ABSTRACT: The diverse knowledge levels among first-year mechanical engineering students lead to significant disparities in individual learning. Intelligent tutoring systems (ITS) offer a solution by providing tailored digital one-to-one instruction, bridging knowledge gaps, and equalizing learning outcomes. This thesis develops an ITS for design theory based on a knowledge-based engineering system, presenting an innovative model that integrates key features of ITS and knowledge-based systems. Implemented in a specialized environment, the system’s application and validation demonstrate its ability to meet context-sensitive design teaching requirements and provide adaptive tutoring.
Becker et al. (Fri,) studied this question.
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