Evaluating the Effectiveness of tutorial dialogue instruction in a Explotary learning context

[Proceedings of] ITS 2006, 8th International Conference on Intelligent Tutoring Systems, 26-30 June 2006, Jhongli, Taoyuan County, TaiwanIn this paper we evaluate the instructional effectiveness of tutorial dialogue agents in an exploratory learning setting. We hypothesize that the creative nature of an exploratory learning environment creates an opportunity for the benefits of tutorial dialogue to be more clearly evidenced than in previously published studies. In a previous study we showed an advantage for tutorial dialogue support in an exploratory learning environment where that support was administered by human tutors [9]. Here, using a similar experimental setup and materials, we evaluate the effectiveness of tutorial dialogue agents modeled after the human tutors from that study. The results from this study provide evidence of a significant learning benefit of the dialogue agentsThis project is supported by ONR Cognitive and Neural Sciences Division, Grant number N000140410107proceedingPublicad

International entrepreneurship : exploring the logic and utility of individual experience through comparative reasoning approaches

In this paper, we suggest that individual experience and reasoning, as applied to new endeavors in internationalization, are concepts with high potential to advance conceptual and empirical research in international entrepreneurship (IE). Experience is known to be important in internationalization, but the logic or reasoning with which it is applied is insufficiently understood. Cognitive, comparison-based reasoning theories explain how individuals draw on experience to make sense of uncertain, novel, and complex situations. Drawing on two such theories, heuristics and analogical reasoning, we delineate the logic of experience and advance speculative propositions on its utility in the context of internationalization research

Evaluating a physics engine as an ingredient for physical reasoning

Weitnauer E, Haschke R, Ritter H. Evaluating a physics engine as an ingredient for physical reasoning. In: Proceedings of the Second international conference on Simulation, modeling, and programming for autonomous robots. Springer Verlag; 2010: 144-155.Physics engines have been used in robotics research for a long time. Beside their traditional application as a substitute for real world interactions due to their higher speed, safety and flexibility, they have recently also been used for motion planning and high level action planning. We propose to further explore the idea of using a physics engine as means to give a robot a basic physical understanding of its environment. In this paper, as a preliminary step, we study, how accurately the process of pushing flat objects across a table with a robot arm can be predicted in a physics engine. We also present an approach to adapt the engines parameters to enhance the simulation accuracy

Differentiating qualitative representations into learning spaces

The DynaLearn interactive learning environment allows learners to construct their conceptual ideas and investigate the logical consequences of those ideas. By building and simulating causal models, students develop an understanding of how systems work. The DynaLearn interactive learning environment introduces six modes of interaction, called learning spaces. By working in a particular learning space, teachers can emphasise particular aspects of modelling a system (e.g. causality, conditional knowledge). The DynaLearn software is based on the Garp3 qualitative modelling and simulation workbench, but integrates the interface into a single screen and adds learning spaces