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 |
From inside the book
Results 1-3 of 35
Page 102
... expressed differently , then the tutor will be faced with a non - terminating search for a counter example . For these reasons , one cannot always generate counter examples by enumerating concrete instances . In order to overcome these ...
... expressed differently , then the tutor will be faced with a non - terminating search for a counter example . For these reasons , one cannot always generate counter examples by enumerating concrete instances . In order to overcome these ...
Page 199
... expressed opinion ' the best move for the wizard is to run away ' . The tutor does not explicitly declare that the expressed opinion should be the subject of argumentation , the student is intended to infer this from the next utterance ...
... expressed opinion ' the best move for the wizard is to run away ' . The tutor does not explicitly declare that the expressed opinion should be the subject of argumentation , the student is intended to infer this from the next utterance ...
Page 273
... expression ( often in support of the diagram strategy ) . In Figure 2 , we see that the student has not labeled the diagram with expressions , but has instead written three primitive equations : 1 = 20 - 2x , l = 160 / w , and w = 14 ...
... expression ( often in support of the diagram strategy ) . In Figure 2 , we see that the student has not labeled the diagram with expressions , but has instead written three primitive equations : 1 = 20 - 2x , l = 160 / w , and w = 14 ...
Common terms and phrases
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