Titlebook: Computer-Based Diagnostics and Systematic Analysis of Knowledge; Dirk Ifenthaler,Pablo Pirnay-Dummer,Norbert M. See Book 2010 Springer-Ver

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Abductive Reasoning and Similarity: Some Computational Tools effort to move toward a theory of such reasoning. The chapter has an ultimate focus on the nature and influence of similarity. A major goal of our work is to develop computational tools that provide intelligent abductive suggestions to people engaged in discovering new knowledge. Novel abductive in

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Complete Structure Comparisonwledge. However, regardless of how much descriptive plausibility there might be in single cases, hypotheses like this cannot be investigated across domains unless there is a way to subtract the content from the structure which allows testing for structure only. A new algorithm introduced in this cha

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Computer-Based Feedback for Computer-Based Collaborative Problem Solvingolving is considered a necessary skill for success in today’s world and schooling. The purpose of this chapter is to further investigate the role of computer-based feedback in collaborative problem solving, in particular, the effect of narration plus on-screen text versus on-screen text only after-a

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Modeling, Assessing, and Supporting Key Competencies Within Game Environmentsr learner or group of learners – such as the type and level of specific knowledge, skills, and other attributes. The second challenge is then leveraging the information to improve learning. This chapter is intended to extend current thinking about (a) educationally valuable skills and (b) instructio

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Scope of Graphical Indices in Educational Diagnosticsycles of graphs, and link them with educational diagnostics. We then present and discuss experimental results. We conclude by outlining the immense field of applications for graphical indices in educational diagnostics and discussing future applications.

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Automated Knowledge Visualization and AssessmentThe tools were developed independently and then integrated step by step. The possible applications go beyond the structural and semantic analysis and comparison of knowledge. The tools also allow the development of self-assessment technologies which can be used directly by the learners.