標題: Titlebook: Affective Feedback in Intelligent Tutoring Systems; A Practical Approach Samantha Jiménez,Reyes Juárez-Ramírez,Juan José Ta Book 2018 The A [打印本頁] 作者: 挑染 時間: 2025-3-21 16:48
書目名稱Affective Feedback in Intelligent Tutoring Systems影響因子(影響力)
書目名稱Affective Feedback in Intelligent Tutoring Systems影響因子(影響力)學科排名
書目名稱Affective Feedback in Intelligent Tutoring Systems網絡公開度
書目名稱Affective Feedback in Intelligent Tutoring Systems網絡公開度學科排名
書目名稱Affective Feedback in Intelligent Tutoring Systems被引頻次
書目名稱Affective Feedback in Intelligent Tutoring Systems被引頻次學科排名
書目名稱Affective Feedback in Intelligent Tutoring Systems年度引用
書目名稱Affective Feedback in Intelligent Tutoring Systems年度引用學科排名
書目名稱Affective Feedback in Intelligent Tutoring Systems讀者反饋
書目名稱Affective Feedback in Intelligent Tutoring Systems讀者反饋學科排名
作者: 使閉塞 時間: 2025-3-21 23:15
Feedback and Affectivity in Intelligent Tutoring Systems,er-based learning systems are particularly appropriate for remote teaching and learning at any time and place, away from classrooms and do not necessarily require the presence of a human instructor (Alepis and Virvou in Expert Syst. Appl. 38:9840–9847, 2011, [.]). There are several types of computer作者: Fibrinogen 時間: 2025-3-22 00:32
A Model for Providing Affective Feedback, of real objects or systems and are applied in a variety of scientific disciplines (Sampieri et al. in Metodologia de la Investigación. McGraw-Hill Inc. 2006, [.]). The objectives of a model include three aspects: (1) to facilitate understanding by eliminating unnecessary components; (2) to aid in d作者: 考得 時間: 2025-3-22 08:12 作者: Malleable 時間: 2025-3-22 09:59 作者: Ancillary 時間: 2025-3-22 13:23 作者: ostrish 時間: 2025-3-22 17:28 作者: 扔掉掐死你 時間: 2025-3-22 22:32
Conclusions,and affective feedback in learning systems. In the second instance, based on the information provided by the literature, it defines an Affective Feedback Model (AFM) to improve student motivation, and also it describes the implementation of the Affective Feedback System (AFS) in an instant message box and its integration to an ITS.作者: hypotension 時間: 2025-3-23 03:46
Corporate Crisis-Response Match,ality. On the other hand, the second assessment perspective analyzes the student motivation to learn prior and post interaction affective feedback approach interaction. Finally, the third approach the effect of an Affective Feedback System (AFS) on student motivation to learn. In this evaluation, students interact with the AFS and with a non-AFS.作者: 字謎游戲 時間: 2025-3-23 09:29
Book 2018dents motivated. Affectivity and motivation are also significant in computer-based tutoring systems. However, several educational frameworks do not include this kind of interaction between students and tutoring systems. In those cases, the students learning interest and motivation to learn could be 作者: 冒煙 時間: 2025-3-23 12:47 作者: 的’ 時間: 2025-3-23 16:25
https://doi.org/10.1057/9781137450722and affective feedback in learning systems. In the second instance, based on the information provided by the literature, it defines an Affective Feedback Model (AFM) to improve student motivation, and also it describes the implementation of the Affective Feedback System (AFS) in an instant message box and its integration to an ITS.作者: 傾聽 時間: 2025-3-23 18:28 作者: 跳脫衣舞的人 時間: 2025-3-24 00:31 作者: 財產 時間: 2025-3-24 02:22
https://doi.org/10.1007/978-3-658-06885-1rily require the presence of a human instructor (Alepis and Virvou in Expert Syst. Appl. 38:9840–9847, 2011, [.]). There are several types of computer-based learning systems such as Computer Assisted Instruction (CAI), Cognitive Tools (CT), and Intelligent Tutoring Systems (ITS).作者: Germinate 時間: 2025-3-24 08:21 作者: locus-ceruleus 時間: 2025-3-24 13:39 作者: aptitude 時間: 2025-3-24 18:24
Introduction,and tutors has benefited from the integration between technologies and educational environment but at the same time raised new challenges (Jamal and Shanaah in The role of learning management systems in educational environments: an exploratory case study. Ph.D. thesis, 2011, [.]).作者: PUT 時間: 2025-3-24 19:13 作者: 要求比…更好 時間: 2025-3-25 00:41 作者: 易怒 時間: 2025-3-25 05:13 作者: Pageant 時間: 2025-3-25 09:00 作者: 退潮 時間: 2025-3-25 12:15
Human–Computer Interaction Serieshttp://image.papertrans.cn/a/image/150628.jpg作者: 廣大 時間: 2025-3-25 16:41 作者: 漂白 時間: 2025-3-25 23:56
Won-Yong Oh,Soonchul Hyun,Seoyeon Parkurrent chapter will highlight implications for theory as well as for practice. First, implications for the scientific community and contributions to the existing knowledge. Second, the chapter describes the benefits for society, educational institutes, and students. After that, the chapter will focus on describing the limitations of the proposal.作者: 盲信者 時間: 2025-3-26 02:47 作者: DNR215 時間: 2025-3-26 06:46 作者: Externalize 時間: 2025-3-26 10:46
https://doi.org/10.1007/978-3-658-06885-1 of real objects or systems and are applied in a variety of scientific disciplines (Sampieri et al. in Metodologia de la Investigación. McGraw-Hill Inc. 2006, [.]). The objectives of a model include three aspects: (1) to facilitate understanding by eliminating unnecessary components; (2) to aid in d作者: 令人悲傷 時間: 2025-3-26 15:20
Norway Case: Environmental Crime,ver, this chapter also details the AFM log data, user–system interaction, and user interface. Also, it presents TIPOO tutoring system used in this study. The description includes its general architecture system, course structure, some functionality, and implementation details. This section of the do作者: ARENA 時間: 2025-3-26 20:32
Corporate Crisis-Response Match,ment is based on the supposition that the affective feedback approach motivates students to learn differently, according to their characteristics. For that reason, the assessment focused on analyzing students motivation to learn from three student attributes: gender, academic performance, and person作者: ALB 時間: 2025-3-26 23:24 作者: 異端邪說下 時間: 2025-3-27 03:49 作者: 作嘔 時間: 2025-3-27 08:45
https://doi.org/10.1007/978-3-319-93197-5Intelligent tutoring systems; affective feedback; educational motivation; motivational components; integ作者: Horizon 時間: 2025-3-27 11:33 作者: patriot 時間: 2025-3-27 17:41
Impact and Applicability of the Affective Feedback,urrent chapter will highlight implications for theory as well as for practice. First, implications for the scientific community and contributions to the existing knowledge. Second, the chapter describes the benefits for society, educational institutes, and students. After that, the chapter will focus on describing the limitations of the proposal.作者: Ischemic-Stroke 時間: 2025-3-27 18:59
Book 2018ents in learning environments. It describes the design of a proposed model for providing affective feedback, the mathematical validation of the conceptual model and its implementation. Moreover, it presents an analysis of the impact of the affective feedback on student motivation to learn. Finally, 作者: 損壞 時間: 2025-3-28 01:36 作者: Resign 時間: 2025-3-28 05:29
1571-5035 ffective feedback, the mathematical validation of the conceptual model and its implementation. Moreover, it presents an analysis of the impact of the affective feedback on student motivation to learn. Finally, 978-3-319-93196-8978-3-319-93197-5Series ISSN 1571-5035 Series E-ISSN 2524-4477 作者: declamation 時間: 2025-3-28 09:24
apping research problems with other fields, therefore blurring the fixed boundaries. Computer graphics, image processing, and video databases have obvious overlap with computer vision. The main goal of computer graphics is to gener- ate and animate realistic looking images, and videos. Researchers i作者: facetious 時間: 2025-3-28 13:09 作者: 冥界三河 時間: 2025-3-28 15:11
Esther Mukewa‘Lisanza,Leonard MuakaA differential manifold is, loosely speaking, a space which locally looks like some ?. and on which we can speak of . functions for 1 ≤ . ≤ ∞. We shall make this vague definition more precise presently.作者: anaphylaxis 時間: 2025-3-28 20:07 作者: sultry 時間: 2025-3-29 00:11
