Our System IDCBR-MAS: from the Modelisation by AUML to the Implementation under JADE Platform

This paper presents our work in the field of Intelligent Tutoring System (ITS), in fact there is still the problem of knowing how to ensure an individualized and continuous learners follow-up during learning process, indeed among the numerous methods proposed, very few systems concentrate on a real time learners follow-up. Our work in this field develops the design and implementation of a Multi-Agents System Based on Dynamic Case Based Reasoning which can initiate learning and provide an individualized follow-up of learner. This approach involves 1) the use of Dynamic Case Based Reasoning to retrieve the past experiences that are similar to the learner’s traces (traces in progress), and 2) the use of Multi-Agents System. Our Work focuses on the use of the learner traces. When interacting with the platform, every learner leaves his/her traces on the machine. The traces are stored in database, this operation enriches collective past experiences. The traces left by the learner during the learning session evolve dynamically over time; the case-based reasoning must take into account this evolution in an incremental way. In other words, we do not consider each evolution of the traces as a new target, so the use of classical cycle Case Based reasoning in this case is insufficient and inadequate. In order to solve this problem, we propose a dynamic retrieving method based on a complementary similarity measure, named Inverse Longest Common Sub-Sequence (ILCSS). Through monitoring, comparing and analyzing these traces, the system keeps a constant intelligent watch on the platform, and therefore it detects the difficulties hindering progress, and it avoids possible dropping out. The system can support any learning subject. To help and guide the learner, the system is equipped with combined virtual and human tutors

Designing and modeling of a multi-agent adaptive learning system (MAALS) using incremental hybrid case-based reasoning (IHCBR)

Several researches in the field of adaptive learning systems has developed systems and techniques to guide the learner and reduce cognitive overload, making learning adaptation essential to better understand preferences, the constraints and learning habits of the learner. Thus, it is particularly advisable to propose online learning systems that are able to collect and detect information describing the learning process in an automatic and deductive way, and to rely on this information to follow the learner in real time and offer him training according to his dynamic learning pace. This article proposes a multi-agent adaptive learning system to make a real decision based on a current learning situation. This decision will be made by performing a hypride cycle of the Case-Based Reasonning approach in order to follow the learner and provide him with an individualized learning path according to Felder Silverman learning style model and his learning traces to predict his future learning status. To ensure this decision, we assign at each stage of the Incremental Hybrid Case-Based Reasoning at least one active agent performing a particular task and a broker agent that collaborates between the different agents in the system

Engaging virtual agents

Embodied virtual assistants normally don’t engage the user emotionally. They fulfil their functions, e.g. as shopping assistants or virtual teachers, factually and emotionless. This way, they do not explore the full potential of the presence of an embodied character. In real life, the personality of the teacher or salesperson, their ability to involve and even to entertain is essential for their success. But how much of these “soft factors” can be translated into behaviour of virtual agents? Which kinds of virtual personalities are appropriate for which group, and in which context? We call virtual agents with engaging “soft skills” Engaging Virtual Agents. This paper presents a software platform employed for experimenting with soft skills and for creating different personalities of virtual agents. The focus of this platform is on authoring principles that facilitate the cooperation of content creators and computer scientists. We also present “Julie”, an example that was shortly concluded as part of a research project commissioned by SAP AG. Julie is a virtual sales assistant that employs actively emotional expressions and narrative techniques, in order to provide additional motivation for the customer to visit and to remain at the virtual shop

Decision-making tutor: Providing on-the-job training for oil palm plantation managers

Over the years many Intelligent Tutoring Systems (ITSs) have been used successfully as teaching and training tools. Although many studies have proven the effectiveness of ITSs used in isolation, there have been very few attempts to embed ITSs with existing systems. This area of research has a lot of potential in providing life-long learning and work place training. We present DM-Tutor (Decision-Making Tutor), the first constraint-based tutor to be embedded within an existing system, the Management Information System (MIS) for oil palm plantation management. The goal of DM-Tutor is to provide scenario-based training using real-life operational data and actual plantation conditions. We present the system and the studies we have performed. The results show that DM-Tutor improved students’ knowledge significantly. The participants found DM-Tutor to be easy to understand and interesting to use

E-Learning

Technology development, mainly for telecommunications and computer systems, was a key factor for the interactivity and, thus, for the expansion of e-learning. This book is divided into two parts, presenting some proposals to deal with e-learning challenges, opening up a way of learning about and discussing new methodologies to increase the interaction level of classes and implementing technical tools for helping students to make better use of e-learning resources. In the first part, the reader may find chapters mentioning the required infrastructure for e-learning models and processes, organizational practices, suggestions, implementation of methods for assessing results, and case studies focused on pedagogical aspects that can be applied generically in different environments. The second part is related to tools that can be adopted by users such as graphical tools for engineering, mobile phone networks, and techniques to build robots, among others. Moreover, part two includes some chapters dedicated specifically to e-learning areas like engineering and architecture

Systèmes tutoriels émotionnellement intelligents

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal

Development of Intelligent Multi-agents System for Collaborative e-learning Support

The aim of this paper is the introduction of intelligence in e-learning collaborative system. In such system, the tutor plays an important role to facilitate collaboration between users and boost less active among them to get more involved for good pedagogical action. However, the problem lies in the large number of platform users, and the tutor tasks become difficult if not impossible. Therefore, we used fuzzy logic technics in order to solve this problem by automating tutor tasks and creating an artificial agent. This agent is elaborate in basing on the learners activities, especially the assessment of their collaborative behaviors. After the implementation of intelligent collaborative system by using Moodle platform, we have tested it. The reader will discover our approach and relevant results

Méthodes d'apprentissage inspirées de l'humain pour un tuteur cognitif artificiel

Les systèmes tuteurs intelligents sont considérés comme un remarquable concentré de technologies qui permettent un processus d'apprentissage. Ces systèmes sont capables de jouer le rôle d'assistants voire même de tuteur humain. Afin d'y arriver, ces systèmes ont besoin de maintenir et d'utiliser une représentation interne de l'environnement. Ainsi, ils peuvent tenir compte des évènements passés et présents ainsi que de certains aspects socioculturels. Parallèlement à l'évolution dynamique de l'environnement, un agent STI doit évoluer en modifiant ses structures et en ajoutant de nouveaux phénomènes. Cette importante capacité d'adaptation est observée dans le cas de tuteurs humains. Les humains sont capables de gérer toutes ces complexités à l'aide de l'attention et du mécanisme de conscience (Baars B. J., 1983, 1988), et (Sloman, A and Chrisley, R., 2003). Toutefois, reconstruire et implémenter des capacités humaines dans un agent artificiel est loin des possibilités actuelles de la connaissance de même que des machines les plus sophistiquées. Pour réaliser un comportement humanoïde dans une machine, ou simplement pour mieux comprendre l'adaptabilité et la souplesse humaine, nous avons à développer un mécanisme d'apprentissage proche de celui de l'homme. Ce présent travail décrit quelques concepts d'apprentissage fondamentaux implémentés dans un agent cognitif autonome, nommé CTS (Conscious Tutoring System) développé dans le GDAC (Dubois, D., 2007). Nous proposons un modèle qui étend un apprentissage conscient et inconscient afin d'accroître l'autonomie de l'agent dans un environnement changeant ainsi que d'améliorer sa finesse. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Apprentissage, Conscience, Agent cognitif, Codelet