Artificial Intelligence and Education: Proceedings of the 4th International Conference on AI and Education, 24-26 May 1989, Amsterdam, Netherlands, Volume 4Dick Bierman, Joost Breuker, Jacobijn Sandberg IOS, 1989 - 339 pages |
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Page 89
... Figure 2 , the interface requires students to employ graphic tools in constructing their word - problem solutions by selecting , instantiating , and linking simple relational schemas . Figure 2 WORKSPACE LIENNE BUDE DAARNARSKEGA £ 989-1 ...
... Figure 2 , the interface requires students to employ graphic tools in constructing their word - problem solutions by selecting , instantiating , and linking simple relational schemas . Figure 2 WORKSPACE LIENNE BUDE DAARNARSKEGA £ 989-1 ...
Page 158
... Figure 3-2 ( a ) . Its representation on the control blackboard and its influence on the scheduling of instructional actions are shown in Figure 5-1 below . Instructional Plan Graphic - Presentation Steps Control Blackboard Introduce ...
... Figure 3-2 ( a ) . Its representation on the control blackboard and its influence on the scheduling of instructional actions are shown in Figure 5-1 below . Instructional Plan Graphic - Presentation Steps Control Blackboard Introduce ...
Page 203
... figure : using a graphic tablet , the student draws the diagram as he apprehends it from the terms of the problem . The correctness of the figure he draws , as evaluated by comparison with the teacher's intended figure , is taken as a ...
... figure : using a graphic tablet , the student draws the diagram as he apprehends it from the terms of the problem . The correctness of the figure he draws , as evaluated by comparison with the teacher's intended figure , is taken as a ...
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Abstract Abstract Interpretation actions algebra algorithm analysis Anderson applied approach architecture Artificial Intelligence behavior Blackboard COACH cognitive Cognitive Science components Computer Science concepts constraints construct correct described diagnosis diagrams dialogue discourse discovery learning discussion level domain knowledge dynamic instructional educational environment equation error evaluation example expert module expert system expertise explanation explicit feedback Figure flag tutor forward chaining function fuzzy goal granularity graphical hierarchy hypothesis Igoals implemented inference input instantiations instructional plan instructional planner Intelligent Tutoring Systems interaction interface interpretation knowledge base knowledge representation language learner lesson LISP programming manipulation mathematical misconceptions monitor node novice objects operators output performance problem solving procedures reasoning recursion represented rules schema selected semantic sequence simulation skills solution specific step structure student model subgoals subjects task teacher teaching troubleshooting tutorial strategy types understanding user model word problem XTRA-TE