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 20
Page 65
... standard tutor . But this modified tutor did not provide any diagnosis or explanation messages . Shutting off comments in this fashion did have an effect ; after making an error , students using the standard tutor ( with comments ) were ...
... standard tutor . But this modified tutor did not provide any diagnosis or explanation messages . Shutting off comments in this fashion did have an effect ; after making an error , students using the standard tutor ( with comments ) were ...
Page 70
... standard tutor scored 87 % correct , while student using the flag tutor scored 84 % correct . However , time to complete the exercises varied between the two groups . Subjects who used the standard version of the tutor spent an average ...
... standard tutor scored 87 % correct , while student using the flag tutor scored 84 % correct . However , time to complete the exercises varied between the two groups . Subjects who used the standard version of the tutor spent an average ...
Page 71
... standard tutor . There is evidence in the log files , however , that students take longer to complete exercises with the flag tutor because they are floundering to a larger extent . First , across the two lessons , students are simply ...
... standard tutor . There is evidence in the log files , however , that students take longer to complete exercises with the flag tutor because they are floundering to a larger extent . First , across the two lessons , students are simply ...
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