Intelligent Tutoring Systems by and for the Developing World: A Review of Trends and Approaches for Educational Technology in a Global Context <s> ITS by and for Developing Countries <s> Less than 3% of the 145 million blind people living in developing countries are literate (Helander, Prejudice and dignity: An introduction to community-based rehabilitation. New York: UNDP 1998). This low literacy rate is partly due to the lack of trained teachers and the challenges associated with learning to write braille on a traditional slate and stylus. These challenges include writing from right to left, writing mirrored images of letters, and receiving significantly delayed feedback. Extensive conversations with the Mathru Educational Trust for the Blind near Bangalore, India, revealed the need for a robust, low-power, low-cost braille writing tutor. We present an iterative and participatory process resulting in the creation and refinement of a prototype braille writing tutor system. This system uses a novel input device to capture a student's activity on a slate using a stylus and uses a range of techniques to teach braille writing skills to both beginner and advanced students. We report on lessons learned from the implementation of this project and from a 6-week pilot study at Mathru, and outline future directions for improvement. <s> BIB001 </s> Intelligent Tutoring Systems by and for the Developing World: A Review of Trends and Approaches for Educational Technology in a Global Context <s> ITS by and for Developing Countries <s> We propose in this paper, that the popular e-learning process can also be pursued through the use of mobile devices, which we call as mobile learning (m-learning), another application under mobile commerce. It may be mentioned that to pursue m-learning through PDAs or mobile phones, is difficult because of their memory size being very limited and also the screen size is not that big enough to view the learning material or download them and hence we here propose considering mobile learning with Notebooks or Tablet PCs. Taking into consideration the constraints on the availability of internet connectivity and a tutor to be physically present at the other end for information dissemination, we here propose an intelligent agent replicating the tutor in the m-learning domain. The implementation of the scheme has been done using JADE development kit and the details are presented in this paper. <s> BIB002 </s> Intelligent Tutoring Systems by and for the Developing World: A Review of Trends and Approaches for Educational Technology in a Global Context <s> ITS by and for Developing Countries <s> The emergence of the concept "Affective Computing" makes the computer's intelligence no longer be a pure cognitive one. Current e-learning systems cannot instruct students effectively since they do not consider the emotional state in the context of instruction. In this paper, we construct an emotional intelligent e-learning system based on mobile agent technology. A dimensional model is put forward to recognize and analyze the student's emotion state and a virtual teacher’s avatar is offered to regulate student's learning psychology with consideration of teaching style based on his personality trait. A "man-to-man" learning environment is built to simulate the traditional classroom's pedagogy in the system. <s> BIB003 </s> Intelligent Tutoring Systems by and for the Developing World: A Review of Trends and Approaches for Educational Technology in a Global Context <s> ITS by and for Developing Countries <s> Ubiquitous learning is of interest to many researchers and developers to build adaptive course for learners at anytime and in anywhere. To create personalized learning content suitable for each learner, one challenge is to manage and evaluate the learning model, known as the learner's profile. Our previous study represented a model of CAMLES [1] system which is a personalized context - aware adaptive system in mobile learning to support students to learn English as a foreign language in order to prepare for the TOEFL test as a case study in Vietnam. This paper represents how to apply Bayesian Network in order to manage learner model which is a key factor to determine the learning content adaptation for the learner's demands and knowledge of individual learners. Uncertainty factors used to determine the level of understanding of learners for each concept in the content model. <s> BIB004 </s> Intelligent Tutoring Systems by and for the Developing World: A Review of Trends and Approaches for Educational Technology in a Global Context <s> ITS by and for Developing Countries <s> This paper proposes an interactive English vocabulary learning system that is geared to individual student's vocabulary learning objectives and vocabulary ability. The system uses a word's rank in the word frequency list as its absolute difficulty level - a higher rank in the list means it is a more common word and therefore should be learned first. The system lowers or raises the difficulty level of the vocabulary items displayed according to real-time assessment of a student's vocabulary ability. Temporarily mastered words re-appear according to Ebbinghaus' forgetting curve so that the learner is prompted whenever she is about to forget the word. A prototype of the system is nicknamed "the vocabulary treadmill" and hosted on a website. It can be also be implemented on PDAs, cell phones and tablet PCs. The system has the benefits of a natural vocabulary learning progression, high efficiency, individualized learning sequences, and the capability for parents and teachers to monitor student learning activities and progress. <s> BIB005 </s> Intelligent Tutoring Systems by and for the Developing World: A Review of Trends and Approaches for Educational Technology in a Global Context <s> ITS by and for Developing Countries <s> Single Display Groupware (SDG) allows multiple people in the same physical space to interact simultaneously over a single communal display through individual input devices that work on the same machine. The aim of this paper is to show how SDG can be used to improve the way resources are used in schools, allowing students to work simultaneously on individual problems at a shared display, and achieve personalized learning with individual feedback within different cultural contexts. We used computational fluency to apply our concept of ‘One Mouse per Child’. It consists of a participatory approach that makes use of personal feedback on an interpersonal computer for the whole classroom. This allows for N simultaneous intelligent tutoring systems, where each child advances at his or her own pace, both within a lecture and throughout the curricular units. Each student must solve a series of mathematical exercises, generated according to his or her performance through a set of pedagogical rules incorporated into the system. In this process, the teacher has an active mediating role, intervening when students require attention. Two exploratory studies were performed. The first study was a multicultural experience between two such distanced socio-economic realities as Chile and India. It showed us that even in different environmental conditions, it is possible to implement this technology with minimal equipment (i.e. a computer, a projector, and one mouse per child). The second study was carried out in a third grade class in a low-income school in Santiago de Chile. The students were asked to solve mainly addition exercises. We established statistically relevant results and observed that the software proved most beneficial for the students with the lowest initial results. This happens because the system adapts to the students' needs, reinforcing the content they most need to work on, thus generating a personalized learning process. © 2012 Wiley Periodicals, Inc. <s> BIB006 </s> Intelligent Tutoring Systems by and for the Developing World: A Review of Trends and Approaches for Educational Technology in a Global Context <s> ITS by and for Developing Countries <s> Technology has the promise to transform educational prac-tices worldwide. In particular, cognitive tutoring systems are an example of educational technology that has been ex-tremely effective at improving mathematics learning over traditional classroom instruction. However, studies on the effectiveness of tutor software have been conducted mainly in the United States, Canada, and Western Europe, and little is known about how these systems might be used in other contexts with differing classroom practices and values. To understand this question, we studied the usage of mathematics tutoring software for middle school at sites in three Latin American countries: Brazil, Mexico, and Costa Rica. While cognitive tutors were designed for individual use, we found that students in these classrooms worked collaboratively, engaging in interdependently paced work and conducting work away from their own computer. In this paper we present design recommendations for how cognitive tutors might be incorporated into different classroom practices, and better adapted for student needs in these environments. <s> BIB007 </s> Intelligent Tutoring Systems by and for the Developing World: A Review of Trends and Approaches for Educational Technology in a Global Context <s> ITS by and for Developing Countries <s> Purpose – Learning Chinese is unquestionably very important and popular worldwide with the fast economic growth of China. To most foreigners and also local students, one of the major challenges in learning Chinese is to write Chinese characters in correct stroke sequences that are considered as significant in the Chinese culture. However, due to the potentially complicated structures of Chinese characters together with their stroke sequences, there are very few character recognition techniques that can effectively tackle the involved training task in an efficient and flexible manner. The purpose of this paper is to propose an intelligent and flexible e‐learning software based on learning objects to facilitate the learning of writing Chinese characters in correct stroke sequences.Design/methodology/approach – The paper adopts an incremental approach in designing the overall system architecture to emphasize on extendibility of the system. The basic features of the system including the evolution and pronunci... <s> BIB008
There are significant differences in the design of tutoring systems intended for developing regions, which depend partly on the stakeholders involved. Three patterns were observed among the papers reviewed. In the first pattern, an established ITS from a higher-income country was transferred and localized for one or more less developed countries. These systems tended to be mature, with numerous published papers and evaluations. The second pattern involved a home-grown system developed by researchers in a developing region targeting local or national needs. In the final pattern, a new system designed predominantly in a most-developed country but was intended for a less developed area, as part of a collaboration or ties to the target region. Due to the low number of collaborative and transferred systems combined, these two will be grouped together. Table 2 breaks down the papers on tutoring systems by the countries involved. As with Table 1 , each cell displays the percentage of papers from each group that addressed each barrier. The first row shows the baseline of papers about tutoring systems from high-income countries that address high-income countries. These results are very similar to the "All ITS Papers" results from Table 1 , because they have a very high overlap (83 %). The next row displays the results for the small group of papers that described an established ITS which had key stakeholders from a high-income country and from a lower-income country. These were either collaborations or adaptations of existing ITS that were transferred to a developing country. Only a handful of papers fell into this category. In the final row, the percentages for home grown ITS from developing countries are displayed. A significant number of papers described home-grown ITS, with China, India, and Mexico represented most strongly. Across these categories there were some notable differences. Collaborations and transfers of ITS had a higher percentage of papers addressing most barriers. In many ways, this is unsurprising: many of these ITS were primarily designed in high-income countries but deployed in low resource areas. Examples of such ITS were Cognitive Tutor in Latin America, the LISTEN Reading Tutor in Africa, the Single Display Groupware system, and the Braille Tutor BIB006 BIB001  BIB007 . Mobile platforms were the major missing piece for these systems: none of the papers reviewed addressed mobile learning or data costs. Overall, even among these systems, the number of papers addressing each barrier was fairly low. This indicates that the level of attention is either still fairly low, or that researchers did not report on their challenges on these topics (e.g., they were not suitable for the publication venue). Home-grown ITS were quite different. Fewer papers addressed multi-user ITS, infrastructure, culture, or multi-language support. More papers addressed mobile platforms, data costs, and student basic ICT skills. Of these, mobile platforms had the Home Grown 128 3.13 % 0.00 % 11.7 % 0.78 % 0.00 % 0.00 % 3.91 % 2.34 % greatest focus by far and touched a number of countries, including Mexico (Cabada et al. 2011), Vietnam (Nguyen and BIB004 , Jamaica BIB002 , and China BIB008 BIB003 BIB005 . This indicates that mobile devices are feasible platforms in many developing regions, but they are underrepresented among ITS from most developed nations building ITS for or with developing nations. Mobile-based ITS research is still a niche in the developing world, but it already plays a greater role (proportionally) than in most-developed countries.