Titlebook: Student Modelling: The Key to Individualized Knowledge-Based Instruction; Jim E. Greer,Gordon I. McCalla Conference proceedings 1994 Sprin

啪心兒跳動(dòng)

Formal Approaches to Student Modellingational basis for student modelling which is psychologically neutral and independent of applications. It is derived mainly from various areas of theoretical artificial intelligence. Because of the intrinsic difficulty of the student modelling problem, these links to AI are often merely pointed out and not pursued in depth.

DRAFT

degradation

The State of Student Modellingtion of student modelling is analyzed within the context of the original intelligent tutoring system architectures and more recent elaborations of that architecture such as intelligent learning environments and case-based tutorial systems. The authors explore issues surrounding cognitive modelling a

Nutrient

Granularity-Based Reasoning and Belief Revision in Student Models sizes and reason with this knowledge to enhance the capabilities of an intelligent tutoring system, and 2) how to maintain a consistent view of a student’s knowledge as the system-student interaction evolves. The ability to represent and reason about knowledge at various levels of detail is importa

多山

Student Modelling Through Qualitative Reasoningnt is guided by a tutor, for instance embedded in an intelligent tutoring system. However, most of the simulations are based on complex mathematical procedures. This makes it hard, if not impossible, for the intelligent tutoring system to use the simulator for explanations or student modelling, beca

創(chuàng)造性

micronized

palpitate

Building a Student Model for an Intelligent Tutoring Systemmodel for an intelligent tutoring system. In this framework the main purpose of a learner model is to provide the instructional planning component with the information it needs to select a suitable instructional action. Our system, CAPRA, teaches novice students about program specification. The appr

音樂學(xué)者

jaundiced

Strengthening the Novice-Expert Shift Using the Self-Explanation Effectsult differences observed between students with apparently the same level of intelligence and pre-requisite knowledge. However it does not seem to account for the transformation of novices into experts. We are proposing an alternative interpretation of the psychological facts, based on learning cont