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 94
... defined sequences . Each sequence is to be defined by four subsets of knowledge : 1. The " actions " , i.e. a list of functions that the tutor must call successively when it applies a tutoring sequence . These functions are defined in ...
... defined sequences . Each sequence is to be defined by four subsets of knowledge : 1. The " actions " , i.e. a list of functions that the tutor must call successively when it applies a tutoring sequence . These functions are defined in ...
Page 248
... defined functions to its table and adds help information to the newly defined functions . Many characteristics that are recorded are actually scalars to help the system react at the speed that a person is typing . Each user factor can ...
... defined functions to its table and adds help information to the newly defined functions . Many characteristics that are recorded are actually scalars to help the system react at the speed that a person is typing . Each user factor can ...
Page 249
... defined by curricular knowledge : Reasoning and planning rules about how information interacts are kept as rules . The way COACH change the adaptive user model is defined by adaptive knowledge : learning rules ; rules describing how to ...
... defined by curricular knowledge : Reasoning and planning rules about how information interacts are kept as rules . The way COACH change the adaptive user model is defined by adaptive knowledge : learning rules ; rules describing how to ...
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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