Multimedia Development of English Vocabulary Learning in Primary School

In this paper, we describe a prototype of web-based intelligent handwriting education system for autonomous learning of Bengali characters. Bengali language is used by more than 211 million people of India and Bangladesh. Due to the socio-economical limitation, all of the population does not have the chance to go to school. This research project was aimed to develop an intelligent Bengali handwriting education system. As an intelligent tutor, the system can automatically check the handwriting errors, such as stroke production errors, stroke sequence errors, stroke relationship errors and immediately provide a feedback to the students to correct themselves. Our proposed system can be accessed from smartphone or iPhone that allows students to do practice their Bengali handwriting at anytime and anywhere. Bengali is a multi-stroke input characters with extremely long cursive shaped where it has stroke order variability and stroke direction variability. Due to this structural limitation, recognition speed is a crucial issue to apply traditional online handwriting recognition algorithm for Bengali language learning. In this work, we have adopted hierarchical recognition approach to improve the recognition speed that makes our system adaptable for web-based language learning. We applied writing speed free recognition methodology together with hierarchical recognition algorithm. It ensured the learning of all aged population, especially for children and older national. The experimental results showed that our proposed hierarchical recognition algorithm can provide higher accuracy than traditional multi-stroke recognition algorithm with more writing variability

The specialization problem and the completeness of unfolding

We discuss the problem of specializing a definite program with respect to sets of positive and negative examples, following Bostrom and Idestam-Almquist. This problem is very relevant in the field of inductive learning. First we show that there exist sets of examples that have no correct program, i.e., no program which implies all positive and no negative examples. Hence it only makes sense to talk about specialization problems for which a solution (a correct program) exists. To solve such problems, we first introduce UD1-specialization, based upon the transformation rule unfolding. We show UD1-specialization is incomplete - some solvable specialization problems do not have a UD1-specialization as solution - and generalize it to the stronger UD2-specialization. UD2 also turns out to be incomplete. An analysis of program specialization, using the subsumption theorem for SLD-resolution, shows the reason for this incompleteness. Based on that analysis, we then define UDS-specialization (a generalization of UD2-specialization), and prove that any specialization problem has a UDS-specialization as a solution. We also discuss the relationship between this specialization technique, and the generalization technique based on inverse resolution. Finally, we go into several more implementational matters, which outline an interesting topic for future research

Artificial Intelligence in Hungary - The First 20 Years = Mesterséges intelligencia Magyarországon - az első 20 év

A magyarországi mesterséges intelligencia kutatások történetéről 1996-ban készített áttekintés 2006-ban korszerűsített változata, bőséges irodalom jegyzékkel

Player agency in interactive narrative: audience, actor & author

The question motivating this review paper is, how can computer-based interactive narrative be used as a constructivist learn- ing activity? The paper proposes that player agency can be used to link interactive narrative to learner agency in constructivist theory, and to classify approaches to interactive narrative. The traditional question driving research in interactive narrative is, ‘how can an in- teractive narrative deal with a high degree of player agency, while maintaining a coherent and well-formed narrative?’ This question derives from an Aristotelian approach to interactive narrative that, as the question shows, is inherently antagonistic to player agency. Within this approach, player agency must be restricted and manip- ulated to maintain the narrative. Two alternative approaches based on Brecht’s Epic Theatre and Boal’s Theatre of the Oppressed are reviewed. If a Boalian approach to interactive narrative is taken the conflict between narrative and player agency dissolves. The question that emerges from this approach is quite different from the traditional question above, and presents a more useful approach to applying in- teractive narrative as a constructivist learning activity

Proceedings of the 1st International Conference on Live Coding

Open Access peer reviewed papers on live coding published at the 1st International Conference on Live Coding (ICLC) in Leeds

Introducing Computational Thinking in K-12 Education: Historical, Epistemological, Pedagogical, Cognitive, and Affective Aspects

Introduction of scientific and cultural aspects of Computer Science (CS) (called "Computational Thinking" - CT) in K-12 education is fundamental. We focus on three crucial areas. 1. Historical, philosophical, and pedagogical aspects. What are the big ideas of CS we must teach? What are the historical and pedagogical contexts in which CT emerged, and why are relevant? What is the relationship between learning theories (e.g., constructivism) and teaching approaches (e.g., plugged and unplugged)? 2. Cognitive aspects. What is the sentiment of generalist teachers not trained to teach CS? What misconceptions do they hold about concepts like CT and "coding"? 3. Affective and motivational aspects. What is the impact of personal beliefs about intelligence (mindset) and about CS ability? What the role of teaching approaches? This research has been conducted both through historical and philosophical argumentation, and through quantitative and qualitative studies (both on nationwide samples and small significant ones), in particular through the lens of (often exaggerated) claims about transfer from CS to other skills. Four important claims are substantiated. 1. CS should be introduced in K-12 as a tool to understand and act in our digital world, and to use the power of computation for meaningful learning. CT is the conceptual sediment of that learning. We designed a curriculum proposal in this direction. 2. The expressions CT (useful to distantiate from digital literacy) and "coding" can cause misconceptions among teachers, who focus mainly on transfer to general thinking skills. Both disciplinary and pedagogical teacher training is hence needed. 3. Some plugged and unplugged teaching tools have intrinsic constructivist characteristics that can facilitate CS learning, as shown with proposed activities. 4. Growth mindset is not automatically fostered by CS, while not studying CS can foster fixed beliefs. Growth mindset can be fostered by creative computing, leveraging on its constructivist aspects

Magyar Mesterséges Intelligencia Bibliográfia : Válogatás az 1988-96 között (esetenként korábban) megjelent publikációkból

Tartalom: referált folyóiratokban, konferencia kiadványokban, tanulmánykötetekben megjelent dolgozatok, könyvek, tankönyvek, disszertációk referenciáit, közel 190 magyar szerző/társszerző 400 (tárgyszavazott) dolgozatát tartalmazza. Függelékében az Új ALAPLAP folyóirat Jakab Ágnes által szerkesztett TUDÁSTECHNOLÓGIA c. tematikus MI-sorozat dolgozatainak jegyzéke található. Az anyagok az NJSZT által Budapesten szervezett ECAI’96 konferenciát kísérő kiállításra készültek. A Bibliográfia és a hozzá kapcsolódó Reprint Gyűjtemény az NJSZT standján volt kiállítva, míg az OMIKK adatbázisában való keresést egy oda kihelyezett terminál biztosította. A tárgyszavazást és az adatfelvitelt Kladiva Ottmár (OMIKK) irányította

Eye on Collaborative Creativity : Insights From Multiple-Person Mobile Gaze Tracking in the Context of Collaborative Design

Early Career WorkshopNon peer reviewe