Intelligent tutoring systems and adaptation of teaching to user learning profiles

Abstract

In the 21st Century, the demand for teaching and learning mediated by digital technology has grown, specially adjusted to the learning profiles of each person, as well as to the skills and competences needed in contemporary social relations. Thus, considering that it is necessary to reflect on this imperative, this article aims to describe the evolution process and the basic operating requirements of Intelligent Tutoring Systems (STI). To achieve this, the bibliographic research method was used, having as main databases the Bank of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personal (CAPES) and the Google Scholar and Scientific Electronic Library Online platforms (SCIELO). The sources selected for this study were published between 1988 and 2017, in Portuguese and Spanish, totaling two theses, two book chapters, three articles, three dissertations and a monograph. As a result, the text presents a set of explanatory information about the evolution of ITS, with emphasis on the architecture and basic functioning of these computer systems. In the end, Hoz's (1988) concept of personalized education is presented and six founding principles are discussed, which can expand the ability to personalize teaching by intelligent tutoring systems.