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SOFTWARE MODEL FOR COMPUTER BASED TRAINING

Conference Paper · October 2009

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SOFTWARE MODEL FOR COMPUTER BASED TRAINING

José R. G. Braga, Joice B. Mendes, Guilherme H. Caponetto and Alexandre C. B. Ramos

Universidade Federal de Itajubá - UNIFEI

Av. BPS, 1303. Bairro Pinheirinho. 37500-191. Itajubá. MG. Brazil.

[email protected], [email protected],[email protected] and [email protected]

ABSTRACT
With major technological advances and to reduce the cost of training apprentices for real-time critical systems, it was
necessary the development of Intelligent Tutoring Systems for training apprentices in these systems. These systems, in
general, have interactive features so that the learning is actually more efficient, making the learner more familiar with the
mechanism in question. In the home stage of learning, tests are performed to obtain the student's income, a measure on
their use. The aim of this paper is to present a framework to model an Intelligent Tutoring Systems using the UML
language. The various steps of the analysis are considered the diagrams required to build a general model, whose purpose
is to present the different perspectives of its development.

KEYWORDS

Computer based training, Hypermedia, Modeling.

1. INTRODUCTION
The intelligent tutoring systems are software that support the learning, covering program with some
intelligence and can be used for learning. Its instructional systems are based on computer models of
instructional content and present new ways for education [1].
The classical architecture of intelligent tutoring systems is composed of four elements that are related:
the Domain Model, Student Model, Tutor Model and Interface Model. The Domain Model handles all
content to be taught by the system, providing mechanisms for example generation. Mechanisms of Artificial
Intelligence are used, so that knowledge must be consistent with the reasoning of the student and modeled
according to a taxonomy.
The Student Model presents aspects of behavior and knowledge of the student and should be able to
detect errors made by the user and verify changes in their profile. There are basically three models of
relationships between models and the field of student: modeling by overlap, differential modeling and
disturbance modeling.
The overlap modeling is a very simple technique, where the student is aware of a subset of the domain.
The differential modeling is an extension of the overlapping, which divides knowledge into two: that the
student should know and not to be expected that he knows. In this approach the student's model is very
restricted.
The disturbance modeling introduces an improvement on the other. Considers the student's knowledge
goes beyond the boundary of the domain model, including errors and false conceptions of the student.
The Tutor Model is pedagogic knowledge of the system, consisting of a system of rules, which selects
the content to be displayed and monitors the use of the student, and provides assistance when necessary.
Tutor exist in the model of education and training strategies, Socratic, mentoring, cooperative others. In
addition there are strategies for dialogues which serve to help to motivate the student.
Finally, the Interface Model is the model that interacts directly with the student, according to the model
field of student and tutor proposed and plays a crucial role in the system. In this model, several computer
items to be considered, such as response time, the look to be attractive, clear presentation and easy to use.
 All these models are defined according the need of the company or entity to use the software, and vary
depending on the subject being taught. These computer-assisted systems are being increasingly employed in
education in various branches of activities, both commercial and teaching, as significantly reduce the cost, in
addition to increase income of the students, because coupling audiovisual resources, which makes the
teaching more attractive, interactive and interesting.
Thus, detecting the need for tools for intelligent tutoring systems, special tools have been developed as a
research and development agreement, by the Group of Applied Computer Vision - VisCAp, of Institute of
Exact Sciences, from Federal University of Itajubá.
2. OBJECTIVE
This article aims to do the analysis and modeling software for Intelligent Tutoring Systems – ITS, using
the UML language. This analysis should take into consideration, and in different stages, the diagrams
required to construct a model of the system, which are intended to present its different perspectives, starting
with the use case diagrams, passing through the activities diagrams, state and sequence, and finally the class
diagram.
The ITS framework developed to an Helicopter Pilot Training System to the AS350-X helicopter, was
used for develop the Operator Training System at Furnas – Centrais Elétricas whit a few modifications.
3. METHODOLOGY
According to recent research literature and, despite being a universal concept, the adoption of
computer-based systems for training is still often inadequate and inappropriate. However, there are so many
works in this field [2], directed to the training of the various sciences of knowledge. One of the most recent is
the work of some students from the University of Fortaleza, Brazil, in conjunction with Imperial College
London in England, who developed and implemented a system for interactive simulation of orthodontic
treatment based on computer [3].
The Intelligent Tutoring Systems - ITS have been designed under the basic guidelines to provide
students with equipment for training based on computers, advanced, allowing the practice of the learning
activities effectively, and enabling the students to carry out their activities in real time, this through
familiarity with the various components of the problem, considering normal conditions and emergencies. An
ITS serves as a tool for support and guidance to students in the process of training and is related to the
occurrence of events that include drawings, graphics and animation when necessary. The subjects dealt with
the tutorials are in accordance with the manuals provided by the company, and address various issues. Figure
1 presents the use cases, used to explain the interactions of the student and instructor with the training,
including evaluations and simulations.

Figure 1. Use case Diagram of the Intelligent Tutor System Modeling

Unified Modeling Language - UML, was used to model the system because it is a language completely
extensible, adaptable and easy to understand, which uses a graphical notation with a widespread pattern and
with different levels of abstraction [4]. The tool used to make the modeling is JUDE (Java and UML
Developers Environment) an easy to use and intuitive tool that can be used to made complex models [5].
The process for developing the ITS is complex and is formed by a series of activities for various
elements [6], the basic concepts is:
- The planning and specification of requirements, which were detected in cases of use, enabling
the achievement of the requirements of the system and creation of scenarios and
- Construction, which includes two phases: the analysis of the problem and design. In the
analysis, identify concepts, associations and attributes, and with them, the diagrams are
constructed of activities, sequence and state of the system. They define the dynamic behavior of
the system. Already in the design, it produces the diagram of classes, which defines the static
structure of the system.
4. RESULTS
4.1 Nouns Involved in Modeling
Been the principal actor "User", who can be:
• System Administrator: As the person responsible for managing the operations relating to: registration
of users, integration of tutorials, simulations and assessments in the system. Take care of the correct
functioning of the system and its connection to the database.
• Student: As a direct user of the system of tutorials. The student can do their training with the help of
tutorials, but also do the simulations and evaluations to assess their learning.
• Instructor: Also as a user of the system, but its most important function is to monitor the performance
of students in the use of tutorials.

• User • Student
 Code of user  Code of Student
 Type of user: student, instructor or  ID
administrator.  Password
 ID  Notes
 Password
• Instructor • Administrator
 Code of Instructor  Code of
 ID Administrator
 Password  ID
 Password

• Tutorial • Simulação
 Code of Tutorial  Code of Simulation
 Name of Tutorial  Name of Simulation
 Content  Content
• Avaliação
 Code of Evaluation
 Name of Evaluation
 Content

Table 1. Objects and Attributes table.

4.2 Use Cases and Activity Diagram
4.2.1 General Diagram
In this diagram specifies the behavior if the software tutorial from a description of a set of sequences of
actions [7]. Figure 1 is illustrates the general diagram of the cases of use. There is the interaction of each
actor with the processes involved in software.
4.2.2 Use Case “UserLogin”
This diagram includes variations performed by the software tutorial to produce a result value of the
observable actor "user." The result is applied to capture the desired behavior of the software without the need
to specify how this behavior is implemented. Figure 2 a) shows this behavior.
 Figure 2: a) Use Case “UserLogin” and b) Activity Diagram
The Activity diagram was made to the modeling of dynamic aspects of software tutorial, which involves
the modeling of sequential steps and / or competitors in each of the subsystems. In the activity diagram
shown in Figure 2 b) is made to model the flow of the system, as it passes from one state to another at
different points of the flow of control.

4.3 SEQUENCE DIAGRAM

In sequence diagrams of models for the software tutorial, is for the interactions that emphasize the
structural organization of the various objects involved in it. Figure 3 represents the interaction of a user
"Student" with the tutorials.

Figure 3. Sequence Diagram “Student’s Interaction with the tutorials”

4.4 CONDITION DIAGRAM

In most cases, a condition diagram involves the specification of lifetime of instances of a class, a case of
use or an entire system. In the case of software tutorial, this work presents the diagram of state for the case of
use "UserLogin" (Figure 4 a) ), and that is one of the actions: add / modify / search / delete an object of the
system (Figure 4 b) ).

Figure 4: a) Condition Diagram in Use Case “User-Login” and b) Condition Diagram “AddObject”.

4.5 CLASS DIAGRAM

The class diagram modeled in this paper gives a static view of the software tutorial. The training
system, the main class has four classes depending on it (for which you create a relationship of dependency):
"Tutorial", "Register", "assessment" and "Simulation". For Class "Tutorial", have the relationship of
generalization with the types of tutorials, which means that each subclass is a kind of tutorial class, which is
shown in Figure 5.

Figure 5. Class Diagram

4.6 GRAPHICAL INTERFACE

As already mentioned, the intelligent tutoring system is composed of the Model Interface, which defines
the structure of interaction with the user. The defined interface is characteristic of each system in particular.
Below is the interface of the intelligent tutor which was developed at the University for Furnas. The system
was built using the Java language and its interface. Figure 6 a) represents the login screen of the system
developed for intelligent tutor Furnas.
 a) b)
Figure 6: a) Main Screen to Enter the System and b) Screen “Selection of Tutorials”.

Figure 6 b) represents the screen of selection of the subsystem, where the user can choose "Tutorial",
"Register", "simulations" or "Reviews", depending on their function in the software. If you select "Tutorials",
you can access any of the tutorials to be added to the system. Figure 7 shows the table of control built on the
premises of VisCap in UNIFEI, to simulate the control of the operator of Furnas, providing high level
training to operators of Sub-Station of San Roque and the Station of Foz do Iguaçu, this training which
currently is done directly on the table or form of control theory.

Figure 7. Table Control System ELO HDVC

5. CONCLUSION
This article presented the analysis and modeling of Intelligent Tutoring Systems using UML programming
language, using the tool JUDE (Java and UML Developer Environment). The methodology adopted in
developing the software tutorial was based on the modeling of the system of training, and was presented as
an example the case of software developed for the company FURNAS, taking into account the planning and
specification of requirements and analysis and design of the system. We considered the diagrams to build the
model of the system, both with the interaction of the actors found in the analysis, as to their responsibilities
and duties.
6. REFERENCES
[1] Gamboa, Hugo and Fred, Ana, 2001. Designing Intelligent Tutoring System: A Bayesian Approach.
Proceeding of International Conference on Enterprise Information System, Setubal, Portugal.
[2] Kassem, Saleh. Documenting electronic commerce systems and software using the unified modeling
language. Proceeding of Information and Software Technology. United Arab Emirates.
[3] Rodrigues, Maria et a, 2007. An interactive simulation system for training and treatment planning in
orthodontics. Proceeding of Computers & Graphics, Elsevier. Fortaleza, Brasil.
[4] Arlow, Jim and Neustadt, Ila, 2005. UML 2 and the unified process: practical object-oriented analysis
and design. Addison Wesley.
[5] JUDE – Java and UML Developers' Environment. Disponível em: <http://br-linux.org/linux/node/3335/>.
Access: september, 8 2007.
[6] Rumbaugh, J; Blaha and M; Premerlani, W, 1994. Modelagem e projetos baseados em objetos.
Campus, Rio de Janeiro, Brasil.
[7] Bezerra, Eduardo. Princípios de análise e projetos de sistemas com UML, 2002. Elsevier, Brasil.
[8] Oliveira, L. B. R. DMS. Documento de Modelagem da Mesa de Controle do Sistema ELO HVDC. Versão
1.0. UNIFEI. September 2007.

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