BibSonomyburst/group/lkl_kss/AIEDBibSonomy RSS feed for /group/lkl_kss/AIED2012-02-16T07:33:37+01:00http://www.bibsonomy.org/bibtex/25ef80c896354d96906b6a50b5d40e57e/yishyish2012-02-05T23:35:21+01:00aied inquiry intelligent its learning support tutoring <span class="authorEditorList"><a href="/author/Roll">I. Roll</a>, <a href="/author/Aleven">V. Aleven</a>, and <a href="/author/Koedinger">K. Koedinger</a> </span><em>Intelligent Tutoring Systems, </em><em>page 115--124. </em><em>Springer, </em>(<em>2010</em>)Sun Feb 05 23:35:21 CET 2012Intelligent Tutoring Systems115--124The invention lab: Using a hybrid of model tracing and constraint-based modeling to offer intelligent support in inquiry environments2010aied inquiry intelligent its learning support tutoring http://www.bibsonomy.org/bibtex/2f957e58ddf496366ddcaa86a1fb4d7b2/yishyish2012-02-05T23:07:32+01:00aied intelligent its migen support <span class="authorEditorList"><a href="/author/Gutierrez-Santos">Sergio Gutierrez-Santos</a>, <a href="/author/Mavrikis">Manolis Mavrikis</a>, and <a href="/author/Magoulas">George Magoulas</a> </span><em>Proceedings of the Tenth International Conference on Intelligent Tutoring Systems: Bridges to Learning, </em><em>volume 6094 of Lecture Notes in Computer Science, </em><em>page 105--114. </em><em>Berlin, Heidelberg, </em><em>Springer Berlin / Heidelberg, </em>(<em>2010</em>)Sun Feb 05 23:07:32 CET 2012Berlin, HeidelbergProceedings of the Tenth International Conference on Intelligent Tutoring Systems: Bridges to Learning15105--114Lecture Notes in Computer ScienceLayered Development and Evaluation for Intelligent Support in Exploratory Environments: The Case of Microworlds60942010aied intelligent its migen support This paper focuses on microworlds, a special type of Exploratory Learning Environment, where students freely interact with the system to create their own models and constructions. Most microworlds developed so far provide integrated scaffolds to help students\^{a} learning process, but the nature of the interaction makes it difficult to design, develop and evaluate explicit adaptive support according to students\^{a} needs. Building on previous work in the field, this paper proposes a layered approach that simplifies the development and allows both formative and summative evaluation of the different components of the system. As a case study, we present the development of intelligent support for a microworld in the MiGen project, and discuss its evaluation that includes both technical and pedagogical experts of the team.http://www.bibsonomy.org/bibtex/273f0f9cf9c41026a082713a43179a771/yishyish2011-02-09T01:34:33+01:00aied centred design designpatterns education learner learner-centered patterns technology <span class="authorEditorList"><a href="/author/Devedzic">Vladan Devedzic</a>, <a href="/author/Good">Judith Good</a>, <a href="/author/Harrer">Andreas Harrer</a>, <a href="/author/Luckin">Rose Luckin</a>, <a href="/author/Pearce">Darren Pearce</a>, <a href="/author/Retalis">Symeon Retalis</a>, and <a href="/author/Robertson">Judy Robertson</a> </span><em>Artificial Intelligence in Education - Building Technology Rich Learning Contexts that Work, </em><em>volume 158 of Frontiers in Artificial Intelligence and Applications, </em><em>page 715. </em><em>Amsterdam, </em><em>IOS Press, </em>(<em>2007</em>)Wed Feb 09 01:34:33 CET 2011AmsterdamArtificial Intelligence in Education - Building Technology Rich Learning Contexts that Work715Frontiers in Artificial Intelligence and ApplicationsThe Design of AIED Systems: Learner-Centred and Design Pattern Approaches1582007aied centred design designpatterns education learner learner-centered patterns technology Collide Publicationshttp://www.bibsonomy.org/bibtex/2cadf3625b40d529071872458d599ac2b/yishyish2009-10-26T20:38:13+01:00AI AIED ITS analysis collaborative convsation cscl design discourse education language learning postviva social <span class="authorEditorList"><a href="/author/Rickel">Jeff Rickel</a>, <a href="/author/Lesh">Neal Lesh</a>, <a href="/author/Rich">Charles Rich</a>, <a href="/author/Sidner">Candace L. Sidner</a>, and <a href="/author/Gertner">Abigail Gertner</a> </span> (<em>2001</em>)Mon Oct 26 20:38:13 CET 2009Proceedings of Tenth International Conference on AI in Education592--594{Building a bridge between intelligent tutoring and collaborative dialogue systems}2001AI AIED ITS analysis collaborative convsation cscl design discourse education language learning postviva social Our research objective is to develop computer tutors that collaborate with students on tasks in simulated environments. Towards this end, we seek to integrate two separate but related research threads: intelligent tutoring systems (ITS) and collaborative dialogue systems (CDS). Research on ITS [10] focuses on computer tutors that adapt to individual students based on the target knowledge the student is expected to learn and the presumed state of the student’s current knowledge. Research on CDS (e.g., [5]), with an equally long history, focuses on computational models of human dialogue for collaborative tasks. Unfortunately, there has been a surprising lack of cross-fertilization between these two research areas. Work on tutorial dialogue for ITS has not leveraged general models of collaborative dialogue. Similarly, research on collaborative dialogues has focused on modeling conversations between peers or between an expert and novice, but has rarely addressed tutorial issues.http://www.bibsonomy.org/bibtex/2b7cc8ffd4b5d337bf9ae8aceb0237ec0/yishyish2008-09-16T23:57:21+02:00AIED ITS elearning learner learning modelling openlearnermodels semantic wleformativeeassessment <span class="authorEditorList"><a href="/author/Dimitrova">Vania Dimitrova</a>, <a href="/author/Brna">Paul Brna</a>, and <a href="/author/Self">John Self</a> </span> (<em>2002</em>)Tue Sep 16 23:57:21 CEST 2008The Design and Implementation of a Graphical Communication Medium for Interactive Open Learner Modelling2002AIED ITS elearning learner learning modelling openlearnermodels semantic wleformativeeassessment Our work explores an interactive open learner modelling (IOLM) approach where a learner is provided with the means to inspect and discuss the learner model. This paper presents the design and implementation of a communication medium for IOLM. We justify an approach of inspecting and discussing the learner model in a graphical manner using conceptual graphs. Based on a empirical study we draw design recommendations, taken into account in the implementation of the communication medium in STyLE-OLM - an IOLM system in a terminological domain. The potential and improvements of the medium are discussed on the basis of study with STyLE-OLM.http://www.bibsonomy.org/bibtex/2b8df74a659a212431ebe045f129c5fe9/yishyish2008-09-16T18:56:36+02:00AIED BayesianBeliefNetwork IST bayesian education elearning learner learning modelling openlearnermodels wleformativeeassessment <span class="authorEditorList"><a href="/author/Zapata-Rivera">Juan-Diego Zapata-Rivera</a>, and <a href="/author/Greer">Jim E. Greer</a> </span><em>International Journal of Artificial Intelligence in Education</em> <em>14(2):127-163</em> (<em>2004</em>)Tue Sep 16 18:56:36 CEST 2008International Journal of Artificial Intelligence in Education2127-163Interacting with Inspectable Bayesian Student Models142004AIED BayesianBeliefNetwork IST bayesian education elearning learner learning modelling openlearnermodels wleformativeeassessment Inspectable student models focus on the idea of letting students and teachers interact with the representation of the student that the system maintains. Both humans and the system can benefit from this interaction. By externalizing the student model and making it an object for inspection, several representational and interaction issues arise. This paper presents ViSMod (Visualization of Bayesian Student Models) an integrated tool to visualize and inspect distributed Bayesian student models. Using ViSMod, students and teachers can understand, explore, inspect, and modify Bayesian student models. ViSMod offers a practical tool that helps students and teachers to engage in negotiated assessment processes. Student models in ViSMod follow the Bayesian belief net backbone structure proposed by Reye (1996), which describes both cognitive and social aspects of the student. In addition, we report on a usability study of the ViSMod tool and an exploratory study focused on the effects of employing various levels of guidance and support in the way students interact with inspectable Bayesian student models.http://www.bibsonomy.org/bibtex/2acf3ddd79e7e64bfccfdce019a6f416d/yishyish2008-09-16T18:50:24+02:00AIED ITS eassessment education formative learner learning modelling openlearnermodeld wleformativeeassessment <span class="authorEditorList"><a href="/author/Dimitrova">Vania Dimitrova</a> </span><em>International Journal of Artificial Intelligence in Education</em> <em>13(1):35-78</em> (<em>2003</em>)Tue Sep 16 18:50:24 CEST 2008International Journal of Artificial Intelligence in Education135-78STyLE-OLM: Interactive Open Learner Modelling132003AIED ITS eassessment education formative learner learning modelling openlearnermodeld wleformativeeassessment There is a strong argument in Artificial Intelligence in Education which advocates that computer-based learning systems need to adapt to the needs of learners if they are to provide for effective personalised instruction (Self, 1999a). Diagnosing a learner's cognitive capacity is a crucial issue in building adaptive systems. We have explored an interactive open learner modelling (IOLM) approach which conceives diagnosis as an interactive process involving both a computer system and a learner that discuss and together construct the learner model. This paper outlines the architecture of an interactive open learner modelling system and illustrates the method in a terminological domain. We discuss an evaluative study of an IOLM demonstrator – a system called STyLE-OLM. The results from the study demonstrate potential benefits of the method for improving the quality of the learner model and providing a means for fostering reflective thinking. We argue that IOLM is a fruitful approach which may be employed in intelligent learning environments both for obtaining a better model of a learner’s cognitive state and engaging learners in reflective activities.http://www.bibsonomy.org/bibtex/26b37ef1aee98ac7cb6f6d62fe1a4af0e/yishyish2008-09-16T18:33:29+02:00AI AIED ITS artificial education intelligence learning modelling openlearnermodels wleformativeeassessment <span class="authorEditorList"><a href="/author/Mabbott">Andrew Mabbott</a>, and <a href="/author/Bull">Susan Bull</a> </span><em>LECTURE NOTES IN COMPUTER SCIENCE</em> (<em>2004</em>)Tue Sep 16 18:33:29 CEST 2008LECTURE NOTES IN COMPUTER SCIENCE689-698Alternative Views on Knowledge: Presentation of Open Learner Models2004AI AIED ITS artificial education intelligence learning modelling openlearnermodels wleformativeeassessment This paper describes a study in which individual learner models were built for students and presented to them with a choice of view. Students found it useful, and not confusing to be shown multiple representations of their knowledge, and individuals exhibited different preferences for which view they favoured. No link was established between these preferences and the students' learning styles. We describe the implications of these results for intelligent tutoring systems where interaction with the open learner model is individualised. http://www.bibsonomy.org/bibtex/2b40833bcca2bc9cceaeb74b2c415a47f/yishyish2008-09-16T12:32:53+02:00AIED ITS WLEFormativeEassessment adaptive assessment eassessment elearning environments learning multimedia teaching <span class="authorEditorList"><a href="/author/Gouli">Evangelia Gouli</a>, <a href="/author/Papanikolaou">Kyparisia Papanikolaou</a>, and <a href="/author/Grigoriadou">Maria Grigoriadou</a> </span><em>LECTURE NOTES IN COMPUTER SCIENCE</em> (<em>2002</em>)Tue Sep 16 12:32:53 CEST 2008LECTURE NOTES IN COMPUTER SCIENCE153-163Personalizing Assessment in Adaptive Educational Hypermedia Systems2002AIED ITS WLEFormativeEassessment adaptive assessment eassessment elearning environments learning multimedia teaching In this paper, we present a comprehensive framework for assessment, developed through the web-based module named PASS-Personalized ASSessment, which can be integrated in an Adaptive Educational Hypermedia System to provide personalized assessment. PASS estimates learner’s performance through multiple assessment options - pre-test, self-assessment and summative assessment - tailored to learner’s responses. The adaptive functionality of PASS, which is mainly based on the adaptive testing and the adaptive questions techniques, is described. The first results from the formative evaluation of PASS are encouraging, concerning the total number of questions posed to estimate learner’s knowledge level, which is usually less than the maximum needed and the accuracy of the outcome results compared to the estimations of the expert-tutor.http://www.bibsonomy.org/bibtex/2994d79f5df5dc919fba815140c7b1253/yishyish2008-09-16T12:20:36+02:00AIED ITS WLEFormativeEassessment assessment&#039; elearning learning peer <span class="authorEditorList"><a href="/author/Gouli">Evangelia Gouli</a>, <a href="/author/Gogoulou">Agoritsa Gogoulou</a>, and <a href="/author/Grigoriadou">Maria Grigoriadou</a> </span><em>Proceedings of the ED-MEDIA 2006, World Conference on Educational Multimedia, Hypermedia \&amp; Telecommunications</em> (<em>2006</em>)Tue Sep 16 12:20:36 CEST 2008Proceedings of the ED-MEDIA 2006, World Conference on Educational Multimedia, Hypermedia \& TelecommunicationsSupporting Self-Peer-and Collaborative-Assessment through a Web-based Environment2006AIED ITS WLEFormativeEassessment assessment' elearning learning peer http://www.bibsonomy.org/bibtex/2994d79f5df5dc919fba815140c7b1253/lkl_ksslkl_kss2008-09-14T01:52:32+02:00AIED ITS WLEFormativeEassessment assessment elearning learning peer <span class="authorEditorList"><a href="/author/Gouli">Evangelia Gouli</a>, <a href="/author/Gogoulou">Agoritsa Gogoulou</a>, and <a href="/author/Grigoriadou">Maria Grigoriadou</a> </span><em>Proceedings of the ED-MEDIA 2006, World Conference on Educational Multimedia, Hypermedia \&amp; Telecommunications</em> (<em>2006</em>)Sun Sep 14 01:52:32 CEST 2008Proceedings of the ED-MEDIA 2006, World Conference on Educational Multimedia, Hypermedia \& TelecommunicationsSupporting Self-Peer-and Collaborative-Assessment through a Web-based Environment2006AIED ITS WLEFormativeEassessment assessment elearning learning peer http://www.bibsonomy.org/bibtex/2b40833bcca2bc9cceaeb74b2c415a47f/lkl_ksslkl_kss2008-09-14T01:45:31+02:00AIED ITS WLEFormativeEassessment adaptive assessment eassessment elearning environments learning multimedia teaching <span class="authorEditorList"><a href="/author/Gouli">Evangelia Gouli</a>, <a href="/author/Papanikolaou">Kyparisia Papanikolaou</a>, and <a href="/author/Grigoriadou">Maria Grigoriadou</a> </span><em>LECTURE NOTES IN COMPUTER SCIENCE</em> (<em>2002</em>)Sun Sep 14 01:45:31 CEST 2008LECTURE NOTES IN COMPUTER SCIENCE153-163Personalizing Assessment in Adaptive Educational Hypermedia Systems2002AIED ITS WLEFormativeEassessment adaptive assessment eassessment elearning environments learning multimedia teaching In this paper, we present a comprehensive framework for assessment, developed through the web-based module named PASS-Personalized ASSessment, which can be integrated in an Adaptive Educational Hypermedia System to provide personalized assessment. PASS estimates learner’s performance through multiple assessment options - pre-test, self-assessment and summative assessment - tailored to learner’s responses. The adaptive functionality of PASS, which is mainly based on the adaptive testing and the adaptive questions techniques, is described. The first results from the formative evaluation of PASS are encouraging, concerning the total number of questions posed to estimate learner’s knowledge level, which is usually less than the maximum needed and the accuracy of the outcome results compared to the estimations of the expert-tutor.http://www.bibsonomy.org/bibtex/2faabc16d2bcd739ea0dbddb52648e009/yishyish2007-11-10T02:01:07+01:00AIED asld-book centered design educational homework laptops ldg learner-centered learning learningdesigngrid lkl participatory postdocapplication teaching technology user <span class="authorEditorList"><a href="/author/Luckin">Rosemary Luckin</a>, <a href="/author/Underwood">Joshua Underwood</a>, <a href="/author/du Boulay">Benedict du Boulay</a>, <a href="/author/Holmberg">Joe Holmberg</a>, <a href="/author/Kerawalla">Lucinda Kerawalla</a>, <a href="/author/O’Connor">Jeanette O’Connor</a>, <a href="/author/Smith">Hilary Smith</a>, and <a href="/author/Tunley">Hilary Tunley</a> </span><em>International Journal of Artificial Intelligence in Education</em> <em>16(4):353-380</em> (<em>2006</em>)Sat Nov 10 02:01:07 CET 2007International Journal of Artificial Intelligence in Education4353-380Designing Educational Systems Fit for Use: A Case Study in the Application of Human Centred Design for AIED162006AIED asld-book centered design educational homework laptops ldg learner-centered learning learningdesigngrid lkl participatory postdocapplication teaching technology user Designing new educational experiences, which utilize novel technologies, are usable by teachers and learners and integrate well into existing, everyday educational contexts is extremely difficult. In this paper we describe the process of Human Centred Design as a cyclic process of evolution. An initial system design vision is communicated to a range of stakeholders and revised as informed by feedback from these users to produce a modified vision. A cycle of presentations of the vision and modifications lead to the creation of system prototypes that are increasingly grounded in a genuine understanding of user needs and context. The latter stages of this process employ contextually evaluated semi-functional and functional prototypes, associated documentation and an iteratively refined framework for data capture and analysis. We use the HOMEWORK system development as a case study to demonstrate the use of this approach and to illustrate the benefits that user involvement in the design process can bring to bear upon the development of an Interactive Learning Environment. We describe the type of methodology that can help designers to reap these benefits and the resource implications arising from this work. We conclude that the key output from the design process at each phase is more than the latest version of the system prototype and a modified system vision; it is also the analytical methodology that has been iteratively developed in parallel to the system software. It is this meta level analytical map that can add rigor to the design process and help to make the findings generalise beyond the particular users involved in the design process.