31,375 research outputs found
Modelling human teaching tactics and strategies for tutoring systems
One of the promises of ITSs and ILEs is that they will teach and assist learning in an intelligent manner. Historically this has tended to mean concentrating on the interface, on the representation of the domain and on the representation of the studentās knowledge. So systems have attempted to provide students with reifications both of what is to be learned and of the learning process, as well as optimally sequencing and adjusting activities, problems and feedback to best help them learn that domain. We now have embodied (and disembodied) teaching agents and computer-based peers, and the field demonstrates a much greater interest in metacognition and in collaborative activities and tools to support that collaboration. Nevertheless the issue of the teaching competence of ITSs and ILEs is still important, as well as the more specific question as to whether systems can and should mimic human teachers. Indeed increasing interest in embodied agents has thrown the spotlight back on how such agents should behave with respect to learners. In the mid 1980s Ohlsson and others offered critiques of ITSs and ILEs in terms of the limited range and adaptability of their teaching actions as compared to the wealth of tactics and strategies employed by human expert teachers. So are we in any better position in modelling teaching than we were in the 80s? Are these criticisms still as valid today as they were then? This paper reviews progress in understanding certain aspects of human expert teaching and in developing tutoring systems that implement those human teaching strategies and tactics. It concentrates particularly on how systems have dealt with student answers and how they have dealt with motivational issues, referring particularly to work carried out at Sussex: for example, on responding effectively to the studentās motivational state, on contingent and Vygotskian inspired teaching strategies and on the plausibility problem. This latter is concerned with whether tactics that are effectively applied by human teachers can be as effective when embodied in machine teachers
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Reinventing discovery learning: a field-wide research program
Ā© 2017, Springer Science+Business Media B.V., part of Springer Nature. Whereas some educational designers believe that students should learn new concepts through explorative problem solving within dedicated environments that constrain key parameters of their search and then support their progressive appropriation of empowering disciplinary forms, others are critical of the ultimate efficacy of this discovery-based pedagogical philosophy, citing an inherent structural challenge of students constructing historically achieved conceptual structures from their ingenuous notions. This special issue presents six educational research projects that, while adhering to principles of discovery-based learning, are motivated by complementary philosophical stances and theoretical constructs. The editorial introduction frames the set of projects as collectively exemplifying the viability and breadth of discovery-based learning, even as these projects: (a) put to work a span of design heuristics, such as productive failure, surfacing implicit know-how, playing epistemic games, problem posing, or participatory simulation activities; (b) vary in their target content and skills, including building electric circuits, solving algebra problems, driving safely in traffic jams, and performing martial-arts maneuvers; and (c) employ different media, such as interactive computer-based modules for constructing models of scientific phenomena or mathematical problem situations, networked classroom collective āvideo games,ā and intercorporeal masterāstudent training practices. The authors of these papers consider the potential generativity of their design heuristics across domains and contexts
The Contribution of Society to the Construction of Individual Intelligence
It is argued that society is a crucial factor in the construction of individual intelligence. In other words that it is important that intelligence is socially situated in an analogous way to the physical situation of robots. Evidence that this may be the case is taken from developmental linguistics, the social intelligence hypothesis, the complexity of society, the need for self-reflection and autism. The consequences for the development of artificial social agents is briefly considered. Finally some challenges for research into socially situated intelligence are highlighted
Affective games:a multimodal classification system
Affective gaming is a relatively new field of research that exploits human emotions to influence gameplay for an enhanced player experience. Changes in playerās psychology reflect on their behaviour and physiology, hence recognition of such variation is a core element in affective games. Complementary sources of affect offer more reliable recognition, especially in contexts where one modality is partial or unavailable. As a multimodal recognition system, affect-aware games are subject to the practical difficulties met by traditional trained classifiers. In addition, inherited game-related challenges in terms of data collection and performance arise while attempting to sustain an acceptable level of immersion. Most existing scenarios employ sensors that offer limited freedom of movement resulting in less realistic experiences. Recent advances now offer technology that allows players to communicate more freely and naturally with the game, and furthermore, control it without the use of input devices. However, the affective game industry is still in its infancy and definitely needs to catch up with the current life-like level of adaptation provided by graphics and animation
Towards Intelligent Databases
This article is a presentation of the objectives and techniques
of deductive databases. The deductive approach to databases aims at extending
with intensional definitions other database paradigms that describe
applications extensionaUy. We first show how constructive specifications can
be expressed with deduction rules, and how normative conditions can be defined
using integrity constraints. We outline the principles of bottom-up and
top-down query answering procedures and present the techniques used for
integrity checking. We then argue that it is often desirable to manage with
a database system not only database applications, but also specifications of
system components. We present such meta-level specifications and discuss
their advantages over conventional approaches
Social Ethic Behavior Simulation Project
Ethics has usually been considered as the domain of the
intrinsic personal belief. Some even claimed that no
objective knowledge of ethics is possible. We propose
a quite new way of approaching the problem. Although
ethics as a part of the personal belief cannot be examined
scientifically, the claim that it is not possible to study
ethical rules as means of strategy choice is false. The
model we bring forward handles the role of ethical rules
from the perspective of evolutionary fitnes
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