Multiple intelligences expert system a computer based course advisor for high school students

Presented by:
Dave E. Marcial
demarcial@su.edu.ph/
Silliman University
College of Computer Studies
CHED Center of Development in I.T. Education

I. Presentation Outline
 Definition and Boundaries
 Objective of the Study
 Research Component
 System Development
 Development Framework
 Knowledge Engineering Process
 Rules
 Mechanism
 Combination
 Rating Interpretation
 Other Methodologies, Models, Tools & Techniques
Used
 System Evaluation
 Recommendation for Further Study
II. MIES Software Presentation
MULTIPLE INTELLIGENCES EXPERT SYSTEM:
A Computer-based Course Advisor For High School Students

A psychological and educational
theory espousing the kinds of
“intelligence" exist in humans, each
relating to a different sphere of human
life and activity.
Definition and Boundaries
Multiple Intelligences (MI)

Kinds of MI Assessments:
1. Intelligence
2. Learning Style
3. Thinking Style
4. Interest
5. Personality

thinking style, a dominant or preferred
cognitive pattern for processing
information (Shearer, 2001)

a computer system or program that uses
artificial intelligence techniques to solve
problems that ordinarily require a
knowledgeable human. (Encyclopedia, 2006)
Expert System

Conceptual Framework
2
P
A
R
T
S
Knowledge
-Base
Inference
Engine
Factual
Heuristic
Typically found in textbooks or
journals, and commonly
agreed upon by those
knowledgeable in the
particular field
It is the knowledge of good
practice, good judgment, and
plausible reasoning in the field
that underlies the art of good
guessing.
Production Rule
THENIF
> Tries to derive answers from a
knowledge base.
> It is the brain of the expert
systems that provides a
methodology for reasoning about
the information in the knowledge
base, and for formulating
conclusions
Knowledge
Representation

General expert system problem categories:
1. Interpretation (Inferring situation description from data)
2. Prediction
3. Diagnosis
4. Design
5. Planning (Designing actions)
6. Monitoring
7. Debugging and Repair
8. Instruction
9. Control
Expert System

a computer program that provides expert
advice (recommendations) as if a real
person (guidance counselor) had been
consulted.
In this study…

Expert System uses an expert.
Webster’s dictionary defines an
expert as one with the special skill
or mastery of a particular subject
The Focal Point of MIES…

Adopted:
Wiley Encyclopedia for Electrical and Electronics Engineering, J. Webster
MIES Expert System Kernel

3 Primary People Involved In Building MIES
(Environment E):
Knowledge
Engineer
Domain
Expert
End
User

A system that provide expert assistance to
the high school graduating students to
identify their strengths of interest and
participation in activities particularly in
their course preferences that are related to
the multiple intelligences.
Why MIES?

A system that is not intended to replace guidance
counselors but rather to offer a computer-based
assessment tool that would provide expert
recommendation and advices to the high school
graduating students of the best course to enroll in
college as interpreted according to their multiple
intelligences.
Why MIES?
A system that provide expert assistance to the high
school graduating students to identify their strengths of
interest and participation in activities particularly in their
course preferences that are related to the multiple
intelligences.

To develop an expert system on
multiple intelligences as an
assessment tool that would provide
vital information on the course
preferences of high school
graduating students in preparing
them to their college courses.
Primary Objective of the Study:
The Research Component

Specific Objective of the Study:
1. What is the extent of need as perceived by the
respondents in the development of an expert system on
multiple intelligences assessment?
Statistical Tool:
Weighted Mean
Findings:
Very Often Needed
Conclusion:
 strong extent of need that is helpful in
the development for MIES.
 Shows that the respondents had
perceived that they really need the
MIES
* on the need to provide security and
protection in their personal records &
assessment results
* on the need to have accurate rating of each
intelligences

2. Is there a significant difference in the extent of need as perceived by
the respondents in the development of an expert system on multiple
intelligences assessment among the groups of respondents.
Statistical Tool:
One-Way ANOVA
Findings:
Significant. (the status of hypothesis is
rejected)
Hypothesis:
There is no significant difference in the extent
of need as perceived by the respondents in the
development of an expert system on multiple
intelligences assessment among the groups of
respondents.
Conclusion:
 Entails that there is
really a need to
develop an expert
system on MI to
assess the course
preference

3. What are the important features that should be included
in the development of an expert system on multiple
intelligences assessment?
Statistical Tool:
Frequency, Percentage and Ranking Methods
Findings:
 very important
 MIES features that are @ least 80%:
1. Automated Assessment Test
2. Printing Features
3. Database Management System
4. Automatic Interpretation of Results
5. Automated Scoring Tool
6. A log-in System
7. Help Assistant
Conclusion:
 created a highest level
of importance for the
development of MIES

Data Gathering:
Descriptive
•Survey Method
•Interview Method
Software Evaluation Design:
Descriptive-evaluative Method
•Evaluation Scheme
Methodology

152 fourth year high school students of SU
Focused on the multiple intelligences assessment
Validity & Reliability of the assessment and interpretation of results
relied from the Thinking Style Survey (TSS) for assessing the multiple
intelligences of students in line with their course preferences.
The development of the proposed software was restricted on the
standard operational procedure of the Guidance Office of High School
Department of Silliman University.
 extraction of rules during the knowledge engineering process was
limited from the knowledge providers, namely, Dr. Branton Shearer of
M.I. Research and Consulting, Inc. Ohio, the author of TSS; and
guidance counselors in Silliman University.
Scope of the Study

The Instrument:
Thurstone Scaling (2-point scale)
Likert Scale Method (5-point scale)
Validation of the Instrument:
Face and Content Validation
•from Guidance & Counseling, from IT
•Good and Scates Criteria
Instrument

Dry-run Survey:
15 Respondents (3/sections in SU High School, fishbowl
method)
Cronbach Alpha technique was employed by the use of
statistical software.
Data Gathering Procedures

Identify
Objectives
Determine Information Requirements
Work with Users to
Design System
Software Implementation Phase
Build the
System
Use Input from Users
User Feedback
Requirements Planning Phase
Rapid Application Development
The Development FrameworkSystem Development
Ad0pted: Kendall, Kenneth E. &
Kendall, Julie E. (2002). Systems
Analysis and Design Fifth Edition.
Pearson Education, Inc., Upper
Saddle River, New Jersey.

The Knowledge Engineering ProcessSystem Development
Define Problems & GoalsDefine Problems & Goals
Extraction of KnowledgeExtraction of Knowledge
Familiarization of the Problem DomainFamiliarization of the Problem Domain
- Setting of boundaries
- Identifying domain expert and end users
- Conducting survey
- Learning MI
- Interview w/ guidance counselors, inputs from the author of TSS of
USA, SU students
-production rules (If..Then..)
- Determining mechanism (LHS to RHS Rules) A = {a1…an}
- Formulating description system
- Performing results and interpretation

The Rules (The IF…THEN..)System Development
Category = C
IF C = 1
THEN
C1 = “How much time do you spend…”
Question = Q
IF Q = 1
THEN
Q1 = “Getting lost in a good book”
Choices = A
A1 = “none”
A2 = “Only a little”
A3 = “A Fair Amount”
A4 = “A lot
A5 = “All the time”
Ans = Response
IFAns = A1
THEN
Val = 0
IFAns = A2
THEN
Val = 1
IFAns = A3
THEN
Val = 3
IFAns = A4
THEN
Val = 4

The MechanismSystem Development

The CombinationSystem Development

The CombinationSystem Development
9 x 5 Dimension

The Production RulesSystem Development
9 x 5 + 10 x 5 + 7 x 5 + 10 x 5
45 + 50 + 35 + 50
180 Rules

The Rating Interpretation
System Development
Analyzer ()
Start
Get value_from_Answer
Locate Intelligence_Tracker()
If Found()
Do While (endof Intelligence)
If found()
Accumulate value()
Else
Assign null value()
Endif
Enddo
Endif
Endof Locate()
Get (Accumulated_Value)
Compute Rating_in_Percentage()
Compare Highest_Intelligence_Rating()
End.

Software Development Other Methodologies, Models,
Tools and Techniques Used
MIESData Flow Diagram
I/O Requirements
Entity-Relationship Diagram
Normalization
Network Model
Project Management
(Software, Hardware, People)
User’s Manual
Prototyping
Gantt Chart &
PERT/CPM
Logical Framework Analysis
Flowchart
Cost-Benefit Analysis
System Development

MIES Evaluation
1. Accuracy of the functionality:
 Tested and checked by high school guidance counselor
2. User-friendliness & feedback gathering:
 dry-run to selected high school students
3. Efficiency and Applicability:
 Presented to Guidance & Testing Division of Silliman University
4. Total Performance:
 Panel presentation & evaluation
• 5 experts coming from the screening committee
• the evaluation result was 4.7 (VERY GOOD). Thus, the proposed
system is RELIABLE and ready for implementation.

Intangible Benefits using the PIECES Framework
I. PERFORMANCE
 Decreased response time
 Increased throughput
II. INFORMATION & DATA
 Availability of Test (Questioners, Schedule of the Guidance & Students)
 Test Results
 Answers
III. CONTROL AND SECURITY
 copying is minimized.
 A log-in system was established.
IV. EFFICIENCY
 Waste of time is eliminated.
 Elimination of required effort
V. SERVICE
 Interpretation of result is fast and accurate.
 Elimination of job steps and processes like the jobs for printing,
distribution and collection of questionnaires and results, keeping of
bulked paper records, disorganization of files and the like.

Recommendation for Further Study
Conduct a further study on the following:
 Deployment of MIES on the internet
capable of offering online assessment.
 Comparative statistical analysis of the
previous and present assessment
results, particularly, on the diagnosis
and analysis of person’s MI
 using other MI assessment tool

II. The Proposed MIES Software
MIES
Software Presentation

Multiple intelligences expert system a computer based course advisor for high school students

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