標題: Titlebook: Artificial Intelligence in Education; 16th International C H. Chad Lane,Kalina Yacef,Philip Pavlik Conference proceedings 2013 Springer-Ver [打印本頁] 作者: polysomnography 時間: 2025-3-21 17:28
書目名稱Artificial Intelligence in Education影響因子(影響力)
書目名稱Artificial Intelligence in Education影響因子(影響力)學(xué)科排名
書目名稱Artificial Intelligence in Education網(wǎng)絡(luò)公開度
書目名稱Artificial Intelligence in Education網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Artificial Intelligence in Education被引頻次
書目名稱Artificial Intelligence in Education被引頻次學(xué)科排名
書目名稱Artificial Intelligence in Education年度引用
書目名稱Artificial Intelligence in Education年度引用學(xué)科排名
書目名稱Artificial Intelligence in Education讀者反饋
書目名稱Artificial Intelligence in Education讀者反饋學(xué)科排名
作者: 摻和 時間: 2025-3-21 21:50
https://doi.org/10.1007/978-3-319-61596-7st, fear, and sadness were comparatively rare. The emotions varied as a function of instructional scaffolds and were systematically linked to different student behaviors (idling, constructing code, running code). Boredom, flow/engaged, and confusion were also correlated with performance outcomes. Im作者: Notify 時間: 2025-3-22 00:57 作者: SHOCK 時間: 2025-3-22 04:35
https://doi.org/10.1057/9780230291768participants also scored substantially higher on a subsequent knowledge test (.= 1.27). These results suggest that choice and text difficulty differentially impact mind wandering, engagement, and learning and provide important considerations for the design of ITSs and serious games with a reading co作者: 感情 時間: 2025-3-22 08:47
Governance in Chinese Family Business,he result shows that modeling at coarser grain sizes can actually result in higher predictive accuracy, and data about classmates’ performance is results in a higher predictive accuracy on unseen test data.作者: tooth-decay 時間: 2025-3-22 15:57 作者: 我不死扛 時間: 2025-3-22 20:49 作者: AWL 時間: 2025-3-23 00:50
Identifying Localization in Peer Reviews of Argument Diagrams作者: 對待 時間: 2025-3-23 05:04 作者: 脫離 時間: 2025-3-23 09:34 作者: Ornithologist 時間: 2025-3-23 13:08 作者: 歡樂中國 時間: 2025-3-23 17:48
Exploring the Relationships between Design, Students’ Affective States, and Disengaged Behaviors wit past research. At the same time, we find that the affective state of engaged concentration is significantly associated with features associated with lower frequencies of disengaged behavior. This analysis suggests that simple re-designs of tutors along these lines may lead to both better affect and作者: Anticlimax 時間: 2025-3-23 21:02
What Makes Learning Fun? Exploring the Influence of Choice and Difficulty on Mind Wandering and Engaparticipants also scored substantially higher on a subsequent knowledge test (.= 1.27). These results suggest that choice and text difficulty differentially impact mind wandering, engagement, and learning and provide important considerations for the design of ITSs and serious games with a reading co作者: collagenase 時間: 2025-3-23 23:19
Class vs. Student in a Bayesian Network Student Modelhe result shows that modeling at coarser grain sizes can actually result in higher predictive accuracy, and data about classmates’ performance is results in a higher predictive accuracy on unseen test data.作者: 從屬 時間: 2025-3-24 03:43
Comparing Student Models in Different Formalisms by Predicting Their Impact on Help Successsuccess rate of tutorial decisions. We test the method on data logged by Project LISTEN’s Reading Tutor, which chooses randomly which type of help to give on a word. We report the cross-validated accuracy of predictions based on four types of student models, and compare the resulting policies’ expec作者: 受人支配 時間: 2025-3-24 06:56 作者: Evolve 時間: 2025-3-24 14:34 作者: 健談 時間: 2025-3-24 18:40 作者: 分開如此和諧 時間: 2025-3-24 20:59
Defining the Behavior of an Affective Learning Companion in the Affective Meta-tutor Projectotivation while learning. Our project aims to investigate whether the use of affective interventions in a meta-cognitive tutor can help students achieve deeper modeling of dynamic systems by being persistent in their use of meta-cognitive strategies during and after tutoring. This article is an expe作者: Canary 時間: 2025-3-25 02:51
Exploring the Relationships between Design, Students’ Affective States, and Disengaged Behaviors witoff-task. In particular the design features of a tutor have found to predict substantial amounts of variance in gaming and off-task behavior. However, it is not yet understood how this influence takes place. In this paper we investigate the relationship between a student’s affective state, their ten作者: 障礙物 時間: 2025-3-25 05:05
Towards an Understanding of Affect and Knowledge from Student Interaction with an Intelligent Tutorifrustration, and insufficient challenge leads to boredom. In this paper, we test this theory within the context of student interaction with an intelligent tutoring system. Automated detectors of student affect and knowledge were developed, validated, and applied to a large data set. The results did 作者: fibula 時間: 2025-3-25 07:29
Who Benefits from Confusion Induction during Learning? An Individual Differences Cluster Analysis students engage in confusion resolution processes and if relevant scaffolds are provided. However, it is unlikely that these environments will benefit all students, so it is necessary to identify the student profiles that most benefit from confusion induction. We investigated how individual differe作者: 獎牌 時間: 2025-3-25 15:09 作者: Flavouring 時間: 2025-3-25 16:50 作者: 間諜活動 時間: 2025-3-25 21:09
Automatically Generating Discussion Questionsupporting deep learning and discussion. We propose an extension to a state-of-the-art question generation system that allows it to produce deep, subjective questions suitable for group discussion. We evaluate the questions generated by this system against a panel of experienced judges, and find that作者: DAMN 時間: 2025-3-26 02:56 作者: temperate 時間: 2025-3-26 06:26
ViewS in User Generated Content for Enriching Learning Environments: A Semantic Sensing Approachoints; and is particularly beneficial in ill-defined domains that encompass diverse interpretations. This paper presents ViewS - a framework for capturing viewpoints from user-generated textual content following a semantic sensing approach. It performs semantic augmentation using existing ontologies作者: 一致性 時間: 2025-3-26 09:07 作者: 光明正大 時間: 2025-3-26 13:26 作者: Ringworm 時間: 2025-3-26 19:04 作者: 樣式 時間: 2025-3-26 22:50
Comparing Student Models in Different Formalisms by Predicting Their Impact on Help Success ensuing student performance, we train a classifier to predict tutor decision outcomes (success or failure) based on situation features, such as student and task. We define a decision policy that selects whichever tutor action the trained classifier predicts in the current situation is likeliest to 作者: amputation 時間: 2025-3-27 01:18
Individualized Bayesian Knowledge Tracing Modelsentation, there are only skill-specific parameters. However, a large body of research strongly suggests that student-specific variability in the data, when accounted for, could enhance model accuracy [5,6,8]. In this work, we revisit the problem of introducing student-specific parameters into BKT on作者: Plaque 時間: 2025-3-27 08:10 作者: Absenteeism 時間: 2025-3-27 09:33 作者: abduction 時間: 2025-3-27 17:31
Wassim J. Aloulou,Riyadh Alshaeel a larger scale. We show that student-specific parameters lead to a tangible improvement when predicting the data of unseen students, and that parameterizing students’ speed of learning is more beneficial than parameterizing a priori knowledge.作者: 一再煩擾 時間: 2025-3-27 21:06 作者: FLINT 時間: 2025-3-28 01:51
What Are Annual Reports All About?,ctive questions suitable for group discussion. We evaluate the questions generated by this system against a panel of experienced judges, and find that our approach fares significantly better than the baseline system.作者: 沒花的是打擾 時間: 2025-3-28 04:14
Automatically Generating Discussion Questionsctive questions suitable for group discussion. We evaluate the questions generated by this system against a panel of experienced judges, and find that our approach fares significantly better than the baseline system.作者: 字謎游戲 時間: 2025-3-28 09:54 作者: 使厭惡 時間: 2025-3-28 13:57
Amy Schuman,Stacy Stutz,John L. Wardability and cognitive drive. We found that students in the high cognitive ability + high cognitive drive cluster reported more confusion after receiving false feedback compared to the other clusters. These students also performed better on tasks requiring knowledge transfer, but only when they were meaningfully confused.作者: 微不足道 時間: 2025-3-28 16:55
Introduction: Appreciating Both, but a fairly stable pattern for the remainder of the session, with participants who experienced other basic emotional states, transitioning back to a state of neutral between self-reports. Agreement between channels was 75.6%.作者: 流動才波動 時間: 2025-3-28 22:16
Ling Chen,Jian An Zhu,Hanqing Fangy study by analysing micro-blogging content collected within a learning simulator for interpersonal communication. A group interview with simulator designers evinced benefits for gaining insights into learner reactions and further simulator improvement.作者: 接合 時間: 2025-3-29 01:34 作者: resuscitation 時間: 2025-3-29 05:45
Aligning and Comparing Data on Emotions Experienced during Learning with MetaTutor, but a fairly stable pattern for the remainder of the session, with participants who experienced other basic emotional states, transitioning back to a state of neutral between self-reports. Agreement between channels was 75.6%.作者: antipsychotic 時間: 2025-3-29 07:15
ViewS in User Generated Content for Enriching Learning Environments: A Semantic Sensing Approachy study by analysing micro-blogging content collected within a learning simulator for interpersonal communication. A group interview with simulator designers evinced benefits for gaining insights into learner reactions and further simulator improvement.作者: Figate 時間: 2025-3-29 13:58
Introduction: Appreciating Bothe theories of affect underlying the design and how the agent’s affective behavior is defined and implemented. Finally, the evaluation of a detector-driven categorization of student behavior, that guides the agent’s affective interventions, against a categorization performed by human coders, is presented.作者: Crepitus 時間: 2025-3-29 18:27
Amy Schuman,Stacy Stutz,John L. Wardterial. These results suggest that design for optimal engagement within online learning may require further study of the factors leading students to become bored on difficult material, and frustrated on very well-known material.作者: 懸掛 時間: 2025-3-29 21:17 作者: 使厭惡 時間: 2025-3-30 03:45 作者: 威脅你 時間: 2025-3-30 07:03 作者: N斯巴達人 時間: 2025-3-30 08:54 作者: 陰謀 時間: 2025-3-30 16:23 作者: 情愛 時間: 2025-3-30 18:16
A Learning Environment That Combines Problem-Posing and Problem-Solving Activities performed two practices for evaluation. The results showed that the participants successfully posed more advanced problems in the second round of problem posing as compared to the first. The empirical data gathered from the two practices indicated a significant relationship between problem-solving and problem-posing abilities.作者: MOAT 時間: 2025-3-30 22:04 作者: Overthrow 時間: 2025-3-31 02:53
From a Customizable ITS to an Adaptive ITSic system enabling the definition of a personalization strategy and its application to an external ITS. In this article we present how this tool provides real assistance to an ITS designer wishing to make his/her system adaptive.作者: 糾纏,纏繞 時間: 2025-3-31 08:10
Individualized Bayesian Knowledge Tracing Models a larger scale. We show that student-specific parameters lead to a tangible improvement when predicting the data of unseen students, and that parameterizing students’ speed of learning is more beneficial than parameterizing a priori knowledge.作者: Eructation 時間: 2025-3-31 09:11 作者: ORE 時間: 2025-3-31 16:38 作者: Intellectual 時間: 2025-3-31 18:49
Lecture Notes in Computer Sciencehttp://image.papertrans.cn/b/image/162444.jpg作者: 對待 時間: 2025-3-31 23:16
Artificial Intelligence in Education978-3-642-39112-5Series ISSN 0302-9743 Series E-ISSN 1611-3349 作者: 颶風(fēng) 時間: 2025-4-1 03:50
https://doi.org/10.1007/978-3-642-39112-5HCI; affective computing; cognitive modeling; conceptual knowledge; distributed systems作者: albuminuria 時間: 2025-4-1 08:20 作者: 閑蕩 時間: 2025-4-1 12:38
Family Business and Technological Innovationure and gesture provide key channels signaling affective and motivational states. Developing a clear understanding of these mechanisms will inform the development of personalized learning environments that promote successful affective and motivational outcomes. This paper investigates posture and ge
