Intelligent Tutoring Systems (ITSs) have shown great potential in delivering personalized and adaptive education, but their widespread adoption has been hindered by the need for specialized programming and design skills. Existing approaches overcome the programming limitations with no-code authoring through drag and drop, however they assume that educators possess the necessary skills to design effective and engaging tutor interfaces. To address this assumption we introduce generative AI capabilities to assist educators in creating tutor interfaces that meet their needs while adhering to design principles. Our approach leverages Large Language Models (LLMs) and prompt engineering to generate tutor layout and contents based on high-level requirements provided by educators as inputs. However, to allow them to actively participate in the design process, rather than relying entirely on AI-generated solutions, we allow generation both at the entire interface level and at the individual component level. The former provides educators with a complete interface that can be refined using direct manipulation, while the latter offers the ability to create specific elements to be added to the tutor interface. A small-scale comparison shows the potential of our approach to enhance the efficiency of tutor interface design. Moving forward, we raise critical questions for assisting educators with generative AI capabilities to create personalized, effective, and engaging tutors, ultimately enhancing their adoption.

Towards Educator-Driven Tutor Authoring: Generative AI Approaches for Creating Intelligent Tutor Interfaces / Calo, Tommaso; Maclellan, Christopher J.. - ELETTRONICO. - (In corso di stampa). (Intervento presentato al convegno ACM Conference on Learning @ Scale (L@S ’24) tenutosi a Atlanta, GA (USA) nel July 18–20, 2024).

Towards Educator-Driven Tutor Authoring: Generative AI Approaches for Creating Intelligent Tutor Interfaces

Tommaso Calo;
In corso di stampa

Abstract

Intelligent Tutoring Systems (ITSs) have shown great potential in delivering personalized and adaptive education, but their widespread adoption has been hindered by the need for specialized programming and design skills. Existing approaches overcome the programming limitations with no-code authoring through drag and drop, however they assume that educators possess the necessary skills to design effective and engaging tutor interfaces. To address this assumption we introduce generative AI capabilities to assist educators in creating tutor interfaces that meet their needs while adhering to design principles. Our approach leverages Large Language Models (LLMs) and prompt engineering to generate tutor layout and contents based on high-level requirements provided by educators as inputs. However, to allow them to actively participate in the design process, rather than relying entirely on AI-generated solutions, we allow generation both at the entire interface level and at the individual component level. The former provides educators with a complete interface that can be refined using direct manipulation, while the latter offers the ability to create specific elements to be added to the tutor interface. A small-scale comparison shows the potential of our approach to enhance the efficiency of tutor interface design. Moving forward, we raise critical questions for assisting educators with generative AI capabilities to create personalized, effective, and engaging tutors, ultimately enhancing their adoption.
In corso di stampa
File in questo prodotto:
File Dimensione Formato  
LAS2024LBR_Empowering_Educators_with_AI_to_Design_Intelligent_Tutoring_Systems (1).pdf

accesso aperto

Tipologia: 2. Post-print / Author's Accepted Manuscript
Licenza: PUBBLICO - Tutti i diritti riservati
Dimensione 883 kB
Formato Adobe PDF
883 kB Adobe PDF Visualizza/Apri
Pubblicazioni consigliate

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11583/2988810