A lattice representational definition of a hierarchy of instructional processors usable in educational courseware

The basic “recognize-act-recognize-end” cycle can be recognized in elementary as well as in more advanced forms of CAI. This article attempts to offer a unifying formal framework in which different elaborations of this cycle (embodied in a “processor”) can be placed. Three different levels of elaboration are distinguished which can be considered to be situated into the nodes of a lattice of models of the instructional process. A formal definition of such a framework can serve at least two functions. In the first place a uniform and precise definition of various elaborations can be given and new elaborations can be created in a logically funded way. Secondly, such a framework can support the modelling of instructional processes and the stimulation of student behavior. Thus, pre-testing of courseware could become feasible. Aspects of the framework have been used to implement two prototypes of support systems for the development of CAI courseware

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

Byzantine Attack and Defense in Cognitive Radio Networks: A Survey

The Byzantine attack in cooperative spectrum sensing (CSS), also known as the spectrum sensing data falsification (SSDF) attack in the literature, is one of the key adversaries to the success of cognitive radio networks (CRNs). In the past couple of years, the research on the Byzantine attack and defense strategies has gained worldwide increasing attention. In this paper, we provide a comprehensive survey and tutorial on the recent advances in the Byzantine attack and defense for CSS in CRNs. Specifically, we first briefly present the preliminaries of CSS for general readers, including signal detection techniques, hypothesis testing, and data fusion. Second, we analyze the spear and shield relation between Byzantine attack and defense from three aspects: the vulnerability of CSS to attack, the obstacles in CSS to defense, and the games between attack and defense. Then, we propose a taxonomy of the existing Byzantine attack behaviors and elaborate on the corresponding attack parameters, which determine where, who, how, and when to launch attacks. Next, from the perspectives of homogeneous or heterogeneous scenarios, we classify the existing defense algorithms, and provide an in-depth tutorial on the state-of-the-art Byzantine defense schemes, commonly known as robust or secure CSS in the literature. Furthermore, we highlight the unsolved research challenges and depict the future research directions.Comment: Accepted by IEEE Communications Surveys and Tutoiral

A Tutorial on Fisher Information

In many statistical applications that concern mathematical psychologists, the concept of Fisher information plays an important role. In this tutorial we clarify the concept of Fisher information as it manifests itself across three different statistical paradigms. First, in the frequentist paradigm, Fisher information is used to construct hypothesis tests and confidence intervals using maximum likelihood estimators; second, in the Bayesian paradigm, Fisher information is used to define a default prior; lastly, in the minimum description length paradigm, Fisher information is used to measure model complexity

Mamadani's Fuzzy Inference eMathTeacher: a Tutorial for Active Learning

An eMathTeacher is an eLearning on–line self–assessment tool that helps users to active learning math concepts and algorithms by themselves, correcting their mistakes and providing them with clues to find the right solution. This paper introduces an example of a new concept on Computer Aided Instruction (CAI) resources, i.e. a tutorial designed under eMathTeacher philosophy for active eLearning Mamdani’s Direct Method, and presents a brief survey on available CAI resources discussing what their influence over students’ behaviour is. It also describes the minimum and complementary requirements an eLearning tool must fulfil to be considered an eMathTeacher as well as the main contributions of this kind of tutorials to the learning processes. Needless to say that, such features as interactivity, visualization and simplicity turn these tools into great value pedagogical instruments

Designing intelligent computer‐based 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 decision‐making 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 object‐orientated programming language for the multimedia interface (Delphi) and a logic‐based 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

A Rule-Based Reasoning Technique On Mathematics Tutor Design For Children With Autism

Autism is a complex developmental or neurodevelopmental disorder which also affect in learning difficulties (Aliee et al., 2013; Ge and Fan, 2017). Even though autism can cause a variety of challenges, individuals diagnosed with autism also have potential, skills, abilities and talents (Understandautism.org, 2016). Therefore, it is important to search for an effective intervention that can help and improve the lives of the individuals with autism (Lindgren and Doobay, 2011) such as Computer-Assisted Intervention (CAI). Most children with autism use visual elements to help them maintain information (Meadan et al., 2011) besides the parents and doctors often indicated that children with autism are attracted to technology tools. Thus, selection of the suitable fonts, colours and images for the CAI is important to ensure that CAI can help students with autism to stay focus and engage throughout the lesson. Besides that, the selection of suitable technique is also important to ensure CAI present suitable learning material according to students with autism skill level. Therefore, this study proposed to develop the Mathematics Tutoring System (MTS) using rule-based technique, and to examine the effectiveness of MTS in helping students with autism to study the concept of addition in mathematics. Thus, an experimental case study was employed to gain data from the participants. The participants were divided into two groups, the intervention and the control group. The data obtained from the experimental case study were analysed using the Mann-Whitney Test to determine whether there is a significant difference between both groups before and after the experiment. According to the results, the value of (U = 11.50, p<0.05) obtained using the Mann-Whitney Test shows that there is a significant difference between the intervention and control group. In other words, the result shows that method used by intervention group is a more effective method than the control group. In conclusion, the MTS can help the students with autism to learn maths addition skills because the methods used such as images, animations, and sounds helps participants to memorise the lesson besides attracting them to participate and engage during the lesson. Besides that, the MTS can represent a controlled environment which makes students with autism feel comfortable in which may improve their maths skills together with the problematic behaviour