Agent-supported cooperative learning environments

We survey our research on (3D) virtual environments inhabited by agents that help visitors to get information and to get a tusk done. The main ideas and designs can be tuned to different applications, including information und transaction services (e-commerce), collaborative work and educational domains

Jacob - an animated instruction agent for virtual reality

This paper gives an overview of the Jacob project. This project involves the construction of a 3D virtual environment where an animated human -like agent called Jacob gives instruction to the user. The project investigates virtual reality techniques and focuses on three issues: the software engineering aspects of building a virtual reality system, the integration of natural language interaction and other interaction modalities, and the use of agent technology. The Jacob agent complies with the H-Anim standard. It has been given a task model and an instruction model in order to teach the user a particular task. The results of the project can be generalised so that the agent can be used to instruct other tasks in other virtual environments

A course-oriented intelligent tutoring system with probability assessment

Most Intelligent Tutoring Systems (ITSs) in the past have concentrated on small domains and have been topic-oriented. They have tended to be non-extendable prototypes and have neglected the expertise of human teachers. It is argued here that a promising approach at this time is to design course-oriented ITS shells which are based on the human teacher. Courses using such shells could be used to take some of the load of first-time delivery and assessment from teachers and lecturers, and leave them more time for individual tutoring. [Continues.

Facilitating teacher participation in intelligent computer tutor design : tools and design methods.

This work addresses the widening gap between research in intelligent tutoring systems (ITSs) and practical use of this technology by the educational community. In order to ensure that ITSs are effective, teachers must be involved in their design and evaluation. We have followed a user participatory design process to build a set of ITS knowledge acquisition tools that facilitate rapid prototyping and testing of curriculum, and are tailored for usability by teachers. The system (called KAFITS) also serves as a test-bed for experimentation with multiple tutoring strategies. The design includes novel methodologies for tutoring strategy representation (Parameterized Action Networks) and overlay student modeling (a layered student model), and incorporates considerations from instructional design theory. It also allows for considerable student control over the content and style of the information presented. Highly interactive graphics-based tools were built to facilitate design, inspection, and modification of curriculum and tutoring strategies, and to monitor the progress of the tutoring session. Evaluation of the system includes a sixteen-month case study of three educators (one being the domain expert) using the system to build a tutor for statics (forty topics representing about four hours of on-line instruction), testing the tutor on a dozen students, and using test results to iteratively improve the tutor. Detailed throughput analysis indicates that the amount of effort to build the statics tutor was, surprisingly, comparable to similar figures for building (non-intelligent) conventional computer aided instructional systems. Few ITS projects focus on educator participation and this work is the first to empirically study knowledge acquisition for ITSs. Results of the study also include: a recommended design process for building ITSs with educator participation; guidelines for training educators; recommendations for conducting knowledge acquisition sessions; and design tradeoffs for knowledge representation architectures and knowledge acquisition interfaces