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 50
... strategy . A strategy may have preconditions , constraints , subgoals and a template describing the strategy , used in meta - comments . Each strategy teaches some ( abstract ) concept , defined by the strategy . An example is the ...
... strategy . A strategy may have preconditions , constraints , subgoals and a template describing the strategy , used in meta - comments . Each strategy teaches some ( abstract ) concept , defined by the strategy . An example is the ...
Page 110
... strategy object in the hierarchy is a representation of a technique that a student might use in solving a problem or part thereof . For example , a high - level strategy would be to construct a LISP program to solve a problem , while a ...
... strategy object in the hierarchy is a representation of a technique that a student might use in solving a problem or part thereof . For example , a high - level strategy would be to construct a LISP program to solve a problem , while a ...
Page 113
... strategy recognition for certain classes of recursive single - function LISP programs . Diagnosis in the SCENT Domain Strategy Recognition in the Hierarchy In the SCENT domain , the student's observable behavior is a LISP program . In ...
... strategy recognition for certain classes of recursive single - function LISP programs . Diagnosis in the SCENT Domain Strategy Recognition in the Hierarchy In the SCENT domain , the student's observable behavior is a LISP program . In ...
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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