標(biāo)題: Titlebook: Artificial Intelligence and Inclusive Education; Speculative Futures Jeremy Knox,Yuchen Wang,Michael Gallagher Book 2019 The Editor(s) (if [打印本頁] 作者: 哥哥大傻瓜 時間: 2025-3-21 17:56
書目名稱Artificial Intelligence and Inclusive Education影響因子(影響力)
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書目名稱Artificial Intelligence and Inclusive Education網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Artificial Intelligence and Inclusive Education被引頻次
書目名稱Artificial Intelligence and Inclusive Education被引頻次學(xué)科排名
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書目名稱Artificial Intelligence and Inclusive Education讀者反饋
書目名稱Artificial Intelligence and Inclusive Education讀者反饋學(xué)科排名
作者: Organonitrile 時間: 2025-3-21 23:06 作者: 得意牛 時間: 2025-3-22 03:01
2366-1658 .I. development aimed towards inclusive teaching and learninThis book brings together the fields of artificial intelligence (often known as A.I.) and inclusive education in order to speculate on the future of teaching and learning in increasingly diverse social, cultural, emotional, and linguistic e作者: 意外 時間: 2025-3-22 08:20
https://doi.org/10.1007/978-3-662-67768-1nd (4) trust is based on multidimensional perceptions of trustee’s trustworthiness. The chapter outlines systematic research to examine how trust is developed, calibrated, and affected by communication messages across different temporal stages in the inclusive learning environment: pre-interaction stage, entry stage, and relationship stage.作者: chisel 時間: 2025-3-22 09:09
A Communication Model of Human–Robot Trust Development for Inclusive Educationnd (4) trust is based on multidimensional perceptions of trustee’s trustworthiness. The chapter outlines systematic research to examine how trust is developed, calibrated, and affected by communication messages across different temporal stages in the inclusive learning environment: pre-interaction stage, entry stage, and relationship stage.作者: sparse 時間: 2025-3-22 12:57
Book 2019eaching and learning in increasingly diverse social, cultural, emotional, and linguistic educational contexts. This book addresses a pressing need to understand how future educational practices can promote equity and equality, while at the same time adopting A.I. systems that are oriented towards au作者: 檔案 時間: 2025-3-22 19:09
,Introduction: AI, Inclusion, and ‘Everyone Learning Everything’,ines the potential intersections, correspondences, divergences, and contestations between the discourses that typically accompany, on the one hand, calls for artificial intelligence technology to disrupt and enhance educational practice and, on the other, appeals for greater inclusion in teaching an作者: 殘忍 時間: 2025-3-23 01:18
Towards Inclusive Education in the Age of Artificial Intelligence: Perspectives, Challenges, and Oppes. Over the last 30?years, research has shown how effective, individually tailored approaches can be achieved using artificial intelligence techniques and intelligent learning environments (ILE). As new audiences of learners are exposed daily to ILEs through mobile devices and ubiquitous Internet a作者: Galactogogue 時間: 2025-3-23 04:33
Accountability in Human and Artificial Intelligence Decision-Making as the Basis for Diversity and Eo inclusion, diversity and fairness of both the AI-based and human-controlled interactions and any human-facing interventions aiming to change human development, behaviour and learning. Less debated, however, is the nature and role of biases that emerge from theoretical or empirical models that unde作者: BACLE 時間: 2025-3-23 08:36 作者: extract 時間: 2025-3-23 12:09 作者: 特征 時間: 2025-3-23 15:49
A Communication Model of Human–Robot Trust Development for Inclusive Educationuman users and robots can be a challenge for inclusive education, as females, minorities, and the less privileged individuals tend to report higher levels of the anticipated fear and distrust toward robots. In this chapter, we examine how communication affects human–robot trust in light of the verba作者: 系列 時間: 2025-3-23 19:40 作者: ASSAY 時間: 2025-3-24 01:24
Inclusive Education for Students with Chronic Illness—Technological Challenges and Opportunitiesthose specific challenges experienced by students with chronic illness. This chapter explores how artificial intelligence technologies can support the educational inclusion of people with chronic illness. Drawing on my own experiences of living and studying with ME (myalgic encephalomyelitis/chronic作者: 樂意 時間: 2025-3-24 04:27 作者: airborne 時間: 2025-3-24 06:52 作者: 小蟲 時間: 2025-3-24 12:54
Artificial Intelligence and the Mobilities of Inclusion: The Accumulated Advantages of 5G Networks aity of mobile technology, the complexity of the machine learning regimens needed to function within increasingly sophisticated 5G cellular networks, and the legions of professionals needed to initiate and maintain these AI and mobile ecosystems. The promise of artificial intelligence in inclusion is作者: Recess 時間: 2025-3-24 15:11
Artificial Intelligence, Human Evolution, and the Speed of Learninga mechanism to carry out the instructions” (genes and metabolism). On this definition, computer viruses count as living systems as do artificial intelligences. Hawking explains that human evolution has speeded up. While “there has been no detectable change in human DNA”, “the amount of knowledge han作者: heirloom 時間: 2025-3-24 21:55
https://doi.org/10.1007/978-981-13-8161-4Artificial Intelligence and Inclusion; A; I; and Inclusion; A; I; and Inclusive Education; Adaptive Softw作者: 欺騙手段 時間: 2025-3-25 00:22
978-981-13-8163-8The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapor作者: Narcissist 時間: 2025-3-25 03:52 作者: HERTZ 時間: 2025-3-25 08:54 作者: 愛社交 時間: 2025-3-25 15:15 作者: 出汗 時間: 2025-3-25 19:26 作者: enflame 時間: 2025-3-25 23:32 作者: Receive 時間: 2025-3-26 00:31
https://doi.org/10.1007/978-3-662-67762-9 school in Sweden with children in grades 4–6. At that time, video analysis of the children’s interactions with the robot revealed that the children responded socially to the robot, but also that breakdowns often occurred during the interactions. Studies of robots in education are typically consider作者: FANG 時間: 2025-3-26 06:20 作者: BAN 時間: 2025-3-26 10:24 作者: compose 時間: 2025-3-26 13:44
https://doi.org/10.1007/978-3-662-67766-7those specific challenges experienced by students with chronic illness. This chapter explores how artificial intelligence technologies can support the educational inclusion of people with chronic illness. Drawing on my own experiences of living and studying with ME (myalgic encephalomyelitis/chronic作者: 王得到 時間: 2025-3-26 17:34 作者: AVOW 時間: 2025-3-27 00:19
Scenes of Immunization (, 1947),nfatuation with technology or ‘techno-philia’ in education has had a deep impact in the classroom changing the relationship between teacher and student, as well as between students. Running parallel to this and perhaps exacerbating the problem is the so-called process of ‘learnification’, which unde作者: 擋泥板 時間: 2025-3-27 02:31
Epigenetics in Biological Communicationity of mobile technology, the complexity of the machine learning regimens needed to function within increasingly sophisticated 5G cellular networks, and the legions of professionals needed to initiate and maintain these AI and mobile ecosystems. The promise of artificial intelligence in inclusion is作者: 優(yōu)雅 時間: 2025-3-27 06:17 作者: delegate 時間: 2025-3-27 12:19 作者: 我吃花盤旋 時間: 2025-3-27 17:32 作者: 極力證明 時間: 2025-3-27 20:01
Bhagwati Uniyal,V. P. Uniyal,V. K. Bhattmply important distinctions: between the attempts at collective educational work through inclusive pedagogies and the drive for personalised learning through AIEd. This chapter presents a critical view of the quest for personalisation found in AIEd, suggesting a problematic grounding in the myth of 作者: induct 時間: 2025-3-28 01:19
https://doi.org/10.1007/978-3-662-67764-3ligent learning environments have transitioned from focusing on instructional rigour to focusing more deeply on the learner. Next, it examines some major challenges faced when ILEs aim to integrate culturally sensitive design features. The chapter then discusses several opportunities for dealing wit作者: 溺愛 時間: 2025-3-28 03:43 作者: Slit-Lamp 時間: 2025-3-28 06:22
https://doi.org/10.1007/978-3-662-67770-4cuss the origins of cultural biases in technology and how to address this issue. Gender and ethnicity are connected to this cultural dimension and therefore are considered in this discussion as well. The conclusion describes the requirements for combining AI and inclusive learning technologies in th作者: stratum-corneum 時間: 2025-3-28 13:58
https://doi.org/10.1007/978-3-662-67762-9e robot, their recollections of breakdowns and how this has affected their normative perspectives of robots, as well as their views on robots in relation to the notion of inclusive education. A key finding in this study is that, when compared to their peers without robot experience, the students had作者: insular 時間: 2025-3-28 14:43 作者: 保存 時間: 2025-3-28 20:59 作者: Epidural-Space 時間: 2025-3-29 02:47 作者: 浪費物質(zhì) 時間: 2025-3-29 03:13 作者: Vertical 時間: 2025-3-29 09:39
Bozhidar-Adrian Stefanov,Mariusz Nowackible arrival of: (1) Hawking-inspired postdigital human beings created through self-designed evolution quicker than non-tampered (natural) evolution of human intelligence and (2) algorithmic non-carbon-based “l(fā)iving” systems. In our postdigital age, we are slowly but surely taking natural selection i作者: 漂浮 時間: 2025-3-29 11:29 作者: Affiliation 時間: 2025-3-29 16:42 作者: 殺菌劑 時間: 2025-3-29 19:44
Towards Inclusive Education in the Age of Artificial Intelligence: Perspectives, Challenges, and Oppligent learning environments have transitioned from focusing on instructional rigour to focusing more deeply on the learner. Next, it examines some major challenges faced when ILEs aim to integrate culturally sensitive design features. The chapter then discusses several opportunities for dealing wit作者: 嚴(yán)重傷害 時間: 2025-3-30 02:58
Accountability in Human and Artificial Intelligence Decision-Making as the Basis for Diversity and Eur fascination with AI, which predates the current craze by centuries, resides in its ability to act as a ‘mirror’ reflecting our current understandings of human intelligence. Such understandings also inevitably encapsulate biases emerging from?our intellectual and empirical limitations. We make a c作者: ironic 時間: 2025-3-30 07:40
Artificial Intelligence in Education Meets Inclusive Educational Technology—The Technical State-of-tcuss the origins of cultural biases in technology and how to address this issue. Gender and ethnicity are connected to this cultural dimension and therefore are considered in this discussion as well. The conclusion describes the requirements for combining AI and inclusive learning technologies in th作者: Permanent 時間: 2025-3-30 11:42 作者: Adulate 時間: 2025-3-30 15:48 作者: Lacerate 時間: 2025-3-30 17:13 作者: wall-stress 時間: 2025-3-30 22:34
Shaping Our Algorithms Before They Shape Usextent of its use and promotion in education, provided that teachers are aware of these limitations and are included in the process of shepherding the technology into practice. This has always been important but when a technology has the potential of AI we would do well to ensure that teachers are i
