Download e-book for kindle: Artificial Intelligence in Education: Supporting Learning by C.-K. Looi, G. McCalla, B. Bredeweg, J. Breuker
By C.-K. Looi, G. McCalla, B. Bredeweg, J. Breuker
ISBN-10: 1586035304
ISBN-13: 9781586035303
The sector of synthetic Intelligence in schooling has persevered to increase and now comprises examine and researchers from many components of know-how and social technology. This examine opens possibilities for the cross-fertilization of data and concepts from researchers within the many fields that make up this interdisciplinary learn sector, together with synthetic intelligence, different parts of computing device technological know-how, cognitive technology, schooling, studying sciences, academic know-how, psychology, philosophy, sociology, anthropology, linguistics, and the numerous domain-specific parts for which synthetic Intelligence in schooling platforms were designed and outfitted. An specific objective is to entice these researchers who proportion the point of view that real development in studying know-how calls for either deep perception into know-how and in addition deep perception into newbies, studying, and the context of studying. The subject displays this easy duality.
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Additional info for Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
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Toward tutoring help seeking - Applying cognitive modeling to meta-cognitive skills. In Proceedings of the 7th International Conference on Intelligent Tutoring Systems, ITS 2004, 227-239, Berlin: Springer Verlag. , & Wallace, R. M. (2003). Help seeking and help design in interactive learning environments. Review of Educational Research, 73(2), 277-320. , Moran, T, & Newell, A. (1983). The Psychology of Human-Computer Interaction. Mahwah, NJ: Erlbaum. Conati C. & VanLehn K. (2000). Toward computer-based support of meta-cognitive skills: A computational framework to coach self-explanation.
No student control of material or questions. All questions at the end, 1 attempt per question, no help. Choose order of sections. Questions are given before each section. 5 attempts per question and help available on error. Student control sections All questions at the start. 5 attempts per question. Help is available. 3. 1. Design and Participants This study employed a quasi-experimental design as students decided for themselves whether to learn with the REDEEMed lectures. All 215 first-year Psychology students (33 males and 182 females) had previously studied a prerequisite statistics course, which was assessed in the same exam as this course, but for which no REDEEM support had been available.
Students’ choice of categories does seem highly rational given the relationship to statistics attitudes and prior knowledge, and the time of year when use occurred. 45/7). If we had used the previous version of REDEEM where authors chose the strategy it is likely we would have picked a strategy most like “Guided Discovery”. Overall, this was the least used strategy after “Just Browsing” because students rarely chose the “Confident Learner” strategy. Again we have no way of ascertaining if our choice or student’s individual choices would have resulted in better learning outcomes, but it is probable that this strategy would not have suited their last minute revision tactic.
Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology by C.-K. Looi, G. McCalla, B. Bredeweg, J. Breuker
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