Intelligent Tutoring Systems, Learning and Cognitive Styles of Dyslexic Students

Proceedings of The 2nd International Conference on Teaching, Learning and Education

Year: 2019


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Intelligent Tutoring Systems, Learning and Cognitive Styles of Dyslexic Students

Walifa Rasheed-Karim




Supporting students who have special educational needs is possible when there is availability of teachers who match the students’ course/needs and feel comfortable with individuals.  This paper discusses that teachers may not always be available for supporting students especially if students live in areas which are relatively inaccessible or too time consuming for teachers to reach. An alternative is intelligent tutoring systems (ITS) offering learners course support.  However, it is evident that learners with special educational needs (SEN) may not have the cognitive facility to progress at levels equivalent to their peers and so may require support in strategies in which they could grasp concepts. One way of helping students to learn would be to harness strategies of teaching (Rasheed-Karim, 2019) in ITS.  It is suggested that bringing students together with ITS may be a way of helping students learn by using mnemonic strategies successfully. Specifically, it is suggested that ITS will diagnose  students’ cognitive styles using the model of the Cognitive styles Analysis (Riding, 1991).  Additionally, information of  brain hemispheric preferences and working memory of dyslexic learners will help ITS to produce a suitable plan for tutoring individuals.  ITS will therefore have a profile of each student including their self-concept as this may be important when providing feedback to students.   The paper discusses the benefits of using mnemonic strategies by dyslexics learners and ways in which mnemonics could be harnessed in ITS.

Keywords: Intelligent Tutoring Systems, Dyslexia, Styles.