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Adaptive systems in general attempt to personalize and enhance human-machine interaction, bridging the gap between human information needs and the ability of machines to meet them. The emergence of adaptive user interfaces has provided a satisfactory framework for taking into account users' heterogeneity, by adapting the interface behavior to a user's individual characteristics. On the other hand, advances in information and communication technology (ICT), specifically in multimedia, networking and software engineering, enforce the role of computer in education altogether, radically altering the way humans teach and learn. Consequently, traditional definition of educational system is nowadays subject to significant changes, identifying a number roles of computer system in education – "being the teacher itself" as the emerging one. In order to realize this role, computers in the learning and teaching process heavily rely on artificial intelligence techniques. This has led to the development of intelligent tutoring systems (ITSs), which are computer-based educational systems intended to support the process of learning and teaching in arbitrary domain knowledge by emulating the abilities of human teacher, teaching individually in one-to-one relationship. Since ITSs usually exhibit a predefined interaction, it is an accepted opinion that their interaction mechanisms have been given inadequate consideration. Hence the interest to make these systems more acceptable and usable to the users by applying adaptation in order to implement a more "intelligent interaction" has arisen, a behavior exhibited by the system as an automated reaction upon the user performance at the interface. In the paper we elaborate on an interface adaptation of a Web-based intelligent tutoring system, AW-BITS, a member of the family of the TEx-Sys class of intelligent tutoring systems. |
