{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,21]],"date-time":"2026-03-21T09:03:11Z","timestamp":1774083791870,"version":"3.50.1"},"reference-count":17,"publisher":"Association for Computing Machinery (ACM)","issue":"4","license":[{"start":{"date-parts":[[2010,12,1]],"date-time":"2010-12-01T00:00:00Z","timestamp":1291161600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/www.acm.org\/publications\/policies\/copyright_policy#Background"}],"content-domain":{"domain":["dl.acm.org"],"crossmark-restriction":true},"short-container-title":["ACM Inroads"],"published-print":{"date-parts":[[2010,12]]},"abstract":"<jats:p>\n            After approximately four decades of evolution, the attempt of using Intelligent Tutoring Systems (ITS) as extracurricular assistances is now widely accepted. As a rapid growing subarea of expert systems, their accomplishments are remarkable. During the exploration of making\n            <jats:italic>virtual tutors<\/jats:italic>\n            more humanlike, researchers have made a great deal of efforts on the investigation of further in-depth rationales and technologies such as\n            <jats:italic>tutoring paradigms, student modeling, instruction modeling, adaptive curriculum planning<\/jats:italic>\n            , and\n            <jats:italic>user interfaces<\/jats:italic>\n            . In this paper, I compiled some literatures on those essential issues and concluded the future of ITS at the end.\n          <\/jats:p>","DOI":"10.1145\/1869746.1869765","type":"journal-article","created":{"date-parts":[[2012,10,15]],"date-time":"2012-10-15T19:22:23Z","timestamp":1350328943000},"page":"63-65","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":9,"title":["The ideology of intelligent tutoring systems"],"prefix":"10.1145","volume":"1","author":[{"given":"Feng-Jen","family":"Yang","sequence":"first","affiliation":[{"name":"University of North Texas at Dallas Dallas, Texas"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"320","published-online":{"date-parts":[[2010,12]]},"reference":[{"key":"e_1_2_1_1_1","volume-title":"Hillsdale, NJ, USA: Lawrence Erlbaum Associates Incorporation, Pages 151--186.","author":"Chabay R. 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Reading MA USA: Addison Wesley Longman Publishing Corporation."},{"key":"e_1_2_1_8_1","unstructured":"Wenger E. 1987. Artifi cial Intelligence and Tutoring Systems: Computational and Cognitive Approaches to the Communication of Knowledge. Los Altos CA USA: Morgan Kaufmann Publishers Incorporation.   Wenger E. 1987. Artifi cial Intelligence and Tutoring Systems: Computational and Cognitive Approaches to the Communication of Knowledge. Los Altos CA USA: Morgan Kaufmann Publishers Incorporation."},{"key":"e_1_2_1_9_1","doi-asserted-by":"crossref","unstructured":"Streitz N.A. 1988. Mental Models and Metaphors: Implications for the Design of Adaptive User-System Interfaces. Mandl H. and Lesold A. (Editors) Learning Issues for Intelligent Tutoring Systems New York NY USA: Springer-Verlag Pages 164--186.   Streitz N.A. 1988. Mental Models and Metaphors: Implications for the Design of Adaptive User-System Interfaces. Mandl H. and Lesold A. 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VanLehn K. Lynch C. Schulze K. Shapiro J.A. Shelby R. Taylor L. Treacy D. Weinstein A. and Wintersgill M. 2005. The Andes Physics Tutoring System: Lessons Learned. 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