Marko Rosić

Information System User Interface Complexity

This paper examines problems and solutions related to the integration of the HCI perspective in software engineering and production. The goal is to bridge the gap between software engineers and HCI professionals by improving mutual understanding of their respective fields of interest. An information system is a complex system that can be modelled by means of the multilevel theory. The user interface design is a design problem without a single proper solution. There is no standard user interface look and feel, so that a multilevel user interface model is proposed. The user interface design is approached through hierarchical levels making it possible to choose between multiple developments methodologies. Case study: A highway automatic toll collection system user interface design proves that the multilevel approach can bridge the gap between developers and designers making team members use their respective strong points.

Dynamic test generation over ontology-based knowledge representation in authoring shell

Intelligent tutoring systems are kind of asynchronous e-learning systems designed to support and improve learning and teaching process in particular domain knowledge. An authoring shells are kind of e-learning systems that feature authoring environments for system users. Domain knowledge in such systems can be represented by using different knowledge representation specifications and presentation of tests mainly depends on the type of domain knowledge. We propose templates for dynamical generation of questions as a test over previously formalized domain knowledge. In our approach we encourage expressiveness of ontology for describing domain knowledge. Tests described in this paper entails declarative knowledge formalized by Web Ontology Language (OWL) and are realized as a dynamic quiz. By pronouncing OWL ontology as domain knowledge formalism we deal with the problem of generating tests and understanding presentation of the tests.

Controlled experiment replication in evaluation of e-learning system's educational influence

We believe that every effectiveness evaluation should be replicated at least in order to verify the original results and to indicate evaluated e-learning systems advantages or disadvantages. This paper presents the methodology for conducting controlled experiment replication, as well as, results of a controlled experiment and an internal replication that investigated the effectiveness of intelligent authoring shell eXtended Tutor-Expert System (xTEx-Sys). The initial and the replicated experiment were based on our approach that combines classical two-group experimental design and with factoral design. A trait that distinguishes this approach from others is the existence of arbitrary number of checkpoint-tests to determine the effectiveness in intermediate states. We call it a pre-and-post test control group experimental design with checkpoint-tests. The gained results revealed small or even negative effect sizes, which could be explained by the fact that the xTEx-Syss domain knowledge presentation is rather novel for students and therefore difficult to grasp and apply in earlier phases of the experiment. In order to develop and improve the xTEx-Sys, further experiments must be conducted.

Intelligent Tutoring Systems in E-Learning Environments: Design, Implementation and Evaluation

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Meaningful learning in the tutoring system for programming

Tutoring systems for programming helps students to understand features of target programming language, and develops their general problem solving skill. Our system guides novices in learning syntax and semantics of programming language, problem decomposition, program design and testing. The notional machine defined by programming language and its verbal description of instruction actions helps students to understand semantics of instructions. Advancement through the course material controlled by computer teacher supports connection of new concepts to the present studentpsilas knowledge.

Application of semantic web and personal agents in distance education system

Personal agents are proactive and adaptable intelligent agents which meet the demands of individuals. The use of personal agents will become fully prominent when the intelligent agents are provided with mechanisms for understanding the contents of document they access. Making it possible for the intelligent agents to understand semantics of the documents published on the Web is the central task in the development of the Semantic Web. Possibility of application of Semantic Web and the personal agents through distance education systems is elaborated in this paper. We also present adaptation of our distance education system DTEx-Sys (Distributed Tutor Expert System) for the use in environment of Semantic Web and personal agents.

Intelligent tutoring interoperability for the new web

Interoperability of systems based on knowledge is a very important element for reducing their development cost and enabling an easy-to-perform service enrichment. Intelligent tutoring systems (ITSs) may be described as distant learning systems, which base their work on the simulation of the “real” teacher in the learning and teaching process. ITSs base their interoperability on the interchange of domain knowledge, knowledge about learning and teaching process and knowledge about students. This paper describes DiSNeT, a distance learning system we designed based on the intelligent tutoring paradigm, on knowledge presentation using distributed semantic networks and on using agents in the learning and teaching process. We also present a methodology for ensuring interoperability between DiSNeT and other ITSs.

Analysis of an agent-based m-learning system

M-learning, as the ldquoportable and personalrdquo fashion of e-learning, is enhancing the efficiency and effectiveness of learning in the context of handheld terminals. Mobile intelligent tutoring systems are a particular kind of m-learning systems which base their work on simulation of a human teacher in the learning and teaching process. The systems should be able to provide intelligent support to the learners as well as adapt to different networks and mobile devices. Consequently this implies the use of an agent-based solution as architectural basis. The immediate problem is the lack of agent-based software development methodologies as well as common scenarios and templates for building multi-agent systems. This paper presents an analysis of an agent-based m-learning system. The purpose of the paper is to provide a roadmap for designers of m-learning systems based on agent technology.

TEx-Sys model in the Semantic Web and Web 2.0 environments

The paper presents an approach in solving problems pertinent to intelligent tutoring in the Semantic Web/Web 2.0 environments within the Tutor-Expert System (TEx-Sys) model, an evolving series of ITSs that our group has been developing for the last 15 years, following all web technology generations being used in this period. We describe the way in which contemplating the system as a multi-agent system functioning over the common information space enables solving the problems, additionally extending intelligent tutoring through the mobile, collaborative and social dimensions in the Semantic Web and Web 2.0 environments.

Prototype model of tutoring system for programming

Computerized tutor for programming learning helps students to understand program constructs, and syntax of target programming language. Also, it helps to improve problem-solving skill, and ability to evaluate program solution. In this paper we propose a model concept and architecture prototype of tutoring system for Programming. It is based on our age-long research and development of the Tutor-Expert System, a model of hypermedia authoring shell for building intelligent tutoring systems. Paper focuses on student-system dialogue, error classes in students program and mechanism to detect correctness of students program