Intelligent Tutoring Systems (ITSs) are special
classes of E-learning systems designed using Artificial
Intelligence (AI) approaches to provide adaptive and
personalized tutoring based on the individuality of students.
The student model is an important component of an ITS that
provides the base for this personalization. During the course
of interaction between student and the ITS, the system
observe student’s actions and other behavioral properties,
create a quantitative representation of these student’s
attributes called a student model.
Published In:IJCSN Journal Volume 5, Issue 5
Date of Publication : October 2016
Pages : 746-754
Figures :03
Tables : 02
Salisu Muhammad Sani : Department of Computer Science, Faculty of Computer Science and Information Technology,
University Putra Malaysia, 43400, Serdang, Selangor Malaysia.
Abdullahi Baffa Bichi : Department of Computer Science, Faculty of Computer Science and Information Technology,
Bayero University Kano, Nigeria.
Shehu Ayuba : Department of Computer Science, Faculty of Mathematical and Computer Science,
Kano University Science and Technology, Wudil, Kano State, Nigeria.
Artificial Intelligent Techniques, Intelligent
Tutoring Systems, Student Modeling, E-learning Systems
The results of the findings for the student modeling
approaches and the various existing works are presented in
tables 2.1 and 2.2 respectively. To be more specific, table
2.1 presents the student modeling approaches that have
been used in a variety of adaptive and/or personalized
tutoring systems. Table 2.2 presents a number of existing
student models, the approaches that have been used in
their modeling as well as the numerous limitations that
characterized each model. From the result in table 2.1, it
can be observed that the most common used student
modeling techniques within the period of the review are
the stereotype, Fuzzy logic and Bayesian approaches. The
review of various student modeling approaches and the
existing student models focuses mainly within a five year
period (2010–2015) in order to arrive at getting the more
recent trends in these directions. The year 2010 recorded
the highest number of research works within the period
under consideration. In addition, it can also be seen that
many researchers have used a hybrid student model, which
brings together various features of different techniques of
student modeling, in order to combine various aspects of
student’s characteristics. For instance, there are hybrid
student models that combine overlay with stereotype
modeling techniques, or stereotypes with machine learning
techniques, or an overlay student model with Bayesian
networks techniques, or Bayesian networks with machine
learning algorithms. The above combinations of student
modeling techniques are just some examples.
[1] M. Almaraashi. “Learning of Type-2 Fuzzy Logic
Systems using Simulated Annealing”. 2012, PhD Theisis.
[2] A. T. Coerbett and J.R. Anderson “Knowledge Tracing:
Modeling the Acquisition of Procedural Knowledge”,
Kluwer Academic Publishers, Vol 4, 1995, pp. 253–278.
[3] H. Armstrong “Machine Learning Capabilities and
Limitations” Nesta, 2015, www.nesta.org.uk.
[4] I. Arroyo, B. P. Woolf, W. Burelson, K. Muldner, D.
Rai, and M. Tai. “A multimedia adaptive tutoring system
for mathematics that addresses cognition, metacognition
and affect”. International Journal of Artificial Intelligence
in Education, Vol 24, No. 4, 2014, pp. 387–426. [5] Baker. R.S, Goldstein. A.B and Heffernan. N.T.
“Detecting the Moment of Learning” International
Journal of Artificial Intelligence in Education, IOS
Press and the authors, 2010.
[6] Balakrishnan, A. “Multi-disciplinary Trends in
Artificial Intelligence”. In Conference: Multidisciplinary
Trends in Artificial Intelligence - 5th
International Workshop, MIWAI 2011, Hyderabad,
India, December 7-9, 2011.
[7] Baschera, G. M and Gross, M. “Poisson-based
inference for perturbation models in adaptive spelling
training” International Journal of Artificial Intelligence
in Education, 2010, Vol 20, No. 4, pp. 1–31.
[8] Carmona, C., Castillo, G., & Millan, E. “Designing a
Dynamic Bayesian Network for Modeling Students’
Learning Styles”. Eighth IEEE International
Conference on Advanced Learning Technologies, 2008,
pp. 346–350.
[9] Centintas, S. “Automatic Detection of Off-Task
Behaviors in Intelligent Tutoring System with Machine
Learning Techniques”. IEEE Transaction on Learning
Technologies, 2010, Vol. 7, pp. 1–9.
[10] Chi, M., Koedinger, K. R., Gordon, G., Jordan, P. W.,
& VanLehn, K. “Instructional Factors Analysis: A
Cognitive Model For Multiple Instructional
Interventions”. In Proceedings of the 4th International
Conference on Educational Data Mining, Eindhoven,
The Netherlands, July 6-8, 201, pp. 61–70.
[11] Chrysafiadi, K and Virvou, M. “Evaluating the
integration of fuzzy logic into the student model of a
web-based learning environment”. Expert Systems
with Applications, 2012, Vol. 39,No.18, pp. 13127–
13134.
[12] Chrysafiadi, K., & Virvou, M. “Student modeling
approaches: A literature review for the last decade”.
Expert Systems with Applications, 2013, Vol. 40,
No.11, pp. 4715–4729.
[13] Conati C, Gartener A, VanLehn K. “Using Bayesian
Networks to Manage Uncertainty in Student Modeling”
User Modeling and User-Adapted Interaction, Vol. 12,
pp. 371- 417.
[14] Conati, C. “Bayesian student modeling”. Studies in
Computational Intelligence, 2009, Vol. 308, No.1,
pp.281–299.
[15] Conati, C. and Kardan, S. “Student modeling:
Supporting personalized instruction, from problem
solving to exploratory open-ended activities”. AI
Magazine, 2013, Vol.34, No.3, pp.13–26.
[16] Corbett, A, Kauffman, L, Maclaren, B, Wagner, A, and
Jones, E. ”A Cognitive Tutor for Genetics Problem
Solving: Learning Gains and Student Modeling”
Journal of Educational Computing Research, 2011,
Vol. 42, No.2, pp.219–239.
[17] Danaparamita, M and Gaol, L. F. “Comparing student
model accuracy with bayesian network and fuzzy logic
in predicting student knowledge level”. International
Journal of Multimedia and Ubiquitous Engineering,
2014, Vol. 9, No. 4, pp.109–120.
[18] Dorça, F. A, Lima, L. V, Fernandes, M. A and Lopes,
C. R. “A Stochastic Approach for Automatic and
Dynamic Modeling of Students’ Learning Styles in
Adaptive Educational Systems”. Informatics in
Education, 2012, Vol. 11, No. 2, pp.191–212.
[19] Drigas, A. S., Argyri, K., & Vrettaros, J. “Decade
Review (1999-2009): Artificial Intelligence
Techniques in Student Modeling”. Knowledge,
Learning, Development and Technology for All, 2009,
Vol. 49, pp.552–564.
[20] Durrani, S, and Durrani, Q. S. “Intelligent Tutoring
Systems and cognitive abilities”, 2010, Vol. 12, No. 3,
pp.1–10.
[21] Folsom-Kovarik, J. T., Sukthankar, G., & Schatz, S.
“Tractable POMDP representations for intelligent
tutoring systems”. ACM Transactions on Intelligent
Systems and Technology, 2013, Vol. 4, No. 2, pp.1–22.
[22] Goel, G., Lallé, S., & Luengo, V. “Fuzzy logic
representation for student modelling: Case study on
geometry”. In 11th International Conference on
Intelligent Tutoring Systems, Greece,2012, Vol. 7315
LNCS, pp. 1–6.
[23] Gong, Y. ‘Student Modeling in Intelligent Tutoring
Systems”. 2014, PhD Thesis.
[24] Gong, Y, Beck, J. E and Heffernan, N. T. “How to
construct more accurate student models: Comparing
and optimizing knowledge tracing and performance
factor analysis” International Journal of Artificial
Intelligence in Education, 2011,Vol. 21,No. 1-2,
pp.27–46.
[25] Grubiši, A. “ADAPTIVE STUDENT’S
KNOWLEDGE ACQUISITION MODEL IN ELEARNING
SYSTEMS”. 2012, PhD Thesis.
[26] Grubiši, A, Stankov, S and Žitko, B. “Stereotype
Student Model for an Adaptive e- Learning System”
International Journal of Computer, Electrical,
Automation, Control and Information Engineering,
2013, Vol. 7, No. 4, pp.440–447.
[27] Inventado, P. S., Legaspi, R., Suarez, M., & Numao,
M. “Predicting Student Emotions Resulting From
Appraisal of Its Feedback” Research and Practice in
Technology Enhanced Learning, 2011, Vol. 6, No. 2,
pp.107–133.
[28] Jeremic, Z, Jovanovic, J and Gaševic, D. “Student
modeling and assessment in intelligent tutoring of
software patterns” Expert Systems with Applications,
2012,Vol. 39, No. 1, pp.210–222.
[29] Ajiboye, A. R, Arshah, R. A and Qin, H. “Risk Status
Prediction and Modelling Of Students’ Academic
Achievement - A Fuzzy Logic Approach”.
International Journal Of Engineering And Science,
2013, Vol. 3, No. 11, pp.7–14.
[30] Albano, G. “A knowledge-skill-competencies elearning
model in mathematics “ En Un Entorno
Virtual, 2012, Vol. 9, No. 1, pp.306–319.
[31] Jia, B., Zhong, S, Zheng, T and Liu, Z. “The Study and
Design of Adaptive Learning System Based on Fuzzy
Set Theory”. In Transactions on edutainment IV, 2010,
pp. 1–11.
[32] Limongelli, C and Sciarrone, F, “Personalized elearning
in Moodle: the Moodle_LS System”. Journal
of E-Learning, 2011, Vol. 7, No. 1, pp. 49–58.