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 68
... correct step is relaxed in the flag tutor . The flag tutor does not monitor for floundering while the student is typing . It only assesses floundering at a goal when a student asks for help at that goal . Thus , the flag tutor does not ...
... correct step is relaxed in the flag tutor . The flag tutor does not monitor for floundering while the student is typing . It only assesses floundering at a goal when a student asks for help at that goal . Thus , the flag tutor does not ...
Page 70
... correct code to determine which paths are valid . If the code matches a goal on at least one valid path , then it is accepted ; if no valid goals are matched , it is flagged as incorrect . When correct code is typed at or below a branch ...
... correct code to determine which paths are valid . If the code matches a goal on at least one valid path , then it is accepted ; if no valid goals are matched , it is flagged as incorrect . When correct code is typed at or below a branch ...
Page 88
... correctly labeled schema . Frequencies : 6 for experts : 7 for novices . Bad label ( 2 types ) : Schema is correct and present in solution path , but one set is imperfectly or imprecisely labeled , and this leads to problems . For ...
... correctly labeled schema . Frequencies : 6 for experts : 7 for novices . Bad label ( 2 types ) : Schema is correct and present in solution path , but one set is imperfectly or imprecisely labeled , and this leads to problems . For ...
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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