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Concept
Intelligent tutoring system
Summary
An intelligent tutoring system (ITS) is a computer system that aims to provide immediate and customized instruction or feedback to learners, usually without requiring intervention from a human teacher. ITSs have the common goal of enabling learning in a meaningful and effective manner by using a variety of computing technologies. There are many examples of ITSs being used in both formal education and professional settings in which they have demonstrated their capabilities and limitations. There is a close relationship between intelligent tutoring, cognitive learning theories and design; and there is ongoing research to improve the effectiveness of ITS. An ITS typically aims to replicate the demonstrated benefits of one-to-one, personalized tutoring, in contexts where students would otherwise have access to one-to-many instruction from a single teacher (e.g., classroom lectures), or no teacher at all (e.g., online homework). ITSs are often designed with the goal of providing access to high quality education to each and every student.
The possibility of intelligent machines has been discussed for centuries. Blaise Pascal created the first calculating machine capable of mathematical functions in the 17th century simply called Pascal's Calculator. At this time the mathematician and philosopher Gottfried Wilhelm Leibniz envisioned machines capable of reasoning and applying rules of logic to settle disputes. These early works inspired later developments.
The concept of intelligent machines for instructional use date back as early as 1924, when Sidney Pressey of Ohio State University created a mechanical teaching machine to instruct students without a human teacher. His machine resembled closely a typewriter with several keys and a window that provided the learner with questions. The Pressey Machine allowed user input and provided immediate feedback by recording their score on a counter.
Pressey was influenced by Edward L. Thorndike, a learning theorist and educational psychologist at the Columbia University Teachers' College of the late 19th and early 20th centuries.
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