A development of an Intelligent Tutoring System on the Internet with handwriting interface

我们开发了一个工作在WWW客户端的在线手写字符识别模块。它可以识别小学算术中的数字、运算符和一些符号。根据目标字符的笔画特征在树中对目标字符进行分类。利用目标字符的约束和树形结构描述实现了快速、高识别率，并在智能教学系统(ITS)中建立了分数计算模块，实现了一个基于WWW的带手写字符输入功能的ITS。常见的WWW客户端(浏览器)扮演着界面的角色。该系统的一个显著特点是，用户(学生)不仅可以输入最终答案，还可以输入其求解过程，系统可以理解这些过程，并根据需要进行指导。我们改进了它的理解过程，使其与学生输入过程并行。由于该系统能够在学生当前输入的背景下进行分析，缩短了响应时间。我们还设计并制作了高中级代数数学结构识别和数学运算识别的原型模块。此外，我们还在ITS中进行了教学设计。我们引入了“学习模式”和“教学风格”的概念，揭示了在这一概念中，学生与ITS之间的相互契合是学习顺利进行的关键。

We have developed an on-line handwriting character recognition module which works on the WWW clients. It can recognize numbers, operators and some symbols in elementary school arithmetic. The target characters are classified in a tree based on their strokes' characteristics. The restriction of target characters and tree structure description enables fast and high rate in recognition.We have built this module in our Intelligent Tutoring Systems (ITS) for fraction calculation and implemented an WWW-based ITS with the handwriting character input facility. The common WWW clients(browsers) play a role of the interface. It provides easy interface with no delay in character recognition, because it works in the WWW clients.One of the distinctive features of the system is that the user (students) can input not only the final answer but also input its solving processes and the system understands them and guide them as the need arises. We have improved its understanding process to work in parallel with students input process. This has shorten the response time, because the system can analyze previous inputs in the background of the students current input.We have also designed and made a prototype module of mathematical structure recognition and mathematical operation identification in high school level algebra.In addition, we have examined instructional design in an ITS. We have introduced notion of "learning mode" and " teaching style" and revealed that mutual agreement between students and ITS in the above notion is essential for smooth progress of learning.