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 144
... given a structural model . Grey columns represent those given a functional model . While we have insufficient space here to give results for the analysis of the prediction parts of the session , ( see Moyse 1989a ) , we may report that ...
... given a structural model . Grey columns represent those given a functional model . While we have insufficient space here to give results for the analysis of the prediction parts of the session , ( see Moyse 1989a ) , we may report that ...
Page 203
... given goal : in general , there are several solutions to a given exercise . If the student needs help , the advices given may rely on the beginning of proof elaborated by the student , contrasting with a help relying on an " optimal ...
... given goal : in general , there are several solutions to a given exercise . If the student needs help , the advices given may rely on the beginning of proof elaborated by the student , contrasting with a help relying on an " optimal ...
Page 282
... given in the problem ? FORWARD CHAINING 2. How can you change what is given so it is more like the goal ? Try it . 3. Is it really closer to the goal ? If not , redo step 2 . 4 , If it is , make your change the new problem given . Go to ...
... given in the problem ? FORWARD CHAINING 2. How can you change what is given so it is more like the goal ? Try it . 3. Is it really closer to the goal ? If not , redo step 2 . 4 , If it is , make your change the new problem given . Go 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