A multi-institutional evaluation of Intelligent Tutoring Tools in Numeric Disciplines

Abstract

This paper presents a case study of eval uating intelligent tutoring modules for procedural knowledge acquisition in numeric disciplines. As Iqbal et al. (1999) have noted, the benefit of carrying out evaluation of Intelligent Tutoring Systems (ITS) is to focus the attention away from short-term delivery and open up a dialogue about issues of appropriateness, usability and quality in system design. The paper also mentions an independent evaluation and how its findings emphasise the need to capture longer-term retention.