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 39
... indicates the student does not know car / cdr_base_case ( see Figure 3 ) and the student history ( not shown ) indicates that it has not been presented to the student before . However , reteach is assigned to active Igoal " recursion ...
... indicates the student does not know car / cdr_base_case ( see Figure 3 ) and the student history ( not shown ) indicates that it has not been presented to the student before . However , reteach is assigned to active Igoal " recursion ...
Page 287
... indicating significant differences along all these dimensions . Of these , only the group effect is particularly meaningful ; it indicates differences in scores resulting from treatment . This result favors the Logo graphics condition ...
... indicating significant differences along all these dimensions . Of these , only the group effect is particularly meaningful ; it indicates differences in scores resulting from treatment . This result favors the Logo graphics condition ...
Page 302
... indicate this he has selected the ' done ' option and marked plan line 1 with a tick . He has also marked plan line 2 ... indicates that the student is satisfied with his proof . The system then can easily check for validity by ensuring ...
... indicate this he has selected the ' done ' option and marked plan line 1 with a tick . He has also marked plan line 2 ... indicates that the student is satisfied with his proof . The system then can easily check for validity by ensuring ...
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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