A structured knowledge elicitation methodology for building expert systems
International Journal of Man-Machine Studies
Selecting knowledge acquisition tools and strategies based on application characteristics
International Journal of Man-Machine Studies
The third role—the naturalistic knowledge engineer
Knowledge elicitation: principle, techniques and applications
A survey of knowledge acquisition techniques and tools
Readings in knowledge acquisition and learning
Experiences with interactive remote graduate instruction in beam physics
Journal of Interactive Learning Research
Developing CLUE: A formative evaluation system for computer network learning courseware
Journal of Interactive Learning Research
User Modeling and User-Adapted Interaction
Machine Learning for User Modeling
User Modeling and User-Adapted Interaction
Predictive Statistical Models for User Modeling
User Modeling and User-Adapted Interaction
Techniques for Plan Recognition
User Modeling and User-Adapted Interaction
Knowledge Is Power: The Semantic Web Vision
WI '01 Proceedings of the First Asia-Pacific Conference on Web Intelligence: Research and Development
Educational hypermedia resources facilitator
Computers & Education
Personalized web-based tutoring system based on fuzzy item response theory
Expert Systems with Applications: An International Journal
Agent and virtual reality-based course delivery system
ACC'08 Proceedings of the WSEAS International Conference on Applied Computing Conference
Computer-Aided Generation of Item Banks Based on Ontology and Bloom's Taxonomy
ICWL '08 Proceedings of the 7th international conference on Advances in Web Based Learning
Expert Systems with Applications: An International Journal
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Authoring tools for intelligent tutoring systems (ITSs) are meant to provide environments where instructors may author their own ITSs in varying domains. In this way, painful constructions of ITSs, which are not reusable, may be avoided. However, the construction of an authoring tool is associated with many problems, such as the generality of the techniques incorporated, domain-independence, effectiveness for the prospective authors (instructors), and effectiveness for the students who will use the resulting ITSs. In this paper we will report on an empirical study that we conducted in order to design and develop WEAR, an ITS authoring tool for Algebra-related domains. In the study we investigated several aspects concerning the attitude and behaviour of both students and instructors. The study revealed important issues and was then used for the specification of the design of WEAR. A brief description of the developed system is also included in the paper so that the way that the design specifications were put into practice may be shown. However, a lot of the authoring tool's requirements that came to light could be applicable to other authoring tools as well. The most important requirement of this kind was the need for an instructor modelling component so that adaptivity could be provided to human instructors (authors). The provision of such facility is a novelty in the area of ITS authoring tools.