Intelligent Tutoring Systems by and for the Developing World: A Review of Trends and Approaches for Educational Technology in a Global Context <s> Mobile ITS <s> The Tactical Language and Culture Training System (TLCTS) helps learners acquire basic communicative skills in foreign languages and cultures. Learners acquire communication skills through a combination of interactive lessons and serious games. Artificial intelligence plays multiple roles in this learning environment: to process the learner's speech, to interpret and evaluate learner actions, to control the response of non-player characters, to generate hints, and to assess the trainee's mastery of the skills. AI is also used in the authoring process to assist in the generation and validation of lesson content. This article gives an overview of the system, and describes the experience to date in transitioning the system from research prototype into a training system that is in regular use by tens of thousands of users in the United States and elsewhere. Experimental results from field studies are presented, relating learning outcomes, motivational effects, and the role of game-based learning and intelligent tutoring in achieving the learning outcomes. <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> Mobile ITS <s> In this paper we present an implementation of a multiuser technical laboratory that combines Artificial Intelligence (AI) and Bluetooth (BT) techniques. The objective is to build an m-learning environment where students can work in a customized way. Applying BT capabilities this domain can be isolated into a classroom and used by several learners simultaneously. The student activities can be supervised by means of AI strategies such as planning, scheduling and expert systems. Integrating these technologies, the whole system will be able to recognize each user, organize his/her work and evaluate his/her results without or little educator intervention. <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> Mobile ITS <s> The advancement of wireless and mobile technologies has enabled students to learn in an environment that combines learning resources from both the real world and the digital world. Although such an approach has been recognized as being innovative and important, several problems have been revealed in practical learning activities. One major problem is owing to the lack of proper learning strategies or tools for assisting the students to acquire knowledge in such a complex learning scenario. Students might feel excited or engaged when using the mobile devices to learn in the real context; nevertheless, their learning achievements could be disappointing. To deal with this problem, this study presents a mobile learning system that employs Radio Frequency Identification (RFID) technology to detect and examine real-world learning behaviors of students. This study also utilizes each student's responses from a two-tier test (i.e., multiple-choice questions in a two-level format) to provide personalized learning guidance (called two-tier test guiding, T^3G). The experimental results from a natural science course of an elementary school show that this innovative approach is able to improve the learning achievements of students as well as enhance their learning motivation. <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> Mobile ITS <s> Towards the creation of a mobile expert tutoring system that teaches multiple languages, we have incorporated machine learning approaches into a sophisticated mobile system. The mobile system provides adaptivity to user needs based on the creation of user models. The resulting superset that consists of all user/student models is further processed by two machine learning approaches in order to create user model clusters and to provide sophisticated data as stereotypes for new potential users. <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> Mobile ITS <s> Learning to read in a second language is challenging, but highly rewarding. For low-income children in developing countries, this task can be significantly more challenging because of lack of access to high-quality schooling, but can potentially improve economic prospects at the same time. A synthesis of research findings suggests that practicing recalling and vocalizing words for expressing an intended meaning could improve word reading skills - including reading in a second language - more than silent recognition of what the given words mean. Unfortunately, many language learning software do not support this instructional approach, owing to the technical challenges of incorporating speech recognition support to check that the learner is vocalizing the correct word. In this paper, we present results from a usability test and two subsequent experiments that explore the use of two speech recognition-enabled mobile games to help rural children in India read words with understanding. Through a working speech recognition prototype, we discuss two major contributions of this work: first, we give empirical evidence that shows the extent to which productive training (i.e. vocalizing words) is superior to receptive vocabulary training, and discuss the use of scaffolding hints to ""unpack"" factors in the learner's linguistic knowledge that may impact reading. Second, we discuss what our results suggest for future research in HCI. <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> Mobile ITS <s> Teaching electrical and computer software engineers how to configure network services normally requires the detailed presentation of many configuration commands and their numerous parameters. Students tend to find it difficult to maintain acceptable levels of motivation. In many cases, this results in their not attending classes and not dedicating enough time to acquire the required competencies. This paper describes a successful experiment that was able to improve student class attendance, performance, and motivational patterns by using mobile devices in class to provide students with contextualized learning pills. A learning pill is a simple exercise that summarizes some of the key concepts explained in class and promotes reflection and self-study. Each student attending a particular lecture or laboratory session automatically receives a learning pill on his or her mobile phone just after the related concept has been presented. This paper details the scenario used in the experiment and analyzes the performance and motivational patterns of 170 students at the Higher Polytechnic School, Carlos III University of Madrid, Leganes, Spain. <s> BIB006
Despite the expansion of mobile technology in the developing world, mobile ITS research was most prevalent in Western Europe BIB004 and East Asia BIB003 . A prevalent model for mobile ITS relies on dedicated applications (apps) designed for mobile devices. In the US, the Tactical Language and Culture Training System (TLCTS) for language learning supports a mobile application which retains the core elements of its original immersive ITS environment, including voice input and face-to-face conversation with virtual agents BIB001 . Most of the reviewed mobile ITS research was designed for PDA's and higher-end smartphones, making it unlikely to transfer easily to low-end mobiles limited to 2G data speeds. Transitioning a traditional ITS from desktops to mobile devices also has general hurdles due to the much smaller display and different input devices. While desktop applications use mice and keyboards, low-end phones offer a much more limited set of buttons. Voice input was also a common feature for mobile ITS focusing on language learning, allowing users to practice speaking new words out loud. This may imply that mobile ITS may benefit from substituting speech input in place of text input. BIB005 demonstrated that a speech-driven adaptive learning game was effective in India, but handling the regional accents required a corpus of local speech. In the same paper, they proposed an ambitious plan to use speech recognition for mobile sharing that could have significant implications. With that said, multiple users talking into a single mobile device may offer serious technological challenges. Speech recognition for a single user is already imperfect, particularly in noisy environments. Handling multiple speakers may prove impractical, especially if speaker identification is needed. A second variant of mobile ITS are ubiquitous e-learning systems for universities, such as EDUCA in Mexico . These systems provide strong outer loops using adaptive curricula and inner-loop functionality for subsets of the system. These mobile web gateways are a strong cross-platform delivery method, but they rely significantly on data transmission. EDUCA is notable because it installs an Intelligent Delivery Engine mobile application that locally executes tutoring modules downloaded from the server side. The server side can provide outer loop functionality using recommender system approaches (e.g., select resources that are likely to be useful). On the mobile device, a lightweight, unsupervised neural network helps to adapt the presentation of learning objects and quizzes for the learner. While this approach requires a dedicated mobile application, rather than just a web-browser portal, it offers the ability to download tutoring modules rather than relying on a persistent connection to the Internet. Finally, a few mobile learning environments incorporate local data transmission using Bluetooth protocols. While no systems with full ITS capabilities used this approach, it has been incorporated into adaptive learning systems BIB006 BIB002 ). Local data transmission may offer a powerful paradigm for future systems. Bluetooth and WiFi transmitters are becoming common even in lower-end phones, opening up the possibility of mobile-to-mobile sharing and networking between ITS instances. Much as early computer games used local area networks (LAN) to support multiplayer games, local data transmission could support computer supported collaborative learning and multiplayer game-based ITS. Most importantly, if combined with a system like EDUCA, learners could directly share tutoring modules (e.g., "This one I'm on right now has helped me a lot with that chapter. Here, let me share it with you."). While this topic has not been explored in depth, it warrants further investigation.