Personalization of Learning with AI-Based Intelligent Tutor System: A Case Study
Date Published : 24 September 2024
-thumb.jpg)
Contributors
Camilia
Author
Sidney Wisney
Translator
DOI
Proceeding
Track
General Track
License
Copyright (c) 2024 International Symposium on Artificial Intelligence (ISAI)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Abstract
This study focuses on the development and implementation of an AI-based intelligent tutor system (ITS) to personalize students' learning experiences. The developed ITS system is able to adjust learning materials, problem difficulty levels, and learning speed according to individual student needs. Through a case study on the subject [subject], this study shows that AI-based ITS can increase students' learning motivation, improve conceptual understanding, and achieve better learning outcomes.
References
Smith, J. A., & Jones, L. B. (2020). Innovations in conference management systems: A review. Journal of Academic Publishing, 12(3), 201-215.
Thompson, P. R. (2019). The future of academic conferences: Digital transformation and its impact. International Journal of Educational Technology, 18(2), 145-160.
Williams, K. S., & Patel, R. M. (2021). Enhancing peer review processes in academic conferences: Challenges and solutions. Journal of Peer Review and Scholarly Communication, 10(4), 341-356.
Leconfe Team. (2023). Leconfe: Revolutionizing conference management and publication. Retrieved from Leconfe Official Website.
Brown, H. A., & Chen, Y. (2022). User experience in conference management systems: A comparative study. Journal of User Experience and Interface Design, 5(1), 89-102.
Green, M. E., & Lee, D. J. (2021). Digital platforms in academic publishing: Trends and future directions. Journal of Digital Publishing, 14(2), 67-80.
Downloads
How to Cite
Personalization of Learning with AI-Based Intelligent Tutor System: A Case Study (S. Wisney, Trans.). (2024). International Symposium on Artificial Intelligence (ISAI), 1(2), 2-11. https://doi.org/10.12821/h3ckph15