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Titlebook: Intelligent Tutoring Systems; 13th International C Alessandro Micarelli,John Stamper,Kitty Panourgia Conference proceedings 2016 Springer I

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發(fā)表于 2025-3-21 20:01:00 | 只看該作者 |倒序瀏覽 |閱讀模式
書目名稱Intelligent Tutoring Systems
副標題13th International C
編輯Alessandro Micarelli,John Stamper,Kitty Panourgia
視頻videohttp://file.papertrans.cn/471/470155/470155.mp4
概述Includes supplementary material:
叢書名稱Lecture Notes in Computer Science
圖書封面Titlebook: Intelligent Tutoring Systems; 13th International C Alessandro Micarelli,John Stamper,Kitty Panourgia Conference proceedings 2016 Springer I
描述.This book constitutes the refereed proceedings of the 13th International Conference on Intelligent Tutoring Systems, ITS 2016, held in Zagreb, Croatia, in June 2016...The 20 revised full papers, 32 short papers, 35 posters, and 7 young researchers’ track papers presented in this volume were carefully reviewed and selected from 147.?.submissions. The specific theme of the ITS 2016 conference is "Adaptive Learning in Real World Contexts". ..ITS 2016 covers a wide range of topics such as:?intelligent tutoring; informal learning environments, learning as a side effect of interactions; collaborative and group learning, communities of practice and social networks; simulation-based learning and serious games; dialogue and discourse during learning interactions; co-adaptation between technologies and human learning; ubiquitous and mobile learning environments; empirical studies of learning with technologies, understanding human learning on the web; adaptive support for learning, models of learners, diagnosis and feedback; modeling of motivation, metacognition, and affect aspects of learning; recommender systems for learning; virtual pedagogical agents and learning companions; ontological
出版日期Conference proceedings 2016
關鍵詞artificial intelligence in education; collaborative learning; e-learning; interactive learning environm
版次1
doihttps://doi.org/10.1007/978-3-319-39583-8
isbn_softcover978-3-319-39582-1
isbn_ebook978-3-319-39583-8Series ISSN 0302-9743 Series E-ISSN 1611-3349
issn_series 0302-9743
copyrightSpringer International Publishing Switzerland 2016
The information of publication is updating

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Do Erroneous Examples Improve Learning in Addition to Problem Solving and Worked Examples?there is still no agreement on what kind of assistance (in terms of different learning activities) should be provided to students in Intelligent Tutoring Systems (ITSs) to optimize learning. A previous study [.] found that alternating worked examples and problem solving (AEP) was superior to using j
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Using Eye-Tracking to Determine the Impact of Prior Knowledge on Self-Regulated Learning with an Adaacognitive SRL processes during learning with adaptive hypermedia systems. In this study we investigated how 147 college students’ proportional learning gains (PLGs), proportion of time spent on areas of interest (AOIs), and frequency of fixations on AOI-pairs, differed based on their prior knowledg
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Informing Authoring Best Practices Through an Analysis of Pedagogical Content and Student Behaviornalyze this effect in the context of a problem-solving based online Physics course. We use a representation of the content in terms of its position, composition and visual layout to identify eight content types that correspond to problem solving sub-tasks. Canonical examples as well as a sequence mo
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Timing Game-Based Practice in a Reading Comprehension Strategy Tutoroutcomes and motivation. In the current study, we manipulated . game-based practice was available to students. All students (.?=?149) first completed lesson videos in iSTART-2, an ITS focusing on reading comprehension strategies. They then practiced with iSTART-2 for two 2-hour sessions. Students’ f
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Providing the Option to Skip Feedback in a Worked Example Tutor to skip feedback in an online tutor traditionally used in-natura, we conducted a controlled study in Fall 2015. Experimental group was given the choice to skip the worked example provided as feedback after the student had solved a problem incorrectly, whereas control group was not. We found that pr
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