Author:

Keywords:

Intelligent tutoring systems, IRT, item-based learning, adaptive item selection, e-learning, ITEC, Social Sciences, Education & Educational Research, intelligent tutoring systems, SELECTION CRITERIA, BAYESIAN NETWORKS, SYSTEM, INFORMATION, ADAPTATION, DIFFICULTY, ACCURACY, EXPOSURE, PROFILE, MODEL, 0899 Other Information and Computing Sciences, 1303 Specialist Studies in Education, 1702 Cognitive Sciences, Education, 3903 Education systems, 3904 Specialist studies in education, 4601 Applied computing

Abstract:

The popularity of intelligent tutoring systems (ITSs) is increasing rapidly. In order to make learning environments more efficient, researchers have been exploring the possibility of an automatic adaptation of the learning environment to the learner or the context. One of the possible adaptation techniques is adaptive item sequencing by matching the difficulty of the items to the learner‟s knowledge level. This is already accomplished to a certain extent in adaptive testing environments, where the test is tailored to the person‟s ability level by means of the item response theory (IRT). Even though IRT has been a prevalent CAT approach for decades and applying IRT in item-based ITSs could lead to similar advantages as in CAT (e.g. higher motivation and more efficient learning), research on the application of IRT in such learning environments is highly restricted or absent. The purpose of this article is to explore the feasibility of applying IRT in adaptive item-based ITSs. Therefore, we discuss the two main challenges associated with IRT application in such learning environments: the challenge of the dataset and the challenge of the algorithm. We conclude that applying IRT seems to be a viable solution for adaptive item selection in item-based ITSs provided that some modifications are implemented. Further research should shed more light on the adequacy of the proposed solutions.