Didactic Ergonomy for the Interface of Intelligent Tutoring Systems

Personalization problematic is a central aspect of educational changes. That is why it is a central aspect in the research area of pedagogical software. The development of pedagogical software depends, on one hand, of the pedagogical paradigms considered to manage the teaching-learning process and, on the other hand, of the available technologies to implement these paradigms in computers. The problem of personalization is today in full effervescence, because pedagogical paradigms leave in open many aspects involved in educational processes and there is not consensus in determining how to use technology to support students’ learning. The present article presents a research about the construction of a didactic ergonomy for the interface, integrating pedagogical strategies and technologies to support the apprentice’s interaction with the studied object. As a result of this research, a method to implement Adaptive Interfaces in Intelligent Tutoring Systems is proposed.