Titlebook: Artificial Intelligence in Education; 18th International C Elisabeth André,Ryan Baker,Benedict du Boulay Conference proceedings 2017 Spring

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Theodore Jacob,Daniel L. Tennenbaumchallenging text. This study examined the effects of extended game-based practice within the system as well as the effects of two metacognitive supports implemented within this practice. High school students (n?=?234) were either assigned to an iSTART treatment condition or a control condition. With

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https://doi.org/10.1057/9780230590083learning behaviors captured in these data provide a wealth of information on student learning, which stealth assessment can utilize to unobtrusively draw inferences about student knowledge to provide tailored problem-solving support. In this paper, we present a long short-term memory network (LSTM)-

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An Adaptive Coach for Invention Activitiest have been demonstrated. Our work focuses on Invention activities, inquiry activities in which students generate representations that explain data presented as contrasting cases. To help teachers implement these activities in their classrooms, we have created and pilot-tested a dedicated adaptive c

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Evaluating the Effect of Uncertainty Visualisation in Open Learner Models on Students’ Metacognitiverch has investigated the impact of the visualisation when the OLM shows the conflict (i.e., uncertainty) between the system’s beliefs about student knowledge and students’ confidence in the correctness of their answers. We deployed such an OLM and studied its use. The impact of the uncertainty visua

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Keeping the Teacher in the Loop: Technologies for Monitoring Group Learning in Real-Timehe group. In this paper we combine data-mining and visualization tools to support teachers’ understanding of learners’ activities in an inquiry based learning environment. We use supervised learning to recognize salient states of activity in the group’s work, such as reaching a solution to a problem

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An Extensible Domain-Specific Language for Describing Problem-Solving Proceduresting tasks. Many task domains have problem-solving procedures that express how tasks can be solved by applying steps or rules in a controlled way. In this paper we collect established ITS design principles, and use the principles to compare and evaluate existing ITS paradigms with respect to the way