers should be an urgent priority. ‘Mobile Learning’, in that vein, is an increasingly growing field of educational research and practice across schools and work places. In this paper, we propose a novel Mobile learning system that allows the users to learn through an intelligent mobile learning in cooperatively every-time and every-where. The system will reduce the training cost and increase consistency, efficiency, and data reliability. To establish that our system will display neither functional nor performance failure, the evaluation strategy is based on formal observation of users interacting with system followed by questionnaires and structured interviews. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20assisted%20learning" title="computer assisted learning">computer assisted learning</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20tutoring%20system" title=" intelligent tutoring system"> intelligent tutoring system</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20centered%20design" title=" learner centered design"> learner centered design</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20mediated%20learning%20and%20teacher%20education" title=" mobile mediated learning and teacher education"> mobile mediated learning and teacher education</a> </p> <a href="https://publications.waset.org/abstracts/14241/mobile-mediated-learning-and-teachers-education-in-less-resourced-region" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14241.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">291</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">826</span> VR/AR Applications in Personalized Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andy%20Wang">Andy Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Personalized learning refers to an educational approach that tailors instruction to meet the unique needs, interests, and abilities of each learner. This method of learning aims at providing students with a customized learning experience that is more engaging, interactive, and relevant to their personal lives. With generative AI technology, the author has developed a Personal Tutoring Bot (PTB) that supports personalized learning. The author is currently testing PTB in his EE 499 – Microelectronics Metrology course. Virtual Reality (VR) and Augmented Reality (AR) provide interactive and immersive learning environments that can engage student in online learning. This paper presents the rationale of integrating VR/AR tools in PTB and discusses challenges and solutions of incorporating VA/AR into the Personal Tutoring Bot (PTB). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personalized%20learning" title="personalized learning">personalized learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20education" title=" online education"> online education</a>, <a href="https://publications.waset.org/abstracts/search?q=hands-on%20practice" title=" hands-on practice"> hands-on practice</a>, <a href="https://publications.waset.org/abstracts/search?q=VR%2FAR%20tools" title=" VR/AR tools"> VR/AR tools</a> </p> <a href="https://publications.waset.org/abstracts/175539/vrar-applications-in-personalized-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175539.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">70</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">825</span> Exploring Perspectives and Complexities of E-tutoring: Insights from Students Opting out of Online Tutor Service</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prince%20Chukwuneme%20Enwereji">Prince Chukwuneme Enwereji</a>, <a href="https://publications.waset.org/abstracts/search?q=Annelien%20Van%20Rooyen"> Annelien Van Rooyen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, technology integration in education has transformed the learning landscape, particularly in online institutions. One technological advancement that has gained popularity is e-tutoring, which offers personalised academic support to students through online platforms. While e-tutoring has become well-known and has been adopted to promote collaborative learning, there are still students who do not use these services for various reasons. However, little attention has been given to understanding the perspectives of students who have not utilized these services. The research objectives include identifying the perceived benefits that non-e-tutoring students believe e-tutoring could offer, such as enhanced academic support, personalized learning experiences, and improved performance. Additionally, the study explored the potential drawbacks or concerns that non-e-tutoring students associate with e-tutoring, such as concerns about efficacy, a lack of face-to-face interaction, and platform accessibility. The study adopted a quantitative research approach with a descriptive design to gather and analyze data on non-e-tutoring students' perspectives. Online questionnaires were employed as the primary data collection method, allowing for the efficient collection of data from many participants. The collected data was analyzed using the Statistical Package for the Social Sciences (SPSS). Ethical concepts such as informed consent, anonymity of responses and protection of respondents against harm were maintained. Findings indicate that non-e-tutoring students perceive a sense of control over their own pace of learning, suggesting a preference for self-directed learning and the ability to tailor their educational experience to their individual needs and learning styles. They also exhibit high levels of motivation, believe in their ability to effectively participate in their studies and organize their academic work, and feel comfortable studying on their own without the help of e-tutors. However, non-e-tutoring students feel that e-tutors do not sufficiently address their academic needs and lack engagement. They also perceive a lack of clarity in the roles of e-tutors, leading to uncertainty about their responsibilities. In terms of communication, students feel overwhelmed by the volume of announcements and find repetitive information frustrating. Additionally, some students face challenges with their internet connection and associated cost, which can hinder their participation in online activities. Furthermore, non-e-tutoring students express a desire for interactions with their peers and a sense of belonging to a group or team. They value opportunities for collaboration, teamwork in their learning experience, the importance of fostering social interactions and creating a sense of community in online learning environments. This study recommended that students seek alternate support systems by reaching out to professors or academic advisors for guidance and clarification. Developing self-directed learning skills is essential, empowering students to take charge of their own learning through setting objectives, creating own study plans, and utilising resources. For HEIs, it was recommended that they should ensure that a variety of support services are available to cater to the needs of all students, including non-e-tutoring students. HEIs should also ensure easy access to online resources, promote a supportive community, and regularly evaluate and adapt their support techniques to meet students' changing requirements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online-tutor%3B" title="online-tutor;">online-tutor;</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20support%3B" title=" student support;"> student support;</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20education" title=" online education"> online education</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20%20practices" title=" educational practices"> educational practices</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a> </p> <a href="https://publications.waset.org/abstracts/169801/exploring-perspectives-and-complexities-of-e-tutoring-insights-from-students-opting-out-of-online-tutor-service" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169801.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">82</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">824</span> Collaboration and Automatic Tutoring as a Learning Strategy: A Case Study in Programming Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Luis%20H.%20Gonzalez-Guerra">Luis H. Gonzalez-Guerra</a>, <a href="https://publications.waset.org/abstracts/search?q=Armandina%20J.%20Leal-Flores"> Armandina J. Leal-Flores</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students attending classrooms nowadays are habituated to use digital devices all the time and for multiple things. They have been familiar with digital technology throughout their lives so they have developed skills that should be naturally adopted as part of their study strategies. New learning styles require taking in consideration the use of models that support and promote student motivation for learning and development of their creative thinking skills. To achieve student learning in programming courses, different strategies are used. One of them is a collaboration between students, which is a tool which faculty can take advantage of when teaching these kinds of courses. Moreover, cooperation is an essential skill that society should reinforce in order to promote a healthy social environment and cohabitation. Nevertheless, students will still require support and advice to get a complete and correct programming solution to successfully address and solve the problems given throughout the course. This paper present a model where collaboration between students is associated with an automatic tutoring platform providing an excellent approach for the individual learning in collaborative activities in programming courses, and also motivates students to increase their knowledge regarding the topics covered in the classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=automatic%20tutoring" title="automatic tutoring">automatic tutoring</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration%20learning" title=" collaboration learning"> collaboration learning</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20thinking" title=" creative thinking"> creative thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/abstracts/74564/collaboration-and-automatic-tutoring-as-a-learning-strategy-a-case-study-in-programming-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74564.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">272</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">823</span> Being an English Language Teaching Assistant in China: Understanding the Identity Evolution of Early-Career English Teacher in Private Tutoring Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhou%20Congling">Zhou Congling</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The integration of private tutoring has emerged as an indispensable facet in the acquisition of language proficiency beyond formal educational settings. Notably, there has been a discernible surge in the demand for private English tutoring, specifically geared towards the preparation for internationally recognized gatekeeping examinations, such as IELTS, TOEFL, GMAT, and GRE. This trajectory has engendered an escalating need for English Language Teaching Assistants (ELTAs) operating within the realm of Private Tutoring Schools (PTSs). The objective of this study is to unravel the intricate process by which these ELTAs formulate their professional identities in the nascent stages of their careers as English educators, as well as to delineate their perceptions regarding their professional trajectories. The construct of language teacher identity is inherently multifaceted, shaped by an amalgamation of individual, societal, and cultural determinants, exerting a profound influence on how language educators navigate their professional responsibilities. This investigation seeks to scrutinize the experiential and influential factors that mold the identities of ELTAs in PTSs, particularly post the culmination of their language-oriented academic programs. Employing a qualitative narrative inquiry approach, this study aims to delve into the nuanced understanding of how ELTAs conceptualize their professional identities and envision their future roles. The research methodology involves purposeful sampling and the conduct of in-depth, semi-structured interviews with ten participants. Data analysis will be conducted utilizing Barkhuizen’s Short Story Analysis, a method designed to explore a three-dimensional narrative space, elucidating the intricate interplay of personal experiences and societal contexts in shaping the identities of ELTAs. The anticipated outcomes of this study are poised to contribute substantively to a holistic comprehension of ELTA identity formation, holding practical implications for diverse stakeholders within the private tutoring sector. This research endeavors to furnish insights into strategies for the retention of ELTAs and the enhancement of overall service quality within PTSs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=China" title="China">China</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20teacher" title=" English language teacher"> English language teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20inquiry" title=" narrative inquiry"> narrative inquiry</a>, <a href="https://publications.waset.org/abstracts/search?q=private%20tutoring%20school" title=" private tutoring school"> private tutoring school</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20identity" title=" teacher identity"> teacher identity</a> </p> <a href="https://publications.waset.org/abstracts/177761/being-an-english-language-teaching-assistant-in-china-understanding-the-identity-evolution-of-early-career-english-teacher-in-private-tutoring-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177761.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">56</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">822</span> Design of Intelligent Scaffolding Learning Management System for Vocational Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seree%20Chadcham">Seree Chadcham</a>, <a href="https://publications.waset.org/abstracts/search?q=Niphon%20Sukvilai"> Niphon Sukvilai </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is the research and development which is intended to: 1) design of the Intelligent Scaffolding Learning Management System (ISLMS) for vocational education, 2) assess the suitability of the Design of Intelligent Scaffolding Learning Management System for Vocational Education. Its methods are divided into 2 phases. Phase 1 is the design of the ISLMS for Vocational Education and phase 2 is the assessment of the suitability of the design. The samples used in this study are work done by 15 professionals in the field of Intelligent Scaffolding, Learning Management System, Vocational Education, and Information and Communication Technology in education selected using the purposive sampling method. Data analyzed by arithmetic mean and standard deviation. The results showed that the ISLMS for vocational education consists of 2 main components which are: 1) the Intelligent Learning Management System for Vocational Education, 2) the Intelligent Scaffolding Management System. The result of the system suitability assessment from the professionals is in the highest range. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent" title="intelligent">intelligent</a>, <a href="https://publications.waset.org/abstracts/search?q=scaffolding" title=" scaffolding"> scaffolding</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20management%20system" title=" learning management system"> learning management system</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title=" vocational education"> vocational education</a> </p> <a href="https://publications.waset.org/abstracts/30616/design-of-intelligent-scaffolding-learning-management-system-for-vocational-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30616.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">795</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">821</span> Intelligent IT Infrastructure in the Gas and Oil Industry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Fahad%20Alotaibi">Ahmad Fahad Alotaibi</a>, <a href="https://publications.waset.org/abstracts/search?q=Khalid%20Hamed%20Hajri"> Khalid Hamed Hajri</a>, <a href="https://publications.waset.org/abstracts/search?q=Humoud%20Hudiban%20Rashidi"> Humoud Hudiban Rashidi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Intelligent information technology infrastructure is considered one of the enablers to enhance digital transformation in the gas and oil fields to optimize IT infrastructure reliability by supporting operations and maintenance in a safe and secure method to optimize resources. Smart IT buildings, communication rooms and shelters with intelligent technologies can strengthen the performance and profitability of gas and oil companies by ensuring business continuity. This paper describes the advantages of deploying intelligent IT infrastructure in the oil and gas industry by illustrating its positive impacts on some development aspects, for instance, operations, maintenance, safety, security and resource optimization. Moreover, it highlights the challenges and difficulties of providing smart IT services in a remote area and proposes solutions to overcome such difficulties. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent%20IT%20infrastructure" title="intelligent IT infrastructure">intelligent IT infrastructure</a>, <a href="https://publications.waset.org/abstracts/search?q=remote%20areas" title=" remote areas"> remote areas</a>, <a href="https://publications.waset.org/abstracts/search?q=oil%20and%20gas%20field" title=" oil and gas field"> oil and gas field</a>, <a href="https://publications.waset.org/abstracts/search?q=digitalization" title=" digitalization"> digitalization</a> </p> <a href="https://publications.waset.org/abstracts/184215/intelligent-it-infrastructure-in-the-gas-and-oil-industry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184215.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">60</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">820</span> An Intelligent Cloud Radio Access Network (RAN) Architecture for Future 5G Heterogeneous Wireless Network</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jin%20Xu">Jin Xu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 5G network developers need to satisfy the necessary requirements of additional capacity from massive users and spectrally efficient wireless technologies. Therefore, the significant amount of underutilized spectrum in network is motivating operators to combine long-term evolution (LTE) with intelligent spectrum management technology. This new LTE intelligent spectrum management in unlicensed band (LTE-U) has the physical layer topology to access spectrum, specifically the 5-GHz band. We proposed a new intelligent cloud RAN for 5G. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cloud%20radio%20access%20network" title="cloud radio access network">cloud radio access network</a>, <a href="https://publications.waset.org/abstracts/search?q=wireless%20network" title=" wireless network"> wireless network</a>, <a href="https://publications.waset.org/abstracts/search?q=cloud%20computing" title=" cloud computing"> cloud computing</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-agent" title=" multi-agent"> multi-agent</a> </p> <a href="https://publications.waset.org/abstracts/50489/an-intelligent-cloud-radio-access-network-ran-architecture-for-future-5g-heterogeneous-wireless-network" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50489.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">424</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">819</span> An Approach towards Intelligent Urbanism in New Communities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sherine%20Shafik%20Aly">Sherine Shafik Aly</a>, <a href="https://publications.waset.org/abstracts/search?q=Farida%20Ahmed%20El%20Mallah"> Farida Ahmed El Mallah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Technology is a quoted keyword nowadays in all fields; it has been recently thought of and integrated into urban development. This research explains the role of technology in establishing intelligent urbanism to create a convivial and sustainable environment for people to live in. Cities are downgrading socially, economically and environmentally. A framework is to be developed where these three pillars are involved in the planning, design, and spreading of technology to create convivial environments. The aim of this research is achieved by highlighting the importance and approaches of intelligent urbanism, it’s characteristics and principles, then analyzing some relevant examples to achieve a set of guidelines. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=convivial" title="convivial">convivial</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent" title=" intelligent"> intelligent</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20development" title=" urban development"> urban development</a> </p> <a href="https://publications.waset.org/abstracts/79697/an-approach-towards-intelligent-urbanism-in-new-communities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79697.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">260</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">818</span> Ontology-Navigated Tutoring System for Flipped-Mastery Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Masao%20Okabe">Masao Okabe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, in Japan, variety of students get into a university and one of the main roles of introductory courses for freshmen is to make such students well prepared for subsequent intermediate courses. For that purpose, the flipped-mastery model is not enough because videos usually used in a flipped classroom is not adaptive and does not fit all freshmen with different academic performances. This paper proposes an ontology-navigated tutoring system called EduGraph. Using EduGraph, students can prepare for and review a class, in a more flexibly personalizable way than by videos. Structuralizing learning materials by its ontology, EduGraph also helps students integrate what they learn as knowledge, and makes learning materials sharable. EduGraph was used for an introductory course for freshmen. This application suggests that EduGraph is effective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptive%20e-learning" title="adaptive e-learning">adaptive e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=mastery%20learning" title=" mastery learning"> mastery learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ontology" title=" ontology"> ontology</a> </p> <a href="https://publications.waset.org/abstracts/51709/ontology-navigated-tutoring-system-for-flipped-mastery-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51709.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">280</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">817</span> An Intelligent Decision Support System Approach for New Product Development by Using QFD and Its Application in Metal Plating Industry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ufuk%20Cebeci">Ufuk Cebeci</a>, <a href="https://publications.waset.org/abstracts/search?q=Onur%20Do%C4%9Fan"> Onur Doğan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> New product becomes critical in competitive environment shortening a product's lifecycle due to the rapidly changing technology and increasing consumer requirements. Quality Function Deployment is one of the first steps of NPD process. The study presents an intelligent QFD application in metal plating industry. For application, an intelligent decision support system was developed. By intelligent system, house of quality was drawn and some calculations were shown. According to the results, some recommendations are given to end user. One of the purposes of this system is to give some advices to firms which do not know technical details of QFD and guide them about first steps of the new product development process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent%20decision%20support%20systems" title="intelligent decision support systems">intelligent decision support systems</a>, <a href="https://publications.waset.org/abstracts/search?q=metal%20plating" title=" metal plating"> metal plating</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20function%20deployment" title=" quality function deployment"> quality function deployment</a>, <a href="https://publications.waset.org/abstracts/search?q=QFD%20software" title=" QFD software"> QFD software</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20product%20development" title=" new product development"> new product development</a> </p> <a href="https://publications.waset.org/abstracts/2697/an-intelligent-decision-support-system-approach-for-new-product-development-by-using-qfd-and-its-application-in-metal-plating-industry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2697.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">398</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">816</span> A Survey on Intelligent Connected-Vehicle Applications Based on Intercommunication Techniques in Smart Cities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20Karabuluter">B. Karabuluter</a>, <a href="https://publications.waset.org/abstracts/search?q=O.%20Karaduman"> O. Karaduman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Connected-Vehicles consists of intelligent vehicles, each of which can communicate with each other. Smart Cities are the most prominent application area of intelligent vehicles that can communicate with each other. The most important goal that is desired to be realized in Smart Cities planned for facilitating people's lives is to make transportation more comfortable and safe with intelligent/autonomous/driverless vehicles communicating with each other. In order to ensure these, the city must have communication infrastructure in the first place, and the vehicles must have the features to communicate with this infrastructure and with each other. In this context, intelligent transport studies to solve all transportation and traffic problems in classical cities continue to increase rapidly. In this study, current connected-vehicle applications developed for smart cities are considered in terms of communication techniques, vehicular networking, IoT, urban transportation implementations, intelligent traffic management, road safety, self driving. Taxonomies and assessments performed in the work show the trend of studies in inter-vehicle communication systems in smart cities and they are contributing to by ensuring that the requirements in this area are revealed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=smart%20city" title="smart city">smart city</a>, <a href="https://publications.waset.org/abstracts/search?q=connected%20vehicles" title=" connected vehicles"> connected vehicles</a>, <a href="https://publications.waset.org/abstracts/search?q=infrastructures" title=" infrastructures"> infrastructures</a>, <a href="https://publications.waset.org/abstracts/search?q=VANET" title=" VANET"> VANET</a>, <a href="https://publications.waset.org/abstracts/search?q=wireless%20communication" title=" wireless communication"> wireless communication</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20traffic%20management" title=" intelligent traffic management"> intelligent traffic management</a> </p> <a href="https://publications.waset.org/abstracts/83231/a-survey-on-intelligent-connected-vehicle-applications-based-on-intercommunication-techniques-in-smart-cities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83231.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">526</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">815</span> Fault Diagnosis in Confined Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nesrine%20Berber">Nesrine Berber</a>, <a href="https://publications.waset.org/abstracts/search?q=Hafid%20Haffaf"> Hafid Haffaf</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdel%20Madjid%20Meghabar"> Abdel Madjid Meghabar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the last decade, technology has continued to grow and has changed the structure of our society. Today, new technologies including the information and communication (ICT) play a main role which importance continues to grow, now it's become indispensable to the economic, social and cultural. Thus, ICT technology has proven to be as a promising intervention in the area of road transport. The supervision model of class of train of intelligent and autonomous vehicles leads us to give some defintions about IAV and the different technologies used for communication between them. Our aim in this work is to present an hypergraph modeling a class of train of Intelligent and Autonomous Vehicles (IAV). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent%20transportation%20system" title="intelligent transportation system">intelligent transportation system</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20autonomous%20vehicles" title=" intelligent autonomous vehicles"> intelligent autonomous vehicles</a>, <a href="https://publications.waset.org/abstracts/search?q=Ad%20Hoc%20network" title=" Ad Hoc network"> Ad Hoc network</a>, <a href="https://publications.waset.org/abstracts/search?q=wireless%20technologies" title=" wireless technologies"> wireless technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=hypergraph%20modeling" title=" hypergraph modeling"> hypergraph modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=supervision" title=" supervision"> supervision</a> </p> <a href="https://publications.waset.org/abstracts/33207/fault-diagnosis-in-confined-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33207.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">546</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">814</span> Temporal Case-Based Reasoning System for Automatic Parking Complex</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alexander%20P.%20Eremeev">Alexander P. Eremeev</a>, <a href="https://publications.waset.org/abstracts/search?q=Ivan%20E.%20Kurilenko"> Ivan E. Kurilenko</a>, <a href="https://publications.waset.org/abstracts/search?q=Pavel%20R.%20Varshavskiy"> Pavel R. Varshavskiy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, the problem of the application of temporal reasoning and case-based reasoning in intelligent decision support systems is considered. The method of case-based reasoning with temporal dependences for the solution of problems of real-time diagnostics and forecasting in intelligent decision support systems is described. This paper demonstrates how the temporal case-based reasoning system can be used in intelligent decision support systems of the car access control. This work was supported by RFBR. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=analogous%20reasoning" title="analogous reasoning">analogous reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=case-based%20reasoning" title=" case-based reasoning"> case-based reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20decision%20support%20systems" title=" intelligent decision support systems"> intelligent decision support systems</a>, <a href="https://publications.waset.org/abstracts/search?q=temporal%20reasoning" title=" temporal reasoning"> temporal reasoning</a> </p> <a href="https://publications.waset.org/abstracts/21478/temporal-case-based-reasoning-system-for-automatic-parking-complex" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21478.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">529</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=intelligent%20tutoring&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=intelligent%20tutoring&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=intelligent%20tutoring&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=intelligent%20tutoring&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=intelligent%20tutoring&page=6">6</a></li> <li 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