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 49
... depends on the domain . In task dialogues , for example , Grosz shows that the dialogue follows the task structure , 90 little planning is required ( outside the planning of the task ) [ Grosz 77 ] . The task description will depend on ...
... depends on the domain . In task dialogues , for example , Grosz shows that the dialogue follows the task structure , 90 little planning is required ( outside the planning of the task ) [ Grosz 77 ] . The task description will depend on ...
Page 52
... depends on the input light intensity . Initially the system knows that the user ' knows a little about electricity ' . It assumes that the user doesn't know what a ' potential divider circuit ' is , or what a light dependent resistor ...
... depends on the input light intensity . Initially the system knows that the user ' knows a little about electricity ' . It assumes that the user doesn't know what a ' potential divider circuit ' is , or what a light dependent resistor ...
Page 309
... depends heavily on a suitable knowledge representation language . It is therefore necessary to give a brief description of this before going on to describe the explanation tool . The knowledge representation language An expert system ...
... depends heavily on a suitable knowledge representation language . It is therefore necessary to give a brief description of this before going on to describe the explanation tool . The knowledge representation language An expert system ...
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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