Download Artificial Intelligence in Education: Supporting Learning by C.-K. Looi, G. McCalla, B. Bredeweg, J. Breuker PDF

By C.-K. Looi, G. McCalla, B. Bredeweg, J. Breuker

The sphere of man-made Intelligence in schooling has endured to develop and now contains study and researchers from many parts of know-how and social technology. This examine opens possibilities for the cross-fertilization of knowledge and ideas from researchers within the many fields that make up this interdisciplinary learn quarter, together with man made intelligence, different components of desktop technology, cognitive technological know-how, schooling, studying sciences, academic expertise, psychology, philosophy, sociology, anthropology, linguistics, and the numerous domain-specific parts for which man made Intelligence in schooling platforms were designed and equipped. An specific aim is to entice these researchers who proportion the point of view that actual development in studying know-how calls for either deep perception into expertise and likewise deep perception into newcomers, studying, and the context of studying. The subject matter displays this uncomplicated duality.

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However, if the student insists and asks for more hints, the Help tutor does not block them, as discussed previously. Finally, with respect to Glossary use, there are no V. Aleven et al. / An Architecture to Combine Meta-Cognitive and Cognitive Tutoring 21 Figure 3: Architecture with two independent tutor agents for combined cognitive and meta-cognitive tutoring coordination issues, since the Cognitive Tutor does not evaluate students’ actions with the Glossary. ) A two-agent architecture Our goal in developing the Help Tutor was to make it an independent plug-in agent that could be added to existing Cognitive Tutors with little or no customization and without changing the Cognitive Tutor.

5, pp. 333-369, 1981. I. Arroyo and B. P. Woolf, "Students in AWE: changing their role from consumers to producers of ITS content," in Advanced Technologies for Mathematics Education Workshop. , 2003. P. Suraweera and A. Mitrovic, "An Intelligent Tutoring System for Entity Relationship Modeling," International Journal of Artificial Intelligence in Education, vol. 14, pp. 375-417, 2004. K. VanLehn, C. Lynch, L. Taylor, A. Weinstein, R. Shelgy, K. Schulze, D. Treacy, and M. Wintersgill, "Minimally invasive tutoring of complex physics problem solving," in Proceedings of the 6th International Conference ITS 2002, vol.

In some of these projects, the added value of supporting meta-cognition was evaluated. Aleven and Koedinger showed that having students explain their problem-solving steps led to better learning. Gama showed advantages of having students self-assess their skill level. Still, it is fair to say that ITS researchers are only beginning to evaluate the value of supporting meta-cognition in ITSs. Our research concerns help seeking. , 2003; Wood & Wood, 1999). We focus on the hypothesis that an ITS that provides feedback on students’ help-seeking behavior not only helps students to learn better at the domain level but also helps them to become better help seekers and thus better future learners.

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