6,460 research outputs found
An intelligent tutoring system for the investigation of high performance skill acquisition
The issue of training high performance skills is of increasing concern. These skills include tasks such as driving a car, playing the piano, and flying an aircraft. Traditionally, the training of high performance skills has been accomplished through the use of expensive, high-fidelity, 3-D simulators, and/or on-the-job training using the actual equipment. Such an approach to training is quite expensive. The design, implementation, and deployment of an intelligent tutoring system developed for the purpose of studying the effectiveness of skill acquisition using lower-cost, lower-physical-fidelity, 2-D simulation. Preliminary experimental results are quite encouraging, indicating that intelligent tutoring systems are a cost-effective means of training high performance skills
Robust Modeling of Epistemic Mental States
This work identifies and advances some research challenges in the analysis of
facial features and their temporal dynamics with epistemic mental states in
dyadic conversations. Epistemic states are: Agreement, Concentration,
Thoughtful, Certain, and Interest. In this paper, we perform a number of
statistical analyses and simulations to identify the relationship between
facial features and epistemic states. Non-linear relations are found to be more
prevalent, while temporal features derived from original facial features have
demonstrated a strong correlation with intensity changes. Then, we propose a
novel prediction framework that takes facial features and their nonlinear
relation scores as input and predict different epistemic states in videos. The
prediction of epistemic states is boosted when the classification of emotion
changing regions such as rising, falling, or steady-state are incorporated with
the temporal features. The proposed predictive models can predict the epistemic
states with significantly improved accuracy: correlation coefficient (CoERR)
for Agreement is 0.827, for Concentration 0.901, for Thoughtful 0.794, for
Certain 0.854, and for Interest 0.913.Comment: Accepted for Publication in Multimedia Tools and Application, Special
Issue: Socio-Affective Technologie
Designing intelligent computerâbased simulations: A pragmatic approach
This paper examines the design of intelligent multimedia simulations. A case study is presented which uses an approach based in part on intelligent tutoring system design to integrate formative assessment into the learning of clinical decisionâmaking skills for nursing students. The approach advocated uses a modular design with an integrated intelligent agent within a multimedia simulation. The application was created using an objectâorientated programming language for the multimedia interface (Delphi) and a logicâbased interpreted language (Prolog) to create an expert assessment system. Domain knowledge is also encoded in a Windows help file reducing some of the complexity of the expert system. This approach offers a method for simplifying the production of an intelligent simulation system. The problems developing intelligent tutoring systems are examined and an argument is made for a practical approach to developing intelligent multimedia simulation systems
Intelligent computer-aided training and tutoring
Specific autonomous training systems based on artificial intelligence technology for use by NASA astronauts, flight controllers, and ground-based support personnel that demonstrate an alternative to current training systems are described. In addition to these specific systems, the evolution of a general architecture for autonomous intelligent training systems that integrates many of the features of traditional training programs with artificial intelligence techniques is presented. These Intelligent Computer-Aided Training (ICAT) systems would provide, for the trainee, much of the same experience that could be gained from the best on-the-job training. By integrating domain expertise with a knowledge of appropriate training methods, an ICAT session should duplicate, as closely as possible, the trainee undergoing on-the-job training in the task environment, benefitting from the full attention of a task expert who is also an expert trainer. Thus, the philosophy of the ICAT system is to emulate the behavior of an experienced individual devoting his full time and attention to the training of a novice - proposing challenging training scenarios, monitoring and evaluating the actions of the trainee, providing meaningful comments in response to trainee errors, responding to trainee requests for information, giving hints (if appropriate), and remembering the strengths and weaknesses displayed by the trainee so that appropriate future exercises can be designed
A pedagogical framework for embedding C&IT into the curriculum
This paper proposes a methodology for effectively embedding communication and information technologies (C&IT) into the curriculum. This builds on existing frameworks for designing courses involving C&IT. A hypothetical illustration of this process is provided, and issues relating to the adoption and application of the methodology are identified
Fostering reflection in the training of speech-receptive action
Dieser Aufsatz erörtert Möglichkeiten und Probleme der Förderung kommunikativer Fertigkeiten durch die UnterstĂŒtzung der Reflexion eigenen sprachrezeptiven Handelns und des Einsatzes von computerunterstĂŒtzten Lernumgebungen fĂŒr dessen Förderung. Kommunikationstrainings widmen sich meistens der Förderung des beobachtbaren sprachproduktiven Handelns (Sprechen). Die individuellen kognitiven Prozesse, die dem sprachrezeptiven Handeln (Hören und Verstehen) zugrunde liegen, werden hĂ€ufig vernachlĂ€ssigt. Dies wird dadurch begrĂŒndet, dass sprachrezeptives Handeln in einer kommunikativen Situation nur schwer zugĂ€nglich und die Förderung der individuellen Prozesse sprachrezeptiven Handelns sehr zeitaufwĂ€ndig ist. Das zentrale Lernprinzip - die Reflexion des eigenen sprachlich-kommunikativen Handelns - wird aus verschiedenen Perspektiven diskutiert. Vor dem Hintergrund der Reflexionsmodelle wird die computerunterstĂŒtzte Lernumgebung CaiMan© vorgestellt und beschrieben. Daran anschlieĂend werden sieben Erfolgsfaktoren aus der empirischen Forschung zur Lernumgebung CaiMan© abgeleitet. Der Artikel endet mit der Vorstellung von zwei empirischen Studien, die Möglichkeiten der ReflexionsunterstĂŒtzung untersucheThis article discusses the training of communicative skills by fostering the reflection of speech-receptive action and the opportunities for using software for this purpose. Most frameworks for the training of communicative behavior focus on fostering the observable speech-productive action (i.e. speaking); the individual cognitive processes underlying speech-receptive action (hearing and understanding utterances) are often neglected. Computer-supported learning environments employed as cognitive tools can help to foster speech-receptive action. Seven success factors for the integration of software into the training of soft skills have been derived from empirical research. The computer-supported learning environment CaiMan© based on these ideas is presented. One central learning principle in this learning environment reflection of one's own action will be discussed from different perspectives. The article concludes with two empirical studies examining opportunities to foster reflecti
A conceptual architecture for interactive educational multimedia
Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching.
A conceptual architecture for interactive educational multimedia can support the development of such multimedia systems. Such an architecture needs to embed multimedia technology into a coherent educational context. A framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, to describe them in the human-computer context, and to integrate them with mechanisms and principles of multimedia interaction
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Innovating Pedagogy 2015: Open University Innovation Report 4
This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This fourth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Center for Technology in Learning at SRI International. We proposed a long list of new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in post-school education. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education. These are summarised below in an approximate order of immediacy and timescale to widespread implementation
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