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 74
... learner's need for guidance , which has been the main force driving ITS work , can be reconciled with the desirability of learner control , as stressed by microworld proponents . Even a simple first - principles analysis suggests that ...
... learner's need for guidance , which has been the main force driving ITS work , can be reconciled with the desirability of learner control , as stressed by microworld proponents . Even a simple first - principles analysis suggests that ...
Page 76
... learner model about the learner's current understanding , and a suitable type of teaching or learning interaction . The emphasis is therefore not on the full complexity and richness of any single representation of the domain or learner ...
... learner model about the learner's current understanding , and a suitable type of teaching or learning interaction . The emphasis is therefore not on the full complexity and richness of any single representation of the domain or learner ...
Page 77
... learner achieves a useful discussion level conversation . This probably draws on a teacher , other learners , or printed advice , although for very capable learners it may be mainly internal . On the basis of the above we adopt the ...
... learner achieves a useful discussion level conversation . This probably draws on a teacher , other learners , or printed advice , although for very capable learners it may be mainly internal . On the basis of the above we adopt the ...
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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