Strategy for Design of Intelligent Tutoring Systems

Abstract

An integrated design strategy, which includes a knowledge structure and an instructional model, to be used in the design of tutoring software for engineering science courses is presented. The strategy represents the synthesis of a broad range of inputs including a faculty survey, a review of current engineering software, and a science‐based approach founded upon cognitive science and educational research. A general knowledge structure for organizing the knowledge in engineering science courses is identified. To illustrate its general nature, it is applied to undergraduate courses in fluid mechanics and strength of materials. The instructional model presented is suitable for undergraduate engineering science courses. The potential for intelligent tutoring systems (ITSs) to enhance current teaching practice by addressing specific problem areas and their potential to enhance the process of student learning is examined.