Download Complete project materials on Design And Implementation Of A Computerized Tutor For Nursery And Primary School from chapter one to five
ABSTRACTS
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Computer Assisted Instruction today presents new options and opportunities: powerful Machines, advanced computer science techniques, and input from cognitive psychology. Using these tools well is a challenge for which there are few guidelines or examples.
The Purpose of this write up is to describe how we used some simple artificial intelligence Techniques in a powerful educational programming environment to capture some of the Expertise of experienced teachers for an instructional program that runs on advanced Workstations. The computerized tutor is designed in visual basic programming language
TABLE OF CONTENT
Abstracts
CHAPTER ONE
GENERAL INTRODUCTION
INTORDUCTION
STATEMENT OF THE PROBLEM
AIMS AND OBJECTIVES
SIGNIFICANCE OF THE STUDY
SCOPE OF THE STUDY
DEFINATION OF TERMS
CHAPTER TWO
LITERATURE REVIEW
2.1 REVIEW OF PAST WORK ON THE PROJECT
2.2 REVIEW OF GENERAL TEXT
CHAPTER THREE
METHODOLOGY AND ANALYSIS OF THE EXISTING SYSTEM
3.1 Research Methodology
3.2 Analysis of data and the existing system
3.3 Description of propose system
3.4 Advantages of the propose system
CHAPTER FOUR
DESIGN AND IMPLEMENTATION OF THE SYSTEM
4.1 DESIGN OF THE SYSTEM
4.1.1 Design of verbal reasoning tutor
4.1.2 Implementation of verbal reasoning tutor
4.2 .3 Design of quantitative analysis tutor
4.3.4 Implementation of quantitative analysis tutor
4.2 SYSTEM IMPLEMENTATION
4.2.1 Choice of programming language
4.2.2 Hardware support
4.2.3 Software support
CHAPTER FIVE
CONCLUSIONS AND RECOMMENDATIONS
5.1 SUMMARY OF FINDINGS
5.2 CONCLUSIONS
5.3 RECOMMENDATIONS
REFERENCE SECTION
REFERENCES
System flowchart/program flowchart
Source program listings
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
A look at the educational practices many people will perceive that there are some obstacles besetting the teaching of quantitative and verbal (English) reasoning in nursery and primary schools now days. Computer Assisted Instruction today presents new options and opportunities: powerful Machines, advanced computer science techniques, and input from cognitive psychology.
Using these tools well is a challenge for which there are few guidelines or examples. The Purpose of this write up is to describe how we used some simple artificial intelligence Techniques in a powerful educational programming environment to capture some of the Expertise of experienced teachers for an instructional program that runs on advanced Workstations.
HOW COGNITIVE TUTORS CAN HELP
The above discussion suggests that we need a “tool” that will engage students with quantitative and verbal problems covering more than the current week’s topic. Ideally, this tool would encourage students to use variety of skills and to apply these skills in the context of real-world data sets.
We propose that cognitive tutors offer one way to do just that. The name “cognitive tutor” refers to a computerized learning environment whose design is based on cognitive principles and whose interaction with students is based on that of a (human) tutor—i.e., making
comments when the student errs, answering questions about what to do next, and maintaining a low profile when the student is performing well.
1.2 STATEMENT OF THE PROBLEM
The basic problems behind this design is the hardship in passing the knowledge of quantitative and verbal reasoning to nursery and primary school students. Before building a cognitive tutor for quantitative and verbal reasoning, it made sense to us to look for data that could help shape such an endeavor.
There is much evidence that students have difficulty applying quantitative reasoning as a subject. We added to this body of empirical work by further investigating where (and hopefully why) these difficulties arise in the context of solving quantitative-reasoning problems.
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