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 249
... facts Courseware about the language the user is learning is separated as much as possible from courseware about learning . Concepts in the domain that the system is teaching are also kept as a list of facts . The relationships between ...
... facts Courseware about the language the user is learning is separated as much as possible from courseware about learning . Concepts in the domain that the system is teaching are also kept as a list of facts . The relationships between ...
Page 318
... fact that the student knows a particular muscle exists in the knee , gives no evidence to the fact whether he knows the anatomy of the elbow as well . Moreover , FysioDisc is not aimed at teaching factual knowledge ; it is assumed the ...
... fact that the student knows a particular muscle exists in the knee , gives no evidence to the fact whether he knows the anatomy of the elbow as well . Moreover , FysioDisc is not aimed at teaching factual knowledge ; it is assumed the ...
Page 327
... fact that the experimental phase of playing TRAPS was done in parallel to the conventional programming course . Obviously , the efficiency of the course is not as bad as we thought . The post - test showed that the essential facts , e ...
... fact that the experimental phase of playing TRAPS was done in parallel to the conventional programming course . Obviously , the efficiency of the course is not as bad as we thought . The post - test showed that the essential facts , e ...
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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