Titlebook: Intelligent Tutoring Systems; Second International Claude Frasson,Gilles Gauthier,Gordon I. McCalla Conference proceedings 1992 Springer-Ve

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Guidon-manage revisited: A socio-technical systems approach,edge and learning. With the rise of situated cognition theories, considerable confusion has developed about theories of intelligence, when and how formal subject matter theories should be taught, and the relation of instructional technology to human interactions. Now, after several years of forming

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Assisted mathematics: the case of discrete probabilities, with a lot. The degree of assistance ranges from a sophisticated dumb tool to a general problem solver. The main difference between the environments lies in the division of quality and quantity of work between the user and the computer. This leads to a discussion of what one is expected to learn in

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Learning recursion through the use of a mental model-based programming environment,ETs). Such externalization supports cognitive and meta-cognitive problem-solving activity. PETs seem to help students internalize concepts, organize relevant knowledge, and lead to improved learning. The paper describes an empirical study to evaluate PETAL. Excerpts from protocols are discussed to s

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,STUDIA: un système tutoriel intelligent coopératif fondé sur la négociation et sur un modèle dynamiris-Nanterre. Ce système repose sur la mise en ?uvre d‘un modèle de dialogue structuré de fa?on hiérarchique autour de négociations ayant trait à l‘a(chǎn)cquisition des connaissances. Pour mener à bien ces négociations, des stratégies coopératives sont activées afin que l‘a(chǎn)pprenant soit mis dans des situ

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The Fawlty article tutor,sage and are often incomplete, too specialised, and riddled with exceptions. Because it is difficult to remember all the rules, people memorise a few basic rules and try to generalise to all situations. This paper deals with the implementation of Fawlty, an intelligent tutoring system which attempts

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Towards an epistemology for Guided Discovery Tutoring: The Popperian connection,e background of Karl Popper‘s epistemology. Popper‘s distinction between World 1 (the world of physical objects), World 2 (the world of psychological “production”), and World 3 (the world of the “products” of thought, or “objective knowledge”) is used to contrast the trends involved. The resulting p

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Winch simulation: Multiple, linked representations of linear functions,s been developed for the investigation of students‘ understanding of the concepts of variables and functions. The computer simulation grounds learning about symbolic representations of function in students‘ intuitive understanding of the functional relations among physical quantities. In addition, t

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EXPITS: an experimental environment on ITS,a intelligent tutoring system and facilities for manipulating the states in order to study structures and functions of constituents of ITS. The target users of the learning environment are school teachers, students of AI courses and ITS researchers. School teachers get deep understanding about ITS b