29,387 research outputs found
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
A taxonomy 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. We will present a taxonomy for interactive educational multimedia that supports the classification, description and development of such systems. Such a taxonomy needs to embed multimedia technology into a coherent educational context. A conceptual framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, describe them in the human-computer context, and integrate them with mechanisms and principles of multimedia interaction
Towards an Intelligent Tutor for Mathematical Proofs
Computer-supported learning is an increasingly important form of study since
it allows for independent learning and individualized instruction. In this
paper, we discuss a novel approach to developing an intelligent tutoring system
for teaching textbook-style mathematical proofs. We characterize the
particularities of the domain and discuss common ITS design models. Our
approach is motivated by phenomena found in a corpus of tutorial dialogs that
were collected in a Wizard-of-Oz experiment. We show how an intelligent tutor
for textbook-style mathematical proofs can be built on top of an adapted
assertion-level proof assistant by reusing representations and proof search
strategies originally developed for automated and interactive theorem proving.
The resulting prototype was successfully evaluated on a corpus of tutorial
dialogs and yields good results.Comment: In Proceedings THedu'11, arXiv:1202.453
The ModelCC Model-Driven Parser Generator
Syntax-directed translation tools require the specification of a language by
means of a formal grammar. This grammar must conform to the specific
requirements of the parser generator to be used. This grammar is then annotated
with semantic actions for the resulting system to perform its desired function.
In this paper, we introduce ModelCC, a model-based parser generator that
decouples language specification from language processing, avoiding some of the
problems caused by grammar-driven parser generators. ModelCC receives a
conceptual model as input, along with constraints that annotate it. It is then
able to create a parser for the desired textual syntax and the generated parser
fully automates the instantiation of the language conceptual model. ModelCC
also includes a reference resolution mechanism so that ModelCC is able to
instantiate abstract syntax graphs, rather than mere abstract syntax trees.Comment: In Proceedings PROLE 2014, arXiv:1501.0169
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