Programming pedagogy in the age of accessible artificial intelligence

In recent years, new teaching opportunities have emerged as artificial intelligence has gained increasing attention in computational thinking education. However, to design effective pedagogy based on the present research landscape, the technology solution must be tailored to a learning environment through a collaboration between human-computer interaction and human-artificial intelligence interaction research. The thesis aims to enhance programming experiences and increase accessibility to programming resources for students in remote schools and post-secondary graduate settings using human-computer interaction and human-artificial intelligence interaction techniques. It addresses the limited computational thinking education resources and the potential of artificial intelligence-assisted coding in a self-learning method suitable for remote Northwestern First Nation communities in Canada. This thesis proposes methods to cater to students’ learning styles in two different learning environments using human-computer interaction for kindergarten to grade 12 students and human-artificial intelligence interaction for university students. Incorporating these research principles can help novice programmers overcome cognitive overload and poor user experience and achieve an optimal user experience. The thesis begins with bibliometric analysis and provides a holistic perspective of computational thinking and artificial intelligence trending strategies. It then presents an empirical study on human-computer interaction, investigating computational thinking in remote kindergarten to grade 12 schools with blended learning environments. It also presents another empirical study on human-artificial intelligence interaction to experiment with a self-learning style for artificial intelligence coding assistants for university students using massive open online courses. [...

Adaptive Intelligent Tutoring System for learning Computer Theory

In this paper, we present an intelligent tutoring system developed to help students in learning Computer Theory. The Intelligent tutoring system was built using ITSB authoring tool. The system helps students to learn finite automata, pushdown automata, Turing machines and examines the relationship between these automata and formal languages, deterministic and nondeterministic machines, regular expressions, context free grammars, undecidability, and complexity. During the process the intelligent tutoring system gives assistance and feedback of many types in an intelligent manner according to the behavior of the student. An evaluation of the intelligent tutoring system has revealed reasonably acceptable results in terms of its usability and learning abilities are concerned

Challenging the Computational Metaphor: Implications for How We Think

This paper explores the role of the traditional computational metaphor in our thinking as computer scientists, its influence on epistemological styles, and its implications for our understanding of cognition. It proposes to replace the conventional metaphor--a sequence of steps--with the notion of a community of interacting entities, and examines the ramifications of such a shift on these various ways in which we think

Automatic Music Composition using Answer Set Programming

Music composition used to be a pen and paper activity. These these days music is often composed with the aid of computer software, even to the point where the computer compose parts of the score autonomously. The composition of most styles of music is governed by rules. We show that by approaching the automation, analysis and verification of composition as a knowledge representation task and formalising these rules in a suitable logical language, powerful and expressive intelligent composition tools can be easily built. This application paper describes the use of answer set programming to construct an automated system, named ANTON, that can compose melodic, harmonic and rhythmic music, diagnose errors in human compositions and serve as a computer-aided composition tool. The combination of harmonic, rhythmic and melodic composition in a single framework makes ANTON unique in the growing area of algorithmic composition. With near real-time composition, ANTON reaches the point where it can not only be used as a component in an interactive composition tool but also has the potential for live performances and concerts or automatically generated background music in a variety of applications. With the use of a fully declarative language and an "off-the-shelf" reasoning engine, ANTON provides the human composer a tool which is significantly simpler, more compact and more versatile than other existing systems. This paper has been accepted for publication in Theory and Practice of Logic Programming (TPLP).Comment: 31 pages, 10 figures. Extended version of our ICLP2008 paper. Formatted following TPLP guideline

Pros and cons gamification and gaming in classroom

The aim of the current work is to assess the challenges that gamification in education are facing nowadays. Benefits and disadvantages of using gamification in classroom are both discussed to offer a clearer view on the impact of using gamification within learning process. Exploratory study cases are provided to investigate the relation between motivation and engagement of the students and gamification in training. Following this idea, a survey was conducted to assess how students behavior and motivation is affected by introducing a single, specific gamification element during a semester learning process. To stimulate competition among students, a ranking type plugin was introduced within the university learning management system used for extramural education. The results prove that motivation decreases by comparison to the previous semester.Comment: 7 pages, 3 figure

Constraint Design Rewriting

We propose an algebraic approach to the design and transformation of constraint networks, inspired by Architectural Design Rewriting. The approach can be understood as (i) an extension of ADR with constraints, and (ii) an application of ADR to the design of reconfigurable constraint networks. The main idea is to consider classes of constraint networks as algebras whose operators are used to denote constraint networks with terms. Constraint network transformations such as constraint propagations are specified with rewrite rules exploiting the network’s structure provided by terms

Harmony and Technology Enhanced Learning

New technologies offer rich opportunities to support education in harmony. In this chapter we consider theoretical perspectives and underlying principles behind technologies for learning and teaching harmony. Such perspectives help in matching existing and future technologies to educational purposes, and to inspire the creative re-appropriation of technologies

Knowledge-based Intelligent Tutoring System for Teaching Mongo Database

Recently, Intelligent Tutoring Systems (ITS) got much attention from researchers even though ITS educational technology began in the late 1960s and ITS is just embryonic from laboratories into the field. In this paper we outline an intelligent tutoring system for teaching basics of the databases system called (MDB). The MDB was built as education system by using the authoring tool (ITSB). MDB contains learning materials as a group of lessons for beginner level which include relational database system and lessons in the process to install and set up a database. MDB system has exams for each level of the Lessons. An evaluation was done to see the effectiveness the MDB among learners and instructors. The outcome of the evaluation was promising