Plan-based delivery composition in intelligent tutoring systems for introductory computer programming

In a shell system for the generation of intelligent tutoring systems, the instructional model that one applies should be variable independent of the content of instruction. In this article, a taxonomy of content elements is presented in order to define a relatively content-independent instructional planner for introductory programming ITS's; the taxonomy is based on the concepts of programming goals and programming plans. Deliveries may be composed by the instantiation of delivery templates with the content elements. Examples from two different instructional models illustrate the flexibility of this approach. All content in the examples is taken from a course in COMAL-80 turtle graphics

Gamification in higher education and stem : a systematic review of literature

In recent years, gamification, the use of game elements in non-game contexts, has drawn the attention of educators due to the possibility of making learning more motivating and engaging; this led to an increase of research in the field. Despite the availability of literature reviews about gamification and its effects, no work to this date has focused exclusively on Higher Education (HE). Next, worldwide there is an increasing demand for skilled Science, Technology, Engineering and Mathematics (STEM) professionals that meet the challenges related to scientific and technological innovations of the 21st Century. This lead to the need of strengthening STEM Higher Education. This brings us to the purpose of this work: presenting a systematic literature review of empirical studies about gamification STEM related Higher Education. This review study started from a systematic mapping design of 'Web of Science' articles, with following inclusion criteria: empirical gamification studies set up in HE, published between 2000 and 2016; focusing on undergraduate or graduate students; in the STEM knowledge field, and set up in authentic settings. An initial search resulted in 562 potentially relevant articles. After applying all selection criteria, only 18 studies could be retained. 12 additional articles were included by analyzing references from earlier literature reviews, resulting in 30 studies to be included. Analysis results show how a combination of game elements (e.g. leaderboards, badges, points and other combinations) positively affects students' performance, attendance, goal orientation and attitude towards mostly computer science related subjects. The analysis results also point at a lack of studies in certain STEM areas, a lack of studies that identify the particular game element associated with the positive differential impact on student performance; a lack of validated psychometric measurements, and lack of focus on student variables that could/should be taken into account as mediating/moderating variables clarifying the impact of gamification in the HE focus on STEM learning and teaching

Manifold Elastic Net: A Unified Framework for Sparse Dimension Reduction

It is difficult to find the optimal sparse solution of a manifold learning based dimensionality reduction algorithm. The lasso or the elastic net penalized manifold learning based dimensionality reduction is not directly a lasso penalized least square problem and thus the least angle regression (LARS) (Efron et al. \cite{LARS}), one of the most popular algorithms in sparse learning, cannot be applied. Therefore, most current approaches take indirect ways or have strict settings, which can be inconvenient for applications. In this paper, we proposed the manifold elastic net or MEN for short. MEN incorporates the merits of both the manifold learning based dimensionality reduction and the sparse learning based dimensionality reduction. By using a series of equivalent transformations, we show MEN is equivalent to the lasso penalized least square problem and thus LARS is adopted to obtain the optimal sparse solution of MEN. In particular, MEN has the following advantages for subsequent classification: 1) the local geometry of samples is well preserved for low dimensional data representation, 2) both the margin maximization and the classification error minimization are considered for sparse projection calculation, 3) the projection matrix of MEN improves the parsimony in computation, 4) the elastic net penalty reduces the over-fitting problem, and 5) the projection matrix of MEN can be interpreted psychologically and physiologically. Experimental evidence on face recognition over various popular datasets suggests that MEN is superior to top level dimensionality reduction algorithms.Comment: 33 pages, 12 figure

Narrative Generation in Entertainment: Using Artificial Intelligence Planning

From the field of artificial intelligence (AI) there is a growing stream of technology capable of being embedded in software that will reshape the way we interact with our environment in our everyday lives. This ‘AI software’ is often used to tackle more mundane tasks that are otherwise dangerous or meticulous for a human to accomplish. One particular area, explored in this paper, is for AI software to assist in supporting the enjoyable aspects of the lives of humans. Entertainment is one of these aspects, and often includes storytelling in some form no matter what the type of media, including television, films, video games, etc. This paper aims to explore the ability of AI software to automate the story-creation and story-telling process. This is part of the field of Automatic Narrative Generator (ANG), which aims to produce intuitive interfaces to support people (without any previous programming experience) to use tools to generate stories, based on their ideas of the kind of characters, intentions, events and spaces they want to be in the story. The paper includes details of such AI software created by the author that can be downloaded and used by the reader for this purpose. Applications of this kind of technology include the automatic generation of story lines for ‘soap operas’

Exploring the mathematics of motion through construction and collaboration

In this paper we give a detailed account of the design principles and construction of activities designed for learning about the relationships between position, velocity and acceleration, and corresponding kinematics graphs. Our approach is model-based, that is, it focuses attention on the idea that students constructed their own models – in the form of programs – to formalise and thus extend their existing knowledge. In these activities, students controlled the movement of objects in a programming environment, recording the motion data and plotting corresponding position-time and velocity-time graphs. They shared their findings on a specially-designed web-based collaboration system, and posted cross-site challenges to which others could react. We present learning episodes that provide evidence of students making discoveries about the relationships between different representations of motion. We conjecture that these discoveries arose from their activity in building models of motion and their participation in classroom and online communities

Confessions of a live coder

This paper describes the process involved when a live coder decides to learn a new musical programming language of another paradigm. The paper introduces the problems of running comparative experiments, or user studies, within the field of live coding. It suggests that an autoethnographic account of the process can be helpful for understanding the technological conditioning of contemporary musical tools. The author is conducting a larger research project on this theme: the part presented in this paper describes the adoption of a new musical programming environment, Impromptu, and how this affects the author’s musical practice

Constraint Programming viewed as Rule-based Programming

We study here a natural situation when constraint programming can be entirely reduced to rule-based programming. To this end we explain first how one can compute on constraint satisfaction problems using rules represented by simple first-order formulas. Then we consider constraint satisfaction problems that are based on predefined, explicitly given constraints. To solve them we first derive rules from these explicitly given constraints and limit the computation process to a repeated application of these rules, combined with labeling.We consider here two types of rules. The first type, that we call equality rules, leads to a new notion of local consistency, called {\em rule consistency} that turns out to be weaker than arc consistency for constraints of arbitrary arity (called hyper-arc consistency in \cite{MS98b}). For Boolean constraints rule consistency coincides with the closure under the well-known propagation rules for Boolean constraints. The second type of rules, that we call membership rules, yields a rule-based characterization of arc consistency. To show feasibility of this rule-based approach to constraint programming we show how both types of rules can be automatically generated, as {\tt CHR} rules of \cite{fruhwirth-constraint-95}. This yields an implementation of this approach to programming by means of constraint logic programming. We illustrate the usefulness of this approach to constraint programming by discussing various examples, including Boolean constraints, two typical examples of many valued logics, constraints dealing with Waltz's language for describing polyhedral scenes, and Allen's qualitative approach to temporal logic.Comment: 39 pages. To appear in Theory and Practice of Logic Programming Journa