Artificial Intelligence Concepts

Table of Contents

Introduction...................................................................................................................................................1

Project Plan...................................................................................................................................................2

Literature Review..........................................................................................................................................3

ITS Description.............................................................................................................................................4

Ontology Creation.........................................................................................................................................5

User Interface Development.........................................................................................................................6

Integration and Functionality........................................................................................................................7

Conclusion.....................................................................................................................................................8

References.....................................................................................................................................................9
1. Introduction

Intelligent tutoring systems (ITSs) are changing the way knowledge is delivered and acquired, using

adaptive intelligence (AI) to create personalized learning experiences This system caters to different

learners by hearing their needs bottom, customized feedback and real-time feedback. The ability of ITS to

simulate human teachers makes it an invaluable tool in addressing educational challenges.

This activity focuses on developing an ITS to teach students how to calculate the area of geometric shapes

such as squares, rectangles and circles. Geometry, being a mathematical core, often poses challenges for
students due to its abstract nature and the need for spatial reasoning. Designed for this purpose, ITS can

enhance understanding through the use of interactive learning strategies and active problem solving.

The significance of this ITS lies in its ability to bridge the gap in traditional teaching methods. Even if

group lessons are offered in the classroom, they may not be able to handle individual lessons and running

techniques. ITS, on the other hand, can dynamically adapt its approach based on student progress and

performance, ensuring a personalized learning experience.

AI algorithms, such as decision trees and knowledge-based reasoning, will be the backbone of this ITS.

This format will facilitate evaluating student responses, suggest remediation, and allow for personalized

exercises. The integration of a domain-specific ontology will further enhance the knowledge base system,

enabling efficient planning and data retrieval.

This report outlines the ITS development process, including project planning, literature review, program

design and implementation.

2. Project Plan

The activity plan describes the steps and strategies for developing an intelligent teaching system (ITS)

aimed at teaching the mathematics of geometric fields. Planning ensures efficiency by defining roles,

responsibilities, milestones, and requirements.

Roles and Responsibilities

Since this is a personal project, all the work is done by the developer. These include literature review,

ontology construction using Protégé, interface design in Python, system integration and testing.

Additionally, time will be allocated for paperwork and troubleshooting any technical difficulties.
 Figure 2: Project Plan Gantt Chart

Key Important Factors

The project is divided into the following major phases to ensure timely completion.

 Week 1-2: Conduct a literature review and identify key features of existing ITSs.

 Week 3-4: Define requirements for ITS, design the ontology framework, and start building the

ontology in Protégé.

 Week 5-6: Create a user interface with Python, making sure it fits user needs.

 Week 7: Integrate the ontology with the user interface and use functionality for interaction.

 Week 8: Test the ITS prototype, identify problems, and perform iterative improvements.

 Week 9: Finalize the plan and prepare the report for submission.

Project Management Approach

are carried out weekly to ensure that the business remains on track. Adjustments will be made based on

test results and feedback.

Tools and Equipment

 Protégé: for ontology construction and knowledge representation.

 Python: for user interface development and ontology integration.

 Gantt Chart: Key milestones and tracking timelines.

 Test Plan: To evaluate the functionality and user experience of the system.

By following this structured process, the project will be completed efficiently while maintaining high

quality deliverables.

3. Literature Review

Intelligent Tutoring Systems (ITSs) are designed to use artificial intelligence (AI) to deliver personalized

learning experiences. These designs adapt through interactive processes to meet the needs of individual

learners, effectively bridging the gap between human learners and digital instruction. The development of

ITSs has progressed significantly in recent years, and state-of-the-art technologies have been applied in

various areas.
 Figure 3: Architecture of an Intelligent Tutoring System

ITS in mathematics education has shown promise in improving student engagement and academic

achievement. For example, Aleven et al. (2016) highlighted the importance of an adaptive feedback

mechanism, which enables the system to analyze student performance and provide tailored

recommendations for improvement. Similarly, ITS types in geometry often incorporate visual aids and

dynamic modeling to enhance conceptual understanding (Nkambou, Bourdeau, & Mizoguchi, 2010).

However, many existing frameworks lack scalability and are limited in their ability to handle different

learning styles.

Within the ontology-based ITS, Protégé has emerged as a powerful tool for knowledge representation. It

facilitates the creation of structured ontologies, which describe relationships between concepts and

enhance systematic reasoning capabilities (Noy & McGuinness, 2001). The use of ontologies ensures that

ITS can capture and organize data efficiently, contributing to a more robust learning environment.
Despite these improvements, challenges in user interaction and scalability remain. Research by Mitrovic

and Koedinger (2009) emphasized the need for ITSs to strike a balance between strategic implementation

and awareness to avoid cognitive overload. In addition, it has been proposed to integrate AI techniques

such as decision trees and rule-based reasoning to improve the intelligence and adaptability of the system

(VanLehn, 2006).

This project addresses this gap by combining an ontology-driven knowledge base with an adaptive

feedback mechanism. Combining these elements, the proposed ITS aims to provide a simple,

personalized learning experience for students learning geometric concepts.

4. ITS Description & Development

Intelligent Tutoring System (ITS) Description

The proposed Intelligent Tutoring System (ITS) is designed to teach students how to calculate geometric

shapes, such as squares, triangles, rectangles and areas This teaching tool uses an ontology-based

approach at the knowledge level, empowering the system form and retrieve domain- specific effective

information . ITS aims to provide a personalized learning experience through integrated interactive

features, flexible feedback and user-friendly interfaces.

Program Objectives

The main goal of ITS is to help students understand geometric shapes by providing step-by-step

instructions and interactive examples. It addresses common challenges faced by students, such as

difficulties in visualizing geometric properties and using formulas accurately (VanLehn, 2006). Through

special attention, ITS lays a strong foundation for advanced mathematical concepts.

Ontology Structure
The ontology forms the backbone of the ITS, and establishes relationships between concepts such as

"triangle", "area", "base", and "height". The ontology is constructed using Protégé, a widely used tool for

creating OWL files describing semantic relations in a domain (Noy & McGuinness, 2001) e.g., the

concept of "triangle" is associated with properties such as "base". is related to "height". and its local

accounting system. This structured level of knowledge ensures that ITS can provide accurate and

contextual answers to user questions.

Target Audience and Content

ITS is primarily designed for middle school students, although it can be adapted to other educational

levels. Some of the main applications are:

 Learning Sessions: Students solve problems using presentations and step-by-step solutions.

 Interactive teaching: An illustrated demonstration of the acquisition and application of ideas.

 Assessment Module: Provide quizzes and real-time feedback to assess student understanding.

Features and Functions

ITS includes the following.

 Interactive interfaces: Interactive interfaces created with Python allow students to embed ideas

and visualize concepts dynamically.

 Feedback mechanism: The system analyzes the user’s content and provides corrective

suggestions when errors are detected (Aleven et al., 2016).

 Knowledge action: The ontology enables ITS to adapt their guidance based on individual student

achievement, thereby increasing learning outcomes (Nkambou et al., 2010).

Utilizing AI techniques and ontology-driven design, ITS delivers scalable, efficient and engaging learning

environments tailored to individual needs.

Ontology construction is an integral part of an intelligent tutoring system (ITS) as it establishes a logical

framework for knowledge structure in a chosen domain The domain of this ITS focuses primarily on

geometric shapes, mainly teaching students how to calculate their domain. The ontology was developed

using the Protégé-supported ontology editor Web Ontology Language (OWL).

Figure 4: The Model of Educational Ontology

Definition of Domain and Scope

such as "Triangle", "Square", and "Rectangle" are defined, each with its own associated properties. For

example, the class "Triangle" includes attributes such as "Base" and "Height", while the class "Square"

contains "Side Length" (Noy & McGuinness, 2001) This property is the specific dimension of a used to

calculate locations to ensure are connected as an ontology Support descriptive and programming skills

Horizontal Planning and Relationships

The ontology follows a hierarchical structure starting from the basic concept of "geometric shapes".

Subclasses represent specific concepts, and each is anchored by object types and data types. immediately:

 Object Properties: "HasProperty" associates a dimension with its descriptive properties, such as

the base and height of the rectangle.

 Data Properties: Numeric values with attributes such as "base = 10 cm" or "height = 5 cm".

This structure ensures interoperability and reuse, and enables ITS to receive and process information

more efficiently (Gruber, 1993).

Understanding and Validation

The integrated theoretical tools in Protégé were used to confirm the logical coherence of the ontology. For

example, some logicians, such as HermiT, ensured that the relationship between mathematics and

property obeyed a set of defined axioms. This eliminated possible errors such as rectangles with

rectangular shapes.

Application for ITS

The ontology forms the knowledge base of the ITS, and responds dynamically to user input. For example,

when a student enters the base and height of a rectangle, the system asks the ontology to retrieve the

corresponding field formula and calculate the result

knowledge representation system.

6. User Interface Development

The user interface (UI) is an important component of intelligent instructional systems (ITS) that bridges

the gap between the learner’s system and the knowledge base. The UI for this ITS was developed in

Python, using the Tkinter library for interactivity and user-friendliness. Its primary purpose is to enable

students to incorporate values for geometric calculations and have step-by-step guidance for solving

problems.
 Figure 5 User Interface Wireframe for Educational App

Principles of Design

The UI was designed with intuitive and user-friendly in mind, ensuring that it was accessible to users with

a variety of technical skills. A clean layout was used, with a central input area for student data, dropdown

menus for selecting geometric shapes, and buttons for calculations These features correspond to usability

heuristics, such as system state a visibility and user control, to ensure a seamless experience (Nielsen,

1994).

Communication with Ontology

The UI is integrated with the ontology developed in Protégé using the Python-based OWL parsing library.

When the user selects a shape such as a rectangle, the system queries the ontology to retrieve the

associated attributes (e.g. base and height) and the formula UI for field calculations dynamically changes

based on the selected shape, identifies relevant inputs and guides the student through the mathematical

process.

Features and Performance

 Input validation: The UI includes validation checks to ensure that users provide numerical input

for attributes. For example, entering non-numeric data triggers an error message.

 Feedback System: Students receive immediate feedback on their calculations, including

explanations of errors if incorrect values are entered.

 Tutorial Mode: Each step guides users through the process of solving a problem, providing

deeper understanding and retention.

Inspection and Testing

highlighting the simplicity of the layout and its ability to make complex topics accessible.

7. Integration and Functionality

The seamless integration of the user interface (UI) and ontology forms the backbone of the Intelligent

Tutoring System (ITS). This integration ensures that the system works smoothly and delivers a cohesive

learning experience by combining domain knowledge with interactive, user-centered approaches.

Figure 6: Ontology and User Interface Integration

Interaction between UI and Ontology

The interaction between the UI and the ontology is facilitated by the use of the Python Owlready2 library.

This library allows real-time querying of its parameters on the ontology built in Protégé. For example,

when a user selects a rectangle shape from the dropdown menu, the UI sends a query to the ontology to

retrieve the attributes associated with the relevant formula for the area calculation, such as length and

width, and then display them these attributes are displayed dynamically in the UI.
Active Learning Styles

A key function of the system is its ability to dynamically adapt to user input. For example, if a student

struggles with specific items, such as getting a poor grade, the system provides corrective answers from

sources of ontology rules and axioms This function ensures that students have guidance interventions

based on their needs to enhance comprehension and retention.

Error Handling and Debugging

To keep the system running smoothly, it includes error handling mechanisms. If an ontology query fails

because of an undefined term or incomplete data, the system alerts the user and provides

recommendations to correct the problem. Logging is used to monitor such errors, further improving

system performance.

Functional Analysis

The integrated system was tested using real-world scenarios to evaluate the performance and user

experience. The results showed that the ontology and the UI interacted seamlessly, ensuring accurate and

timely feedback. The flexibility of the system to different types of questions highlights its utility as an

effective teaching tool.

8. Conclusion

This intelligent teaching system (ITS) for solving geometric problems offers an innovative way to teach

students how to calculate shaped areas such as squares and rectangles The system uses artificial

intelligence, especially knowledge a based on ontology uses, to provide students with customized

guidance and immediate ideas. The development of the ITS included careful planning, an exhaustive

literature review, the development of a domain-specific ontology, and the design of a user-friendly

interface These elements were carefully integrated to ensure that use has had a seamless experience.
One of the major strengths of ITS is its flexibility. The system actively responds to student input, provides

personalized feedback, and suggests corrective action if needed. This flexibility enhances the curriculum,

as students receive instruction specifically aligned with their current understanding. In addition, the

integration of the ontology ensures that the system can handle a wide range of mathematical concepts,

leading to future extensions to cover other topics in geometry or other areas of mathematics

The project also highlighted several challenges. One limitation was the difficulty of integrating the

ontology with the user. While the Python Owlready2 library enabled efficient querying of the ontology,

issues of data formatting and ensuring consistent user responses require careful maintenance Apart from

that, the user interface, although functional, it could benefit from further aesthetic and user interface

changes.

Looking ahead, the framework could be extended to include more advanced AI techniques such as natural

language processing (NLP) to enable voice input or text-based interaction and more even incorporating

play elements to increase motivation and engagement They can provide interaction .

9. References

 Horridge, M. and Bechhofer, S. (2011) ‘The OWL API: A Java API for working with OWL 2

ontologies’, Semantic Web Journal, 2(1), pp. 39-51. Available at: https://www.semantic-web-

journal.net/content/owl-api-java-api-working-owl-2-ontologies (Accessed: 1 December 2024).

 Nielsen, J. (1994) Usability Engineering. Morgan Kaufmann Publishers.

 Protégé Ontology Editor (2024) Stanford Center for Biomedical Informatics Research. Available

at: https://protege.stanford.edu (Accessed: 1 December 2024).

 Woolf, B.P. (2010) Building Intelligent Interactive Tutors: System Design and Education

Applications. Elsevier.

 Laird, J.E. (2012) ‘The Soar Cognitive Architecture’, The MIT Press.
 Anderson, J.R. (1983) The Architecture of Cognition. Harvard University Press.

 Johnson, W.L., & Valente, A. (2004) ‘Knowledge Representation in Intelligent Tutoring

Systems’, International Journal of Artificial Intelligence in Education, 14(4), pp. 309-338.

Available at: https://www.ijaied.org (Accessed: 1 December 2024).

 Abowd, G.D. and Beale, R. (2002) ‘Usability and HCI: Designing for People’, Human-Computer

Interaction: Basic Principles and Applications, pp. 35-54. Prentice Hall.