Representing functional relationships of adaptive instructional systems in a conceptual model

Abstract

This paper examines the relationships of various functional elements within a class of instructional technologies called adaptive instructional systems (AISs) which include intelligent tutoring systems (ITSs), intelligent mentors or recommender systems, and intelligent instructional media. AISs are artificially-intelligent, computer-based systems that guide learning experiences by tailoring instruction and recommendations based on the goals, needs, and preferences of each individual learner or team in the context of domain learning objectives. Under Project 2247.1, The Institute for Electrical and Electronic Engineers (IEEE) is developing standards and guidance for the modeling of AIS to characterize what is and is not an AIS. This paper was composed to document recommendations and generate discussion about the four models that have been proposed as core to the concept of AISs: learner models, adaptive models, domain models and interface models.