A Comprehensive Review of Design Goals and Emerging Solutions for Adaptive Instructional Systems

摘要

This article is intended as a companion document to the more focused report provided by the author at the 2017 American Eiducation Research Association (AERA) Conference as part of the Technology, histmction. Cognition & Learning Special Interest Group's Symposium on Intelligent Tutoring Systems (ITSs). Both the ALRA talk and this article locus on adaptive instructional systems (AISs) which are comprised of learners. Intelligent Tutoring Systems (ITSs), and external (non-adaptive) instructional environments. AISs tailor instructional experiences for individual learners and teams of learners based on a model of their learning needs and preferences. An exemplar of an AIS is the Generali/ed Intelligent Framework for Tutoring (GIFT), an open source architecture for authoring, delivering, managing, and evaluating AIS technologies (tools and methods). This article reviews desired states for AISs in the context of enhancements to GIFT capabilities. This article covers a wide range of desired states for AISs and their affiliated design goals, challenges, and emerging solutions. While we consider Ihe review presented in this paper comprehensive, we acknowledge that it is far from exhaustive. Our primary goal is to present the stale of art, potential, and practice in ITS design in order to engage the education and training community in our quest to make AISs ubiquitous.