THE INVESTIGATION OF TREND IN POSTGRADUATE DISSERTATIONS ON INTELLIGENT TUTORING SYSTEMS: THE CASE OF TURKEY

Year 2021, Volume: 11 Issue: 2, 421 - 444, 25.07.2021

Furkan Aydın Halil Yurdugül

https://doi.org/10.17943/etku.892680

Abstract

This study aims to examine the postgraduate theses on intelligent tutoring systems in higher education in Turkey and provide a perspective on the subject to researchers. In accordance with the aim of the study, the research topic was determined as “The postgraduate research theses on intelligent tutoring systems in Turkey” and the search was conducted on the website “https://tez.yok.gov.tr/”, which is a database where the master’s theses and doctoral dissertations published by the Council of Higher Education (CoHE) are found. A total of 25 theses published by the year of 2020 (incl.) and matching the selection criteria were examined. The theses were analyzed according to 10 pre-determined criteria: year, education level, key word, content, study groups, intelligent tutoring types, student characteristics, algorithms used in decision making, feedback presented to the learner, and design effectiveness. As a result of the analysis, that 2013 was the year most theses were written, and four theses have been written in the last five years (2016-2020). Of the theses, 9 were doctoral dissertations and 16 were master’s theses. The examination showed that ITS was developed mostly for Mathematics lesson, and undergraduate students were the most preferred study group in the studies. That the intelligent tutoring systems are mostly approached within the concept of e-learning followed by learning domain, student model, artificial intelligence, expert systems and adaptive learning association in the completed theses was identified during the review. Moreover, the overlay model was used the most as the student model, and students’ level of knowledge was the most commonly mentioned student characteristic within the studies. The rule-based approach was the most commonly used method in decision-making, and hints were used the most as a form of feedback. Finally, it was determined that most of the theses were not evaluated or reported on design effectiveness. As a result, the current situation of the theses on intelligent tutoring systems in Turkey was revealed in line with the pre-determined criteria.

Keywords

intelligent tutoring systems, student model, tutoring model, student characteristics

ZEKİ ÖĞRETİM SİSTEMLERİ ÜZERİNE YAPILAN LİSANSÜSTÜ TEZLERDEKİ EĞİLİMİN İNCELENMESİ: TÜRKİYE ÖRNEĞİ

Abstract

Bu çalışmanın amacı Türkiye’deki yükseköğretimde zeki öğretim sistemleri üzerine bitirilen tezlerin incelenmesi ve araştırmacılara konu ile ilgili bir bakış açısı sağlanmaya çalışılmasıdır. Bu amaç doğrultusunda araştırma konusu “Türkiye’deki zeki öğretim sistemleri üzerine yazılan tezler” olarak belirlenmiş ve Yükseköğretim Kurulu (YÖK) tarafından doktora ve yüksek lisans tezlerinin yayınlandığı “https://tez.yok.gov.tr/” adresinden tarama gerçekleştirilmiştir. Çalışmada 2020 (dahil) yılına kadar yayınlanan ve belirlenen ölçütlere uyan 25 tez incelenmiştir. Tezler ise önceden belirlenmiş 10 ölçüte göre analiz edilmiştir. Bu ölçütler ise yıllara, eğitim seviyesi, içerik, çalışma grupları, öğrenci modelleri, öğrenci karakteristikleri, karar vermede kullanılan algoritmalar, öğrenene sunulan geri bildirimler ve tasarım etkililiğidir. Analiz sonucunda bir yılda en çok tez 2013 yılında yazıldığı, son 5 yılda (2016-2020) ise dört tez yazıldığı tespit edilmiştir. Tezlerin 9’u doktora, 16’sı ise yüksek lisans düzeyindedir. En çok Matematik dersine yönelik ZÖS geliştirilmiştir. Çalışma grubu olarak en çok lisans öğrencileri tercih edilmiştir. Bitirilen tezlerde zeki öğretim sistemleri en çok e-öğrenme kavramıyla birlikte ele alındığı; daha sonra sırasıyla öğrenme alanı, öğrenci modeli, yapay zekâ, uzman sistemler ve uyarlanabilir öğrenme kavramlarıyla birlikteliği tespit edilmiştir. Öğrenci modeli olarak en çok katman modeli kullanılmıştır. Öğrenci karakteristiklerinden en çok bilgi düzeyinin kullanıldığı görülmüştür. Karar vermede en çok kural tabanlı yaklaşımın kullandığı belirlenmiştir. Geri bildirim olarak en çok ipucunun kullanıldığı tespit edilmiştir. Son olarak tezlerin büyük bir çoğunluğunun, tasarım etkililiğinin değerlendirilmediği ya da raporlanmadığı belirlenmiştir. Sonuç olarak ise Türkiye’de zeki öğretim sistemleri üzerine tamamlanan tezlerin belirlenen ölçütler doğrultusunda var olan durumu ortaya konulmuştur.

Keywords

zeki öğretim sistemleri, öğrenci modeli, öğretici modeli, öğrenci karakteristikleri

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