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 42
... explanation is . Designing an I.T.S. requires the implementation of an explicit theory of explanation ( Winkels & al 1988 ) . A consensus may be found as far as the various objectives of an explanation are concerned . Explanations may ...
... explanation is . Designing an I.T.S. requires the implementation of an explicit theory of explanation ( Winkels & al 1988 ) . A consensus may be found as far as the various objectives of an explanation are concerned . Explanations may ...
Page 49
... explanation . Such sub - dialogues have been discussed in work in conversation analysis , such as [ Jefferson 72 ] ... explanation should be planned to satisfy some communicative goal of the teacher ( not just following some rule trace or ...
... explanation . Such sub - dialogues have been discussed in work in conversation analysis , such as [ Jefferson 72 ] ... explanation should be planned to satisfy some communicative goal of the teacher ( not just following some rule trace or ...
Page 50
... explanation . These criteria begin to justify the structure of the grammar , and suggest how it may used in producing explanations which are tailored to the knowledge of the user . The structure of the explanations is closely linked ...
... explanation . These criteria begin to justify the structure of the grammar , and suggest how it may used in producing explanations which are tailored to the knowledge of the user . The structure of the explanations is closely linked ...
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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