Article Preview
TopBackground And Preliminaries
Very limited work is reported in learner path sequencing in intelligent tutoring systems. However, a reasonably sizable work on curriculum sequencing is reported in e-Learning systems, web-based hypermedia systems and Learning Management Systems. But our systematic review reveals that the ITS systems have remained unexplored in this context so far. Till now, the organization of learning material in intelligent tutoring system, is commonly based on heuristic rules, i.e. during construction of domain, programmer defines rules for all possible situations. This means that initially all learners are provided with same predefined curriculum, but as learners progress, the remedial actions on each activity of the learner are recommended, much the same way like the human tutors do. For example, ITS helps the learner to solve a particular question by providing necessary hints for the question (Brusilovsky, Schwarz, & Weber, 1996, Skinner et al., 1958, Wu et al., 1991).
Some work on curriculum sequencing in ITS is reported below: A depth first traversal algorithm was used in Knowledge-based systems, Hyperbook systems as a sequencing technique (Baldoni, Baroglio, & Patti, 2001).