Supporting Constructive Learning with a Feedback Planner

A promising approach to constructing more effective computer tutors is implementing tutorial strategies that extend over multiple turns. This means that computer tutors must deal with (1) failure, (2) interruptions, (3) the need to revise their tactics, and (4) basic dialogue phenomena such as acknowledgment. To deal with these issues, we need to combine ITS technology with advances from robotics and computational linguistics. We can use reactive planning techniques from robotics to allow us to modify tutorial plans, adapting them to student input. Computational linguistics will give us guidance in handling communication management as well as building a reusable architecture for tutorial dialogue systems. A modular and reusable architecture is critical given the difficulty in constructing tutorial dialogue systems and the many domains to which we would like to apply them. In this paper, we propose such an architecture and discuss how a reactive planner in the context of this architecture can implement multi-turn tutorial strategies

Sistemas Tutores Inteligentes: el submódulo generador de contenidos

En este artículo se presenta el análisis realizado del submódulo generador de los contenidos dentro del modelo planteado de STI (Sistema Tutor Inteligente). Una vez seleccionado el protocolo pedagógico más adecuado por el submódulo analizador de perfil, se deben generar los contenidos de la sesión pedagógica a ser presentados al usuario del sistema. La función del generador de contenidos es manejar la interacción entre el sistema y el usuario.In this communication is presented the analysis of the generating contents submodule in the model of ITS (Intelligent Tutoring System). Once selected the pedagogical protocol more adapted by the analyzing profile submodule is necessary to generate the contents of the pedagogical session to being displayed the user of the system. The function of the generator of contents is to handle to the interaction between the system and the user.Red de Universidades con Carreras en Informática (RedUNCI

Sistemas Tutores Inteligentes: el submódulo generador de contenidos

En este artículo se presenta el análisis realizado del submódulo generador de los contenidos dentro del modelo planteado de STI (Sistema Tutor Inteligente). Una vez seleccionado el protocolo pedagógico más adecuado por el submódulo analizador de perfil, se deben generar los contenidos de la sesión pedagógica a ser presentados al usuario del sistema. La función del generador de contenidos es manejar la interacción entre el sistema y el usuario.In this communication is presented the analysis of the generating contents submodule in the model of ITS (Intelligent Tutoring System). Once selected the pedagogical protocol more adapted by the analyzing profile submodule is necessary to generate the contents of the pedagogical session to being displayed the user of the system. The function of the generator of contents is to handle to the interaction between the system and the user.Red de Universidades con Carreras en Informática (RedUNCI

From Interactive Open Learner Modelling to Intelligent Mentoring: STyLE-OLM and Beyond

STyLE-OLM (Dimitrova 2003 International Journal of Artificial Intelligence in Education, 13, 35–78) presented a framework for interactive open learner modelling which entails the development of the means by which learners can inspect, discuss and alter the learner model that has been jointly constructed by themselves and the system. This paper outlines the STyLE-OLM framework and reflects on the key challenges it addressed: (a) the design of an appropriate communication medium; this was addressed by proposing a structured language using diagrammatic presentations of conceptual graphs; (b) the management of the interaction with the learner; this was addressed by designing a framework for interactive open learner modelling dialogue utilising dialogue games; (c) the accommodation of different beliefs about the learner’s domain model; this was addressed with a mechanism for maintaining different views about the learner beliefs which adapted belief modal logic operators; and (d) the assessment of any resulting improvements in learner model accuracy and learner reflection; this was addressed in a user study with an instantiation of STyLE-OLM for diagnosing a learner’s knowledge of finance concept, as part of a larger project that developed an intelligent system to assist with learning domain terminology in a foreign language. Reviewing follow on work, we refer to projects by the authors’ students and colleagues leading to further extension and adoption of STyLE-OLM, as well as relevant approaches in open learner modelling which have cited the STyLE-OLM framework. The paper points at outstanding research challenges and outlines future a research direction to extend interactive open learner modelling towards mentor-like intelligent learning systems

Character Education using Pedagogical Agents and Socratic Voice

Promoting ethical, responsible, and caring young people is a perennial aim of education. Schools are invited to include moral teaching in every possible curriculum, such as the core subjects and sports teams and clubs. Efforts have been done to find other teaching ways other than traditional ones such as games or role play or engaging students in moral dilemmas. Computer games have been always found as one of the most engaging learning platforms. This paper introduces AEINS, a learning environment that is designed and implemented based on the learning theories such as: Bloom’s Taxonomy, Keller’s ARCS model and Gagné’s Nine Principles. The learning environment allows the students to interact with different moral dilemmas and see the effect of their choices on themselves and others. AEINS makes use of the Socratic Method as its predominant teaching pedagogy and employs pedagogical agents to supply the educational process. AEINS evaluation results indicated development of moral reasoning and transfer of moral virtues to its users

AEINS: Interactive Narrative Role in Fostering Character Education

Promoting ethical, responsible, and caring young people is a perennial aim of education. Efforts have been done to find other teaching ways other than traditional ones such as games and role play. Narrative-based computer games have found their way as engaging learning platforms that allow collaboration of humans and computers in the creation of innovative experiences. In this paper, we focus on the design of an adaptive, interactive narrative model that makes use of a student model to provide an individualized story-path and an individualized learning process. In other words, we aim to have strong learning objectives underpinned by effective story telling. The adaptive narrative model has been deployed in the educational game environment, AEINS, along with the use of the Socratic Method and pedagogical agents to help teaching in the ethics domain. Evaluation results indicate the usefulness of the design and provide evidence on the development of moral reasoning and the transfer of moral virtues to its users