標(biāo)題: Titlebook: Artificial Intelligencein Education. Posters and Late Breaking Results, Workshops and Tutorials, Ind; 23rd International C Maria Mercedes R [打印本頁] 作者: 灰塵 時(shí)間: 2025-3-21 17:46
書目名稱Artificial Intelligencein Education. Posters and Late Breaking Results, Workshops and Tutorials, Ind影響因子(影響力)
書目名稱Artificial Intelligencein Education. Posters and Late Breaking Results, Workshops and Tutorials, Ind影響因子(影響力)學(xué)科排名
書目名稱Artificial Intelligencein Education. Posters and Late Breaking Results, Workshops and Tutorials, Ind網(wǎng)絡(luò)公開度
書目名稱Artificial Intelligencein Education. Posters and Late Breaking Results, Workshops and Tutorials, Ind網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Artificial Intelligencein Education. Posters and Late Breaking Results, Workshops and Tutorials, Ind被引頻次
書目名稱Artificial Intelligencein Education. Posters and Late Breaking Results, Workshops and Tutorials, Ind被引頻次學(xué)科排名
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書目名稱Artificial Intelligencein Education. Posters and Late Breaking Results, Workshops and Tutorials, Ind年度引用學(xué)科排名
書目名稱Artificial Intelligencein Education. Posters and Late Breaking Results, Workshops and Tutorials, Ind讀者反饋
書目名稱Artificial Intelligencein Education. Posters and Late Breaking Results, Workshops and Tutorials, Ind讀者反饋學(xué)科排名
作者: 燒瓶 時(shí)間: 2025-3-21 21:23 作者: glomeruli 時(shí)間: 2025-3-22 03:06
https://doi.org/10.1057/9780230287389e potential impact of randomness on explainability. The goal is to investigate how misconceptions about stochasticity can lead to distorted projections or expectations, and potentially expose any lack of transparency (to teachers), indirectly affecting the overall trust in artificially intelligent tools.作者: 建筑師 時(shí)間: 2025-3-22 08:12
,Models of the ‘underclass family’, foundation to generate the narratives. The narrative framework designing is in progress which is underpinned with Ausubel’s Subsumption theory. All the work is being implemented in two different domains and evaluated with people to test their awareness of the domains-aspects.作者: palpitate 時(shí)間: 2025-3-22 10:30 作者: 制定法律 時(shí)間: 2025-3-22 16:03
https://doi.org/10.1007/978-3-658-26638-7pects of professionalism underlying the test. Our findings suggest that NLP tools can help us build an efficient and effective QA process to evaluate human scoring and collect validity evidence supporting the inferences drawn from Casper scores.作者: 消音器 時(shí)間: 2025-3-22 18:47 作者: 漂亮才會(huì)豪華 時(shí)間: 2025-3-23 00:59
The Black-Box Syndrome: Embracing Randomness in Machine Learning Modelse potential impact of randomness on explainability. The goal is to investigate how misconceptions about stochasticity can lead to distorted projections or expectations, and potentially expose any lack of transparency (to teachers), indirectly affecting the overall trust in artificially intelligent tools.作者: aspect 時(shí)間: 2025-3-23 04:27
Generating Narratives of?Video Segments to?Support Learning foundation to generate the narratives. The narrative framework designing is in progress which is underpinned with Ausubel’s Subsumption theory. All the work is being implemented in two different domains and evaluated with people to test their awareness of the domains-aspects.作者: Lipohypertrophy 時(shí)間: 2025-3-23 05:52
Grading Programming Assignments with?an?Automated Grading and?Feedback Assistantng and natural language processing methods to improve grade uniformity and feedback quality in these areas. Furthermore, we will investigate how using these tools may allow instructors to include open-ended requirements that challenge students to use their ideas for possible features in their assignments.作者: Salivary-Gland 時(shí)間: 2025-3-23 10:40 作者: overrule 時(shí)間: 2025-3-23 17:48
AI-Enabled Personalized Interview Coach in?Rural India for training the machine learning models for the system were collected from rural areas in India and were annotated by reliable experts. We validated the performance of the system on an out-of-sample data-set which included 100 interviews collected by piloting the application.作者: noxious 時(shí)間: 2025-3-23 19:04 作者: 周年紀(jì)念日 時(shí)間: 2025-3-23 22:58
https://doi.org/10.1007/978-3-658-26638-7 the image database of character evolving process as well as the video databases of micro-lectures for extended learning. A mobile version of the dictionary has been developed, which supports the multimodal query and output information for the individual Chinese character.作者: landfill 時(shí)間: 2025-3-24 02:50 作者: Adenoma 時(shí)間: 2025-3-24 08:31
Graph Entropy-Based Learning Analyticsnformation). Knowledge graphs will be used to represent the content to be learned, the tutors’ expectations, and the student’s knowledge. Early results reveal that advanced analytical algorithms and graph entropy specified for educational applications is necessary for this research project to succeed.作者: prosperity 時(shí)間: 2025-3-24 11:58 作者: 悄悄移動(dòng) 時(shí)間: 2025-3-24 16:50
Artificial Intelligence (AI), the Future of Work, and the Building of a National Talent Ecosystemn range in maturity from laboratory technologies to field-tested prototypes to production software and include applications of Natural Language Understanding and Machine Learning that have only become feasible over the past two to three years.作者: ornithology 時(shí)間: 2025-3-24 20:23 作者: 種族被根除 時(shí)間: 2025-3-25 02:06
Carol Beardmore,Cara Dobbing,Steven Kingpronunciation, to understand and to predict through AI techniques the related metacognitive information concerning reading strategies, text comprehension and L2 level. We present an experimental protocol involving a reading aloud setup, as well as first data collection to gather L2 speech with associated eye-tracking measures.作者: Bureaucracy 時(shí)間: 2025-3-25 04:48
Miranda Poeze,Valentina Mazzucatocational product development. We discuss lessons learned and ways we can bridge the gap between learning theories and practices, artificial intelligence, and user experience/research to craft effective learning solutions.作者: FICE 時(shí)間: 2025-3-25 07:50
Speech and?Eye Tracking Features for?L2 Acquisition: A Multimodal Experimentpronunciation, to understand and to predict through AI techniques the related metacognitive information concerning reading strategies, text comprehension and L2 level. We present an experimental protocol involving a reading aloud setup, as well as first data collection to gather L2 speech with associated eye-tracking measures.作者: Accomplish 時(shí)間: 2025-3-25 14:48
An Integrated Approach to Learning Solutions: UCD?+?LS&D?+?AIEdcational product development. We discuss lessons learned and ways we can bridge the gap between learning theories and practices, artificial intelligence, and user experience/research to craft effective learning solutions.作者: 引起 時(shí)間: 2025-3-25 19:29
Towards Speech-Based Collaboration Detection in a Noisy Classroomty and challenges of only using the students’ speech to predict each group’s collaboration status. We are using machine-learning techniques to build models that agree with our human annotator’s collaboration status judgments.作者: BOLUS 時(shí)間: 2025-3-25 22:18 作者: euphoria 時(shí)間: 2025-3-26 00:57
Family Life in Japan and Germanyty and challenges of only using the students’ speech to predict each group’s collaboration status. We are using machine-learning techniques to build models that agree with our human annotator’s collaboration status judgments.作者: Nuance 時(shí)間: 2025-3-26 07:21
The Black-Box Syndrome: Embracing Randomness in Machine Learning Modelsocess of extracting and communicating patterns in data, to promote innovative teaching and learning experiences. As a result, Learning Analytics (LA) and Educational Data Mining (EDM) have both been relying on various Machine Learning (ML) techniques to project novel and meaningful predictions. This作者: 甜瓜 時(shí)間: 2025-3-26 10:02
Developing an Inclusive Q&A Chatbot in Massive Open Online Courses definition of ‘inclusive learning’ in MOOCs from the Universal Design of Learning approach, this study firstly compares students’ behavioral intentions before and after using the chatbot. Next, this study investigates students’ levels of several other learning experience domains after using the cha作者: interference 時(shí)間: 2025-3-26 15:45 作者: helper-T-cells 時(shí)間: 2025-3-26 20:21 作者: aphasia 時(shí)間: 2025-3-26 22:32 作者: inclusive 時(shí)間: 2025-3-27 04:06 作者: 過于光澤 時(shí)間: 2025-3-27 08:33 作者: 嚴(yán)厲批評(píng) 時(shí)間: 2025-3-27 13:31 作者: orthodox 時(shí)間: 2025-3-27 17:31
Using Open Source Technologies and?Generalizable Procedures in?Conversational and?Affective Intelligthe incorporation of virtual teaching-learning environments, which allow or facilitate learning opportunities for students, showing, for example, where they make mistakes and providing personalized help whenever they require it. In addition, these systems provide permanent access availability whenev作者: byline 時(shí)間: 2025-3-27 21:20 作者: blight 時(shí)間: 2025-3-28 01:06
Towards Speech-Based Collaboration Detection in a Noisy Classroomy help. To do so, it needs to know what the students are doing and thus who needs help more than the others. This is especially important when students work in small groups and the teacher’s ability to monitor every group frequently diminishes. This project is an attempt to investigate the feasibili作者: 藐視 時(shí)間: 2025-3-28 06:02 作者: hieroglyphic 時(shí)間: 2025-3-28 08:29 作者: 基因組 時(shí)間: 2025-3-28 10:50 作者: 彎彎曲曲 時(shí)間: 2025-3-28 17:47 作者: Infelicity 時(shí)間: 2025-3-28 18:54 作者: chondromalacia 時(shí)間: 2025-3-29 01:00
Artificial Intelligence (AI), the Future of Work, and the Building of a National Talent Ecosystemience Foundation (NSF) Convergence Accelerator program, which supports translational use-inspired research. This article details the context for this work, describes the individual projects and the roles of AI in these projects, and explains how these projects are working synergistically towards the作者: 停止償付 時(shí)間: 2025-3-29 06:43 作者: Latency 時(shí)間: 2025-3-29 07:58
Lecture Notes in Computer Sciencehttp://image.papertrans.cn/b/image/162452.jpg作者: Ebct207 時(shí)間: 2025-3-29 11:35 作者: Vulnerable 時(shí)間: 2025-3-29 19:31
The Family in the Political Debate, definition of ‘inclusive learning’ in MOOCs from the Universal Design of Learning approach, this study firstly compares students’ behavioral intentions before and after using the chatbot. Next, this study investigates students’ levels of several other learning experience domains after using the cha作者: Glucose 時(shí)間: 2025-3-29 23:32
,Models of the ‘underclass family’, aims to measure and understand students’ progress by quantitatively measuring the difference between the content to be learned, the tutors’ expectation of understanding, and the student’s knowledge. This quantification will take similar steps than taken by Shannon for his information theory using a作者: discord 時(shí)間: 2025-3-30 00:54
,Models of the ‘underclass family’,ng open learning platforms (Youtube, MOOC, Khan Academy, etc.). However, learners may not be able to detect the main points in the video and relate them to the domain for study. This can hinder the effectiveness of using videos for learning. To address these challenges, we are aiming to develop auto作者: CORD 時(shí)間: 2025-3-30 06:17
Carol Beardmore,Cara Dobbing,Steven Kingironments. Additionally, crowdsourced, on-demand assistance generated from educators in the field is also effective. However, when provided on-demand assistance in these studies, students received assistance using ., where each condition represents a different assistance, for every problem encounter作者: Repetitions 時(shí)間: 2025-3-30 08:41 作者: 膽汁 時(shí)間: 2025-3-30 13:26
Carol Beardmore,Cara Dobbing,Steven Kingn actions) during game-based learning. However, limited studies have attempted to theoretically ground or analytically evaluate these constructs in appropriate theoretical assumptions that can discuss and aptly analyze SRL. As such, this paper argues that complex systems theory, which refers to SRL 作者: 圣人 時(shí)間: 2025-3-30 17:20 作者: Traumatic-Grief 時(shí)間: 2025-3-30 21:14 作者: 擴(kuò)大 時(shí)間: 2025-3-31 04:53 作者: Emmenagogue 時(shí)間: 2025-3-31 07:09
Family Life in Japan and Germanyy help. To do so, it needs to know what the students are doing and thus who needs help more than the others. This is especially important when students work in small groups and the teacher’s ability to monitor every group frequently diminishes. This project is an attempt to investigate the feasibili作者: 擔(dān)憂 時(shí)間: 2025-3-31 09:19
Family Life in Japan and Germanyautomated grading and feedback generation of open-ended problems. Researchers have explored these techniques in driving a varying range of interventions that range from assessing the quality of the work and recommending changes to the answers that can enhance the quality of the responses for student作者: vanquish 時(shí)間: 2025-3-31 13:37
https://doi.org/10.1007/978-3-658-26638-7aracter’s definitions are easy to understand and helpful to remember. To assist learning Chinese character and understanding definitions, we design an intelligent dictionary which supports text and image of printed character as input and text, image and video as output modes. Particularly, users cou作者: 歡呼 時(shí)間: 2025-3-31 17:41
https://doi.org/10.1007/978-3-658-26638-7e validity of scores obtained from SJTs, a quality assurance (QA) framework is essential. In this study, we leverage natural language processing (NLP) to build an efficient and effective QA framework for evaluating scores from an SJT focusing on different aspects of professionalism. Using 635,106 wr作者: Mets552 時(shí)間: 2025-4-1 00:54
https://doi.org/10.1007/978-3-658-26638-7etration of the internet enable new ways to build systems to identify and help learners who need assistance in improving their soft skills. This paper presents the design, development and evaluation of a prototype intelligent system for training youth in rural areas. The system assesses a personal i作者: figure 時(shí)間: 2025-4-1 05:32 作者: Headstrong 時(shí)間: 2025-4-1 09:41 作者: 亞麻制品 時(shí)間: 2025-4-1 11:12
https://doi.org/10.1007/978-3-031-11647-6artificial intelligence; computer aided instruction; computer science; computer systems; curricula; data 作者: membrane 時(shí)間: 2025-4-1 16:06 作者: 預(yù)測(cè) 時(shí)間: 2025-4-1 18:40
Artificial Intelligencein Education. Posters and Late Breaking Results, Workshops and Tutorials, Ind23rd International C作者: 低能兒 時(shí)間: 2025-4-1 23:35
Maria Mercedes Rodrigo,Noburu Matsuda,Vania Dimitr
