Authoring with Retudisauth adaptive dialogues for text comprehension

AbstractIn this work is presented the process of authoring adaptive dialogues for informatics text comprehension using the authoring tool of ReTuDiS (Reflective Tutorial Dialogue System), which is based on text comprehension theories. Previous study resulted in student's profiles depending on their prior knowledge and students were given the appropriate text with text activities according to their profiles. Students organized text representations with different structure: relational, transformational and teleological. The purpose of this study is to design and test educational material of personalized dialogue activities for text comprehension appropriate for each student, depending on student's text representation. Dialogues are tested by groups of participating students before the authoring tool is used to incorporate the material in ReTuDiS. Feedback provided by the system, in the form of personalized dialogues, promotes reflection and is expected to help students improve their text comprehension skills. The system is accessible throughout the web and can be tested in real classroom conditions

An open learning environment for the diagnosis, assistance and evaluation of students based on artificial intelligence

The personalized diagnosis, assistance and evaluation of students in open learning environments can be a challenging task, especially in cases that the processes need to be taking place in real-time, classroom conditions. This paper describes the design of an open learning environment under development, designed to monitor the comprehension of students, assess their prior knowledge, build individual learner profiles, provide personalized assistance and, finally, evaluate their performance by using artificial intelligence. A trial test has been performed, with the participation of 20 students, which displayed promising results

Authoring with Retudisauth adaptive dialogues for text comprehension

In this work is presented the process of authoring adaptive dialogues for informatics text comprehension using the authoring tool of ReTuDiS (Reflective Tutorial Dialogue System), which is based on text comprehension theories. Previous study resulted in student’s profiles depending on their prior knowledge and students were given the appropriate text with text activities according to their profiles. Students organized text representations with different structure: relational, transformational and teleological. The purpose of this study is to design and test educational material of personalized dialogue activities for text comprehension appropriate for each student, depending on student’s text representation. Dialogues are tested by groups of participating students before the authoring tool is used to incorporate the material in ReTuDiS. Feedback provided by the system, in the form of personalized dialogues, promotes reflection and is expected to help students improve their text comprehension skills. The system is accessible throughout the web and can be tested in real classroom conditions. (c) 2011 Published by Elsevier Ltd. Open access under CC BY-NC-ND license

Adaptive environment supporting understanding and learning from texts in Informatics (ADULT)

The aim of this Paper is to present the design of an adaptive environment supporting understanding and learning from texts in Informatics (ADULT). It is a three-stage system. In the first stage examines student’s background knowledge using a questionnaire concerning the knowledge in the general domain of the current text. In the second stage the system proposes to the reader the appropriate text according to his score in the background knowledge questionnaire. ADULT uses four versions of a text, orthogonally varying local and global coherence. In the third state, participants’ comprehension is assessed through free-recall measure, text-based bridging-inference and problem-solving questions and a sorting task. The system suggests the previous learning sequence; however the student can set his own sequence. The design of such an environment is appropriate for personalized learning and is based on the results of previous studies which demonstrated that high and low knowledge readers benefit from low- and high coherence texts respectively

The Interaction Analysis with the ADULT environment (A pilot study)

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