Design and development of a hybrid model in intelligent tutoring systems

In this study, it is aimed to design and develop the student model for the Intelligent Teaching System (ITS) for the learner needs. In line with this goal, the answer to the question of how an ITS design should be based on learners' needs was sought by developmental research, considering that students may have different educational needs according to their individual characteristics. For the student model, learner needs were examined in the first stage and the components of the ITS were revealed together with the review of the literature. Rapid Prototyping Model, which is one of the software development models, was taken as the basis in the study, since there is a software implementation. Although the study focused on the student model, all the components in the ITS were employed. As a result, in the domain model of the created ITS, the discrete information components approach was employed, and in the tutoring model, the Weighted Jaccard Technique, one of the collaborative filtering approaches, was applied. In the student model, a hybrid student model, in which Bayesian, Layer and Stereotype student models are combined, was put forward. The developed ITS was named as BOS. BaKaSt was tested in an experimental study. A total of 104 undergraduate students, 58 of whom were in the experimental group and 46 in the control group, participated in this research. Experimental and control groups were formed for the experimental procedures. In the control group, the students used the system they chose for the instructional support for the difficulties they encountered while solving the questions. In the experimental group using BOS, it was provided by the instructional support system. As a result of the experimental procedures, it was determined that the academic success of the students using BOS was higher than the students using the alternative system. In addition, it was determined that students using BOS received more instructional support and less help seeking behavior than students using the alternative system. Finally, students who use BOS stated that a) they are satisfied with the developed system, b) they welcome the instructional support offered by the system, c) it is easy and fun to use, d) it helps in solving questions, and e) they can recommend it to other students.