Agent-based tutoring systems by cognitive and affective modeling:
"This book presents a modern view of intelligent tutoring, focusing mainly on the conception of these systems according to a multi-agent approach and on the affective and cognitive modeling of the student in this kind of educational environment"--Provided by publisher.
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hershey [u.a.]
Information Science Reference
2008
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "This book presents a modern view of intelligent tutoring, focusing mainly on the conception of these systems according to a multi-agent approach and on the affective and cognitive modeling of the student in this kind of educational environment"--Provided by publisher. |
| Beschreibung: | "Premier reference source"--Cover. Includes bibliographical references and index -- "This book presents a modern view of intelligent tutoring, focusing mainly on the conception of these systems according to a multi-agent approach and on the affective and cognitive modeling of the student in this kind of educational environment"--Provided by publisher. |
| Beschreibung: | XXXIV, 356 S. Ill., graph. Darst. 29 cm |
| ISBN: | 9781599047683 |
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| 500 | |a "Premier reference source"--Cover. | ||
| 500 | |a Includes bibliographical references and index -- "This book presents a modern view of intelligent tutoring, focusing mainly on the conception of these systems according to a multi-agent approach and on the affective and cognitive modeling of the student in this kind of educational environment"--Provided by publisher. | ||
| 520 | 3 | |a "This book presents a modern view of intelligent tutoring, focusing mainly on the conception of these systems according to a multi-agent approach and on the affective and cognitive modeling of the student in this kind of educational environment"--Provided by publisher. | |
| 650 | 4 | |a Enseignement assisté par ordinateur | |
| 650 | 4 | |a Systèmes conversationnels (Informatique) | |
| 650 | 4 | |a Technologie éducative | |
| 650 | 4 | |a Tutoriels | |
| 650 | 4 | |a Intelligent tutoring systems | |
| 650 | 4 | |a Interactive computer systems | |
| 650 | 4 | |a Computer-assisted instruction | |
| 650 | 4 | |a Educational technology | |
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Datensatz im Suchindex
| _version_ | 1804137974606069760 |
|---|---|
| adam_text | TABLE OF CONTENTS FOREWORD XI PREFACE XI I I ACKNOWLEDGMENT XXXIV
SECTION I METHODOLOGIES AND TECHNIQUES FOR DEVELOPING AGENT-BASED
TUTORING SYSTEMS CHAPTER I OVERVIEW OFAGENT MODELLING 1 HELDER COELHO,
LISBON UNIVERSITY, PORTUGAL CHAPTERH BUILDING INTELLIGENT LEARNING
ENVIRONMENTS USING INTELLIGENT LEARNING OBJECTS 19 RIEARDO AZAMBLLJA
SI/VEIRA, FEDERAL UNIVERSITY O/SANTA CATARINA (UFSC), BRAZI/ JUHA
MARQUES CARVALHO DA SI/VA, FEDERAL UNIVERSITY O/SANTA CATARINA (UFSC),
BRAZI/ CHAPTER 111 DESIGN AND EVALUATION OF ANIMATED PEDAGOGICAL AGENTS
43 MARCIA CRISTINA MORAES, PONTIFIEAL CATHOHE UNIVERSITY 0/ RIO GRANDE
DO SUL (PUCRS). BRAZI/ MILENE SI/VEIRA, PONTIFIEAL CATHOHE UNIVERSITY
O/RIO GRANDE DO SUL (PUCRS), BRAZIL CHAPTER IV MAGA VITTA:
CONVERSATIONAL ECOLOGICAL AGENT IN AN INTERACTIVE COLLECTIVE
CONSTRUCTION ENVIRONMENT FOR BASIC EDUCATION 73 MARGARETE AXT, FEDERAL
UNIVERSITY O/RIO GRANDE DO SUL (UFRGS), BRAZIL MAGAH TERESINHA LONGHI,
FEDERAL UNIVERSITY O/RIO GRANDE DO SUL (UFRGS), BRAZIL PALOMA DIAS
SI/VEIRA, FEDERAL UNIVERSITY 0/ RIO GRANDE DO SUL (UFRGS), BRAZIL LUEAS
NUNES GUIMARIIES, FEDERAL UNIVERSITY 0/ RIO GRANDE DO SUL (UFRGS),
BRAZI/ SECTION II COGNITIVE AND AFFECTIVE STUDENT MODELING IN
INTELLIGENT LEARNING ENVIRONMENTS CHAPTERV USING BAYESIAN NETWORKS FOR
STUDENT MODELING 97 CHAO-LIN LIU, NATIONAL CHENGEHI UNIVERSITY, TAIWAN
CHAPTERVI COGNITIVE MODELS APPLIED TO BUILT INTELLIGENT EDUCATIONAL
APPLICATIONS 114 LUEIA MARIA MARTINS GIRAJJA, PONTIFIEAL CATHOLIE
UNIVERSITY OFRIO GRANDE DO SUL (PUCRS), BRAZIL ANDRE LUIS AUCE RAABE,
ITAJAI VALLEY UNIVERSITY, BRAZIL CHAPTERVII INFERING EMOTIONS AND
APPLYING AFFECTIVE TACTICS FOR A BETTER LEARNING 135 PATRICIA AUGUSTIN
JAQUES, UNIVERSITY OF VALE DO RIO DOS SINOS (UNISINOS). BRAZIL ROSA
MARIA VIEEARI, FEDERAL UNIVERSITY OF RIO GRANDE DO SUL (UFRGS), BRAZIL
CHAPTER VIII INTELIWEB: THE E-LEAMING SYSTEM THAT RECOGNIZES ASPECTS OF
SELF-EFFICACY 156 FRANEINE BIEA, FEDERAL UNIVERSITY OF RIO GRANDE DO
SUL. BRAZIL REGINA VERDIN, FEDERAL UNIVERSITY OF RIO GRANDE DO SUL,
BRAZIL CHAPTERIX TOWARDS A MODEL THAT CONSIDERS THE STUDENT S AFFECTIVE
DIMENSIONS IN INTELLIGENT LEAMING ENVIRONMENTS 178 MAGDA BEREHT, FEDERAL
UNIVERSITY OF RIO GRANDE DO SUL (UFRGS), BRAZIL CHAPTERX SOCIAL AND
AFFECTIVE AGENTS TO MOTIVATE COLLABORATION ON AGENT-BASED INTELL IGENT
TUTORING SYSTEMS 20 I EUSA BOFF, UNIVERSITY OFCAXIAS DO SUL (UCS),
BRAZIL CECILIA DIAS FLORES, FEDERAL UNIVERSITY (1 HEALTH SEIENEE OFPORTO
ALEGRE (UFCSPA). BRAZIL SEETION III AGENT-BASED TUTORING SYSTEMS
CHAPTERXI CONSTRUCTING INTELLIGENT TUTORING SYSTEMS BASED ON A
MULTIAGENT ARCHITECTURE 228 IG BITTENEOURT, FEDERAL UNIVERSITY OF
ALAGOAS, BRAZIL EVANDRO DE BARROS COSTA, FEDERAL UNIVERSITY OF ALAGOAS,
BRAZIL BALDOINO FONSECA DOS SAN TOS NETO, FEDERAL UNIVERSITY OF ALAGOAS,
BRAZIL JOGOGUILHERME MAIA DE MENEZES, FEDERAL UNIVERSITY (1 ALAGOAS,
BRAZIL .LAIRO SIMAO SANTANA MELO, CATHOLIE UNIVERSITY (YBRASILIA. CAMPUS
11,BRAZIL EDILSON FERNEDA, CATHOLIE UNIVERSITY OF BRASILIA, CAMPUS
11,BRAZIL ANA PAULA BERNARDI DA SILVA, CATHOLIE UNIVERSITY OF BRASILIA,
CAMPUS II, BRAZIL LOURDES MATTOS BRASIL, CATHOLIE UNIVERSITY OF
BRASILIA, CAMPUS IJ, BRAZIL CHAPTER XII PEDAGOGICAL NEGOTIATION AND
SOLIDARITY ASSIMILATION GROUPS IN ACTION: THE COMBINED EFFORTS OF E-M@T
AND LEIBNIZ TO AID CALCULUS STUDENTS 260 .LOAO CARLOS GLUZ, UNIVERSITY
OF VALE DO RIO DOS SINOS (UNISINOS), BRAZIL TANIA CABRAL, STATE
UNIVERSITY OFRIO GRANDE DO SUL (UERGS), BRAZIL PAULO BAGGIO, STATE
UNIVERSITY OFRIO GRANDE DO SUL (UERGS), BRAZIL PAULO LIVI, STATE
UNIVERSITY OFRIO GRANDE DO SUL (UERGS), BRAZIL RAFAEL MALLMANN, STATE
UNIVERSITY OFRIO GRANDE DO SUL (UERGS). BRAZIL CHAPTER XIII INTELLIGENT
TUTORING SYSTEMS FOR DISTRIBUTED LEARNING 292 MOHAMED ALLY, ATHABASEA
UNIVERSITY, CANADA CHAPTERXIV AN ARCHITECTURE FOR DEVELOPING MULTIAGENT
EDUCATIONAL APPLICATIONS FOR THE WEB 307 TASOS TRIANTIS, UNIVERSITY
OFPATRAS, GREEEE PANAYIOTIS PINTELAS, UNIVERSITY OFPATRAS. GREECE
COMPILATION OF REFERENCES 324 ABOUT THE CONTRIBUTORS 350 INDEX 355
DETAILED TABLE OF CONTENTS FOREWORD XI PREFACE XI I I ACKNOWLEDGMENT
XXXIV SEETION I METHODOLOGIES AND TECHNIQUES FOR DEVELOPING AGENT-BASED
TUTORING SYSTEMS CHAPTER I OVERVIEW OF AGENT MODELLING I HELDER COELHO,
LISBON UNIVERSITY, PORTUGAL CHAPTER I AIMS AT PROVIDING TO THE READER AN
OVERVIEW OF AGENT S PARADIGM. THE CHAPTER INTRODUCES THE AGENT S
CONCEPT, AS ALSO DESCRIBES REACTIVE (WEAK NOTION OF AGENT, ACCORDING TO
WOOLDRIDGE & JENNINGS, 1999) AND COGNITIVE (STRONG NOTION OF AI)
ARCHITECTURE OF AGENTS, FOCUSING ON THE COGNITIVE BOI MODEL. SOME
CHALLENGES IN THE MATTER ARE ALSO ADDRESSED BY THE CHAPTER. CHAPTER 11
BUILDING INTELLIGENT LEARNING ENVIRONMENTS USING INTELLIGENT LEARNING
OBJECTS 19 RIEARDO AZAMBUJA SILVEIRA, FEDERAL UNIVERSITY OF SANTA
CATARINA (UFSC), BRAZIL JITLIA MARQUES CARVALHO DA SILVA, FEDERAL
UNIVERSITY OFSANTA CATARINA (UFSC), BRAZIL CHAPTER 11ADDRESSES THE REUSE
OF LEARNING OBJECTS TO CREATE ILES. THE AUTHORS ARE MAINLY CONCERNED IN
THE INTEROPERABILITY IMPROVEMENT AMONG LEARNING OBJECTS IN AGENT-BASED
LEARNING ENVIRONMENTS BY INTEGRATING LEARNING OBJECTS TECHNOLOGY AND THE
MULTIAGENT SYSTEMS APPROACH. AIMING AT ACHIEVING THIS GOAL, THEY PROPOSE
THE DEVELOPMENT OF LEARNING OBJECTS BASED ON AGENT ARCHITECTURES: THE
INTELLIGENT LEARNING OBJECTS APPROACH. CHAPTER III DESIGN AND EVALUATION
OF ANIMATED PEDAGOGICAL AGENTS 43 MAREIA CRISTINA MORAES, PONTIFIEAL
CATHOLIE UNIVERSITY OF RIO GRANDE DO SUL (PUCRS), BRAZIL MILENE
SILVEIRA, PONTIFIEAL CATHOLIE UNIVERSITY OFRIO GRANDE DO SUL (PUCRS),
BRAZIL CHAPTER 11 I PRESENTS SOME BASIC GUIDELINES TO DESIGN AND
EVALUATE ANIMATED PEDAGOGICAL AGENTS. SOME BACKGROUND IN THE MATTER IS
ALSO INTRODUCED. BESIDES, THE AUTHORS DISCUSS SO ME LIMITATIONS AND
PROBLEMS IN THE AREA THAT MOTIVATE THEIR PROPOSED GUIDELINES. CHAPTER IV
MAGA VITTA: CONVERSATIONAL ECOLOGICAL AGENT IN AN INTERACTIVE COLLECTIVE
CONSTRUCTION ENVIRONMENT FOR BASIC EDUCATION 73 MARGARETE AXT, FEDERAL
UNIVERSITY OFRIO GRANDE DO SUL (UFRGS), BRAZIL MAGALI TERESINHA LONGHI,
FEDERAL UNIVERSITY OFRIO GRANDE DO SUL (UFRGS), BRAZIL PALOMA DIAS
SILVEIRA, FEDERAL UNIVENDTY OFRIO GRANDE DO SUL (UFRGS), BRAZIL LUCAS
NUNES GUIMARIIES, FEDERAL UNIVERSITY OFRIO GRANDE DO SUL (UFRGS). BRAZIL
CHAPTER IV INTRODUCES MAGAVITTA, AN EMBODIED CONVERSATIONAL AGENT
INSERTED INTO A MULTIUSER INTELLIGENT LEARNING ENVIRONMENT, CALLED
CIVITAS, ORIENTED TO THE CONSTRUCTION AND SIMULATION OF VIRTUAL CITIES.
THE AUTHORS ALSO PRESENT THE EDUCATIONAL THEORIES THAT GROUND CIVITAS
MODELLING, AS WEIL AS THE PEDA- GOGICAL METHODOLOGY DEVELOPED FOR
TRAINING TEACHERS AND FOR WORKING WITH STUDENTS IN THE EDUCATIONAL
ENVIRONMENT. SEETION II COGNITIVE AND AFFECTIVE STUDENT MODELING IN
INTELLIGENT LEARNING ENVIRONMENTS CHAPTERV USING BAYESIAN NETWORKS FUER
STUDENT MODELING 97 CHAO-LIN LIU, NATIONAL CHENGEHI UNIVERSITY, TAIWAN
CHAPTER V REVIEWS THE BAYESIAN-RELATED TECHNOLOGIES FOR MODELLING
STUDENTS IN LEARNING ENVIRONMENTS. THE AUTHOR STATES THAT BAYESIAN
NETWORKS OFFER A MATHEMATICALLY SOUND MECHANISM FOR REPRESENTING AND
REASONING ABOUT STUDENTS UNDER UNCERTAINTY, A TOPIC THAT IS ALSO
ADDRESSED IN THE CHAPTER. AN EXAMPLE OF APPLICATION OFBAYESIAN NETWORK
FOR MODELLING UNCERTAINTY INFORMATION ABOUT THE STUDENT IN ITS IS ALSO
PRESENTED IN ORDER TO ILLUSTRATE THE CONCEPTS PRESENTED IN THE CHAPTER.
CHAPTER VI COGNITIVE MODELS APPLIED TO BUILT INTELLIGENT EDUCATIONAL
APPLICATIONS 114 LUCIA MARIA MARTINS GIRAFFA, PONTIFIEAL CATHOUE
UNIVERSITY OFRIO GRANDE DO SUL (PUCRSJ, BRAZIL ANDRE LUFS ALICE RAABE,
LTAJAF VALLEY UNIVERSITY, BRAZIL CHAPTER VI ADDRESSES THE MODELLING OF
COLLABORATIVE ITS BY USING A MULTIAGENT ARCHITECTURE AND AMENTAL STATES
APPROACH. IN ORDERTO EXEMPLIF)T THIS IDEA, THE AUTHORS INTRODUCE MCOE,
AN ECOLOGICAL COLLABORATIVE EDUCATIONAL GAME THAT WAS IMPLEMENTED
ACCORDING THESE NOTIONS. THE AUTHORS ALSO PRESENT A COMPARISON OF MCOE
WITH ECOLOGIST, A NON-AGENT EARLIER VERSION OF MCOE, AIMING AT
ILLUSTRATING THE BENEFITS OF USING A MULTIAGENT AND MENTAL STATES
APPROACH FOR MODELLING AND IMPLEMENTING ITS. CHAPTERVII INFERING
EMOTIONS AND APPLYING AFFECTIVE TACTICS FOR A SETTER LEARNING 135
PATRICIA AUGUSTIN JAQUES, UNIVERSITY 0/ VALE DO RIO DOS SINOS
(UNIS/NOS), BRAZIL ROSA MARIA VICCARI, FEDERAL UNIVERSITY 0/ RIO GRANDE
DO SUL (UFRGS), BRAZIL CHAPTER VII INTRODUCES PAT, AN ANIMATED
PEDAGOGICAL AGENT THAT INFERS STUDENT S EMOTIONS IN ORDER TO ADAPT THE
SYSTEM TO STUDENT S AFFECTIVE STATES. THE AUTHORS ISSUE THE USE OF A BOI
APPROACH FOR THE INFERENCE OF EMOTIONS BY STUDENT S ACTIONS IN THE ILE
INTERFACE USING AN APPRAISAL-BASED PSYCHOLOGICAL MODEL OF EMOTION. THE
CHAPTER ALSO LISTS PAT AFFECTIVE TACTICS THAT ARE EXPRESSED THROUGH
EMOTIONAL BEHAVIOUR AND ENCOURAGEMENT MESSAGES OF THE AGENT LIFELIKE
CHARACTER. AN EVALUATION OF PAT S AFFECTIVE TACTICS WITH PEDAGOGUES AND
PSYCHOLOGIST IS ALSO DESCRIBED IN THE CHAPTER. CHAPTER VIII INTELIWEB:
THE E-LEARNING SYSTEM THAT RECOGNIZES ASPECTS OFSELF-EFFICACY 156
FRANCINE BICA, FEDERAL UNIVERSITY 0/ RIO GRANDE DO SUL, BRAZIL REGINA
VERDIN, FEDERAL UNIVERSITY 0/ RIO GRANDE DO SUL, BRAZIL CHAPTER VIIL IS
CONCERNED WITH MODELLING STUDENT S SELF-EFFICACY. THE AUTHORS PRESENT A
FUZZY-LOGIC AP- PROACH FOR STUDENT S SELF-EFFICACY INFERENCE AND
MODELLING. THE AUTHORS ILLUSTRATE THEIR WORK BY PRESENTING INTELLIWEB,
AN INTELLIGENT E-IEARNING SYSTEM THAT COVERS THE DOMAIN OFVEGETAL
ANATOMY FOR UNDERGRADU- ATE STUDENTS OF A BIOLOGICAL SCIENCE COURSE.
THIS ENVIRONMENT IS COMPOSED BY TWO AGENTS: THE (I) SEM, WHICH WAS
CONCEIVED FOR MODELLING STUDENT S SELF-EFFICACY; (II) AND PAT, THE
ANIMATED PEDAGOGICAL AGENT PRESENTED IN CHAPTER VII THAT WAS INTRODUCED
IN INTELLIWEB TO APPLY AFFECTIVE TACTICS IN ORDER TO INCREASE STUDENT S
SELF-EFFICACY. AN EVALUATION OFLNTELLIWEB IS ALSO PRESENTED BY THE
AUTHORS. CHAPTER IX TOWARDS A MODEL THAT CONSIDERS THE STUDENT S
AFFECTIVE DIMENSIONS IN INTELLIGENT LEARNING ENVIRONMENTS 178 MAGDA
BERCHT, FEDERAL UNIVERSITY OFRIO GRANDE DO SUL (UFRGS), BRAZIL CHAPTER
IX DISCUSSES THE USE OF AFFECTIVE INFORMATION ABOUT STUDENTS TO SUPPORT
THE DECISION OF AN ITS ON ESTABLISHING PEDAGOGICAL ACTIONS THE CHAPTER
IS MAINLY CONCERNED WITH THE INFERENCE OFTHE STUDENT S MOTIVATION TO
LEARN. A PROTOTYPE DEVELOPED TO TEST SOME OFTHOSE IDEAS WAS IMPLEMENTED
AS AN AGENT THAT IS MODE LIED THROUGH MENTAL STATES AND IS RESPONSIBLE
FOR THE INFERENCE OF THE STUDENT S AFFECTIVE STATES AND THE CHOICE OF
THE PEDAGOGICAL ACTIONS. THIS AGENT WAS INTRODUCED IN THE ILE
ELETROTUTOR 11IFOR THE EVALUATION THAT IS ALSO DESCRIBED IN THE CHAPTER.
CHAPTERX SOCIAL AND AFFECTIVE AGENTS TO MOTIVATE COLLABORATION ON
AGENT-BASED INTELLIGENT TUTORING SYSTEMS 20 I ELISA BOFF, UNIVERSITY
OFCAXIAS DO SUL (UCS), BRAZIL CECILIA DIAS FLORES, FEDERAL UNIVERSITY
OFHEALTH SCIENCE C!FPORTOALEGRE (UFCSPA), BRAZIL CHAPTER X PRESENTS A
PROPOSAL FOR USING PROBABILISTIC NETWORKS IN ORDER TO MODEL AFFECTIVE
INFORMATION ABOUT STUDENTS. THIS MODEL IS USED BY AN AFFECTIVE AGENT,
SOCIAL AGENT, IN AMPLLA ILE IN ORDER TO PROMOTE COLLABORATION BETWEEN
STUDENTS. AMPLLA, WHICH IS A PROBABILISTIC MULTIAGENT ENVIRONMENT FOR
THE MEDICAL AREA, IS ALSO DESCRIBED IN THIS CHAPTER. THE AUTHORS STATE
THAT THE PROBABILISTIC NETWORKS, THAT IS, BAYESIAN NETWORKS, ARE A
POWERFUL TOOL TO DEAL WITH COMPLEX AND UNCERTAIN DOMAINS, LIKE THE MEDI-
CAL DOMAIN. THE AUTHORS ALSO PRESENT SOME EXPERIMENTS AND RESULTS
OBTAINED IN CONSIDERING EMOTIONS TO PROMOTE COLLABORATION IN AMPLLA.
SECTION BI AGENT-BASED TUTORING SYSTEMS CHAPTER XI CONSTRUCTING
INTELLIGENT TUTORING SYSTEMS BASED ON A MULTIAGENT ARCHITECTURE 228 /G
BILTENCOURT, FEDERAL UNIVERSITY OFALAGOAS, BRAZIL EVANDRO DE BARROS
COSTA, FEDERAL UNIVERSITY OFALAGOAS, BRAZI/ BALDOINO FONSECA DOS SAN TOS
NETO, FEDERAL UNIVERSITY OFALAGOAS, BRAZI/ JOGOGUI/HERME MAIA DE
MENEZES, FEDERAL UNIVERSITY OF ALAGOAS, BRAZIL JAIRO SIMGO SANTANA MELO,
CATHOLIE UNIVERSITY QF BRASILIA, CAMPUS /1,BRAZIL EDI/SON FERNEDA,
CATHOLIE UNIVERSITY QF BRASILIA, CAMPUS 11,BRAZIL ANA PAULA BERNARDI DA
SI/VA, CATHOLIE UNIVERSITY OFBRASILIA, CAMPUS IJ, BRAZIL LOURDES MALTOS
BRASIL, CATHOLIE UNIVERSIFCYQF BRASILIA, CAMPUS 11,BRAZIL CHAPTER XI
PRESENTS A SET OFTOOLS FOR CONSTRUCTING MULTIAGENT BASED ITS AND
DESCRIBES A METHODOLOGY FOR GUIDING THE DEVELOPMENT OFLTS. THE MAIN GOAL
IS TO MAKE MULTIAGENT BASED ITS DEVELOPMENT MORE EFFICIENT AND USEFUL
FOR BOTH DEVELOPERS AND AUTHORS. THIS CHAPTER ALSO DESCRIBES MATHEMA ILE
AS A REFERENCE MODEL FOR THE CONSTRUCTION OF ITS. TWO STUDY CASES ARE
ALSO PRESENTED IN ORDER TO ILLUSTRATE THE ADVANTAGES IN USING THEIR
PROPOSAL. CHAPTER XII PEDAGOGICAL NEGOTIATION AND SOLIDARITY
ASSIMILATION GROUPS IN ACTION: THE COMBINED EFFORTS OF E-M@T AND LEIBNIZ
TO AID CALCULUS STUDENTS 260 JOGOCAR/OS GLUZ, UNIVERSITY OF VALE DO RIO
DOS SINOS (UNIS/NOS), BRAZIL TDNIA CABRAL, STATE UNIVERSITY OFRIO GRANDE
DO SUL (UERGS), BRAZIL PAULO BAGGIO, STATE UNIVERSITY OFRIO GRANDE DO
SUL (UERGS), BRAZIL PAULO LIVI, STATE UNIVERSIRY OF RIO GRANDE DO SUL
(UERGS), BRAZI/ RAFAEL MAL/MANN, STATE UNIVERSITY OFRIO GRANDE DO STIL
(UERGS), BRAZI/ CHAPTER XII DESCRIBES LEIBNIZ AND E-M@T. LEIBNIZ IS A
PEDAGOGICAL AGENT THAT WAS INSERTED IN E-M@T, AN ILE DEVELOPED TO GIVE
SUPPORT FOR CALCULUS CLASSES OF ENGINEERING COURSES. THE AUTHORS ALSO
REVIEW THE SOLIDARITY ASSIMILATION GROUP THEORY THAT GROUNDED E-M@AT
DESIGN. INITIAL RESULTS OBTAINED FROM THE APPLICATION OFTHE PROTOTYPE TO
REAL CLASSROOMS AND FUTURE PERSPECTIVES OFTHIS WORK ARE ALSO PRESENTED
BY THE AUTHORS. CHAPTER XIII INTELLIGENT TUTORING SYSTEMS FOR
DISTRIBUTED LEARNING 292 MOHAMED ALLY, ATHABASCA UNIVERSITY, CANADA
CHAPTER XIII DISCUSSES SOME GUIDELINES FOR MODELLING AND DESIGNING ITS
FOR DISTRIBUTED LEARNING. THE AUTHOR ALSO IDENTIFIES TRENDS THAT ARE
INFLUENCING THE DEVELOPMENT OF INTELLIGENT TUTORING SYSTEMS AND SUGGESTS
SOME TOPICS FOR FUTURE RESEARCH AND DEVELOPMENT IN THE MATTER.
CHAPTERXIV AN ARCHITECTURE FOR DEVELOPING MULTIAGENT EDUCATIONAL
APPLICATIONS FOR THE WEB 307 TASOS TRIANTIS, UNIVERSITY OFPATRAS. GREECE
PANAYIOTIS PINTELAS, UNIVERSITY OFPATRAS. GREECE CHAPTER XIV PRESENTS A
MULTIAGENT APPROACH FOR IMPLEMENTING ILES. THE PROPOSED ARCHITECTURE EX-
PLOITS THE ASSUMPTION THAT EACH TEACHING SUBJECT CAN BE REGARDED AS THE
SYNTHESIS OF ELEMENTARY PIECES OFKNOWLEDGE, EACH OFWHICH CAN BE
PRESENTED BY AN INDEPENDENT EXPERT. THE AUTHORS ALSO PRESENT TWO
IMPLEMENTATIONS OFTHE PROPOSED ARCHITECTURE AND DISCUSS THE ADVANTAGES
IN USING IT. COMPILATION OF REFERENCES 324 ABOUT THE CONTRIBUTORS 350
INDEX 355
|
| adam_txt |
TABLE OF CONTENTS FOREWORD XI PREFACE XI I I ACKNOWLEDGMENT XXXIV
SECTION I METHODOLOGIES AND TECHNIQUES FOR DEVELOPING AGENT-BASED
TUTORING SYSTEMS CHAPTER I OVERVIEW OFAGENT MODELLING 1 HELDER COELHO,
LISBON UNIVERSITY, PORTUGAL CHAPTERH BUILDING INTELLIGENT LEARNING
ENVIRONMENTS USING INTELLIGENT LEARNING OBJECTS 19 RIEARDO AZAMBLLJA
SI/VEIRA, FEDERAL UNIVERSITY O/SANTA CATARINA (UFSC), BRAZI/ JUHA
MARQUES CARVALHO DA SI/VA, FEDERAL UNIVERSITY O/SANTA CATARINA (UFSC),
BRAZI/ CHAPTER 111 DESIGN AND EVALUATION OF ANIMATED PEDAGOGICAL AGENTS
43 MARCIA CRISTINA MORAES, PONTIFIEAL CATHOHE UNIVERSITY 0/ RIO GRANDE
DO SUL (PUCRS). BRAZI/ MILENE SI/VEIRA, PONTIFIEAL CATHOHE UNIVERSITY
O/RIO GRANDE DO SUL (PUCRS), BRAZIL CHAPTER IV MAGA VITTA:
CONVERSATIONAL ECOLOGICAL AGENT IN AN INTERACTIVE COLLECTIVE
CONSTRUCTION ENVIRONMENT FOR BASIC EDUCATION 73 MARGARETE AXT, FEDERAL
UNIVERSITY O/RIO GRANDE DO SUL (UFRGS), BRAZIL MAGAH TERESINHA LONGHI,
FEDERAL UNIVERSITY O/RIO GRANDE DO SUL (UFRGS), BRAZIL PALOMA DIAS
SI/VEIRA, FEDERAL UNIVERSITY 0/ RIO GRANDE DO SUL (UFRGS), BRAZIL LUEAS
NUNES GUIMARIIES, FEDERAL UNIVERSITY 0/ RIO GRANDE DO SUL (UFRGS),
BRAZI/ SECTION II COGNITIVE AND AFFECTIVE STUDENT MODELING IN
INTELLIGENT LEARNING ENVIRONMENTS CHAPTERV USING BAYESIAN NETWORKS FOR
STUDENT MODELING 97 CHAO-LIN LIU, NATIONAL CHENGEHI UNIVERSITY, TAIWAN
CHAPTERVI COGNITIVE MODELS APPLIED TO BUILT INTELLIGENT EDUCATIONAL
APPLICATIONS 114 LUEIA MARIA MARTINS GIRAJJA, PONTIFIEAL CATHOLIE
UNIVERSITY OFRIO GRANDE DO SUL (PUCRS), BRAZIL ANDRE LUIS AUCE RAABE,
ITAJAI VALLEY UNIVERSITY, BRAZIL CHAPTERVII INFERING EMOTIONS AND
APPLYING AFFECTIVE TACTICS FOR A BETTER LEARNING 135 PATRICIA AUGUSTIN
JAQUES, UNIVERSITY OF VALE DO RIO DOS SINOS (UNISINOS). BRAZIL ROSA
MARIA VIEEARI, FEDERAL UNIVERSITY OF RIO GRANDE DO SUL (UFRGS), BRAZIL
CHAPTER VIII INTELIWEB: THE E-LEAMING SYSTEM THAT RECOGNIZES ASPECTS OF
SELF-EFFICACY 156 FRANEINE BIEA, FEDERAL UNIVERSITY OF RIO GRANDE DO
SUL. BRAZIL REGINA VERDIN, FEDERAL UNIVERSITY OF RIO GRANDE DO SUL,
BRAZIL CHAPTERIX TOWARDS A MODEL THAT CONSIDERS THE STUDENT'S AFFECTIVE
DIMENSIONS IN INTELLIGENT LEAMING ENVIRONMENTS 178 MAGDA BEREHT, FEDERAL
UNIVERSITY OF RIO GRANDE DO SUL (UFRGS), BRAZIL CHAPTERX SOCIAL AND
AFFECTIVE AGENTS TO MOTIVATE COLLABORATION ON AGENT-BASED INTELL IGENT
TUTORING SYSTEMS 20 I EUSA BOFF, UNIVERSITY OFCAXIAS DO SUL (UCS),
BRAZIL CECILIA DIAS FLORES, FEDERAL UNIVERSITY (1 HEALTH SEIENEE OFPORTO
ALEGRE (UFCSPA). BRAZIL SEETION III AGENT-BASED TUTORING SYSTEMS
CHAPTERXI CONSTRUCTING INTELLIGENT TUTORING SYSTEMS BASED ON A
MULTIAGENT ARCHITECTURE 228 IG BITTENEOURT, FEDERAL UNIVERSITY OF
ALAGOAS, BRAZIL EVANDRO DE BARROS COSTA, FEDERAL UNIVERSITY OF ALAGOAS,
BRAZIL BALDOINO FONSECA DOS SAN TOS NETO, FEDERAL UNIVERSITY OF ALAGOAS,
BRAZIL JOGOGUILHERME MAIA DE MENEZES, FEDERAL UNIVERSITY (1 ALAGOAS,
BRAZIL .LAIRO SIMAO SANTANA MELO, CATHOLIE UNIVERSITY (YBRASILIA. CAMPUS
11,BRAZIL EDILSON FERNEDA, CATHOLIE UNIVERSITY OF BRASILIA, CAMPUS
11,BRAZIL ANA PAULA BERNARDI DA SILVA, CATHOLIE UNIVERSITY OF BRASILIA,
CAMPUS II, BRAZIL LOURDES MATTOS BRASIL, CATHOLIE UNIVERSITY OF
BRASILIA, CAMPUS IJ, BRAZIL CHAPTER XII PEDAGOGICAL NEGOTIATION AND
SOLIDARITY ASSIMILATION GROUPS IN ACTION: THE COMBINED EFFORTS OF E-M@T
AND LEIBNIZ TO AID CALCULUS STUDENTS 260 .LOAO CARLOS GLUZ, UNIVERSITY
OF VALE DO RIO DOS SINOS (UNISINOS), BRAZIL TANIA CABRAL, STATE
UNIVERSITY OFRIO GRANDE DO SUL (UERGS), BRAZIL PAULO BAGGIO, STATE
UNIVERSITY OFRIO GRANDE DO SUL (UERGS), BRAZIL PAULO LIVI, STATE
UNIVERSITY OFRIO GRANDE DO SUL (UERGS), BRAZIL RAFAEL MALLMANN, STATE
UNIVERSITY OFRIO GRANDE DO SUL (UERGS). BRAZIL CHAPTER XIII INTELLIGENT
TUTORING SYSTEMS FOR DISTRIBUTED LEARNING 292 MOHAMED ALLY, ATHABASEA
UNIVERSITY, CANADA CHAPTERXIV AN ARCHITECTURE FOR DEVELOPING MULTIAGENT
EDUCATIONAL APPLICATIONS FOR THE WEB 307 TASOS TRIANTIS, UNIVERSITY
OFPATRAS, GREEEE PANAYIOTIS PINTELAS, UNIVERSITY OFPATRAS. GREECE
COMPILATION OF REFERENCES '" 324 ABOUT THE CONTRIBUTORS 350 INDEX 355
DETAILED TABLE OF CONTENTS FOREWORD XI PREFACE XI I I ACKNOWLEDGMENT
XXXIV SEETION I METHODOLOGIES AND TECHNIQUES FOR DEVELOPING AGENT-BASED
TUTORING SYSTEMS CHAPTER I OVERVIEW OF AGENT MODELLING I HELDER COELHO,
LISBON UNIVERSITY, PORTUGAL CHAPTER I AIMS AT PROVIDING TO THE READER AN
OVERVIEW OF AGENT'S PARADIGM. THE CHAPTER INTRODUCES THE AGENT'S
CONCEPT, AS ALSO DESCRIBES REACTIVE (WEAK NOTION OF AGENT, ACCORDING TO
WOOLDRIDGE & JENNINGS, 1999) AND COGNITIVE (STRONG NOTION OF AI)
ARCHITECTURE OF AGENTS, FOCUSING ON THE COGNITIVE BOI MODEL. SOME
CHALLENGES IN THE MATTER ARE ALSO ADDRESSED BY THE CHAPTER. CHAPTER 11
BUILDING INTELLIGENT LEARNING ENVIRONMENTS USING INTELLIGENT LEARNING
OBJECTS 19 RIEARDO AZAMBUJA SILVEIRA, FEDERAL UNIVERSITY OF SANTA
CATARINA (UFSC), BRAZIL JITLIA MARQUES CARVALHO DA SILVA, FEDERAL
UNIVERSITY OFSANTA CATARINA (UFSC), BRAZIL CHAPTER 11ADDRESSES THE REUSE
OF LEARNING OBJECTS TO CREATE ILES. THE AUTHORS ARE MAINLY CONCERNED IN
THE INTEROPERABILITY IMPROVEMENT AMONG LEARNING OBJECTS IN AGENT-BASED
LEARNING ENVIRONMENTS BY INTEGRATING LEARNING OBJECTS TECHNOLOGY AND THE
MULTIAGENT SYSTEMS APPROACH. AIMING AT ACHIEVING THIS GOAL, THEY PROPOSE
THE DEVELOPMENT OF LEARNING OBJECTS BASED ON AGENT ARCHITECTURES: THE
INTELLIGENT LEARNING OBJECTS APPROACH. CHAPTER III DESIGN AND EVALUATION
OF ANIMATED PEDAGOGICAL AGENTS 43 MAREIA CRISTINA MORAES, PONTIFIEAL
CATHOLIE UNIVERSITY OF RIO GRANDE DO SUL (PUCRS), BRAZIL MILENE
SILVEIRA, PONTIFIEAL CATHOLIE UNIVERSITY OFRIO GRANDE DO SUL (PUCRS),
BRAZIL CHAPTER 11 I PRESENTS SOME BASIC GUIDELINES TO DESIGN AND
EVALUATE ANIMATED PEDAGOGICAL AGENTS. SOME BACKGROUND IN THE MATTER IS
ALSO INTRODUCED. BESIDES, THE AUTHORS DISCUSS SO ME LIMITATIONS AND
PROBLEMS IN THE AREA THAT MOTIVATE THEIR PROPOSED GUIDELINES. CHAPTER IV
MAGA VITTA: CONVERSATIONAL ECOLOGICAL AGENT IN AN INTERACTIVE COLLECTIVE
CONSTRUCTION ENVIRONMENT FOR BASIC EDUCATION 73 MARGARETE AXT, FEDERAL
UNIVERSITY OFRIO GRANDE DO SUL (UFRGS), BRAZIL MAGALI TERESINHA LONGHI,
FEDERAL UNIVERSITY OFRIO GRANDE DO SUL (UFRGS), BRAZIL PALOMA DIAS
SILVEIRA, FEDERAL UNIVENDTY OFRIO GRANDE DO SUL (UFRGS), BRAZIL LUCAS
NUNES GUIMARIIES, FEDERAL UNIVERSITY OFRIO GRANDE DO SUL (UFRGS). BRAZIL
CHAPTER IV INTRODUCES MAGAVITTA, AN EMBODIED CONVERSATIONAL AGENT
INSERTED INTO A MULTIUSER INTELLIGENT LEARNING ENVIRONMENT, CALLED
CIVITAS, ORIENTED TO THE CONSTRUCTION AND SIMULATION OF VIRTUAL CITIES.
THE AUTHORS ALSO PRESENT THE EDUCATIONAL THEORIES THAT GROUND CIVITAS
MODELLING, AS WEIL AS THE PEDA- GOGICAL METHODOLOGY DEVELOPED FOR
TRAINING TEACHERS AND FOR WORKING WITH STUDENTS IN THE EDUCATIONAL
ENVIRONMENT. SEETION II COGNITIVE AND AFFECTIVE STUDENT MODELING IN
INTELLIGENT LEARNING ENVIRONMENTS CHAPTERV USING BAYESIAN NETWORKS FUER
STUDENT MODELING 97 CHAO-LIN LIU, NATIONAL CHENGEHI UNIVERSITY, TAIWAN
CHAPTER V REVIEWS THE BAYESIAN-RELATED TECHNOLOGIES FOR MODELLING
STUDENTS IN LEARNING ENVIRONMENTS. THE AUTHOR STATES THAT BAYESIAN
NETWORKS OFFER A MATHEMATICALLY SOUND MECHANISM FOR REPRESENTING AND
REASONING ABOUT STUDENTS UNDER UNCERTAINTY, A TOPIC THAT IS ALSO
ADDRESSED IN THE CHAPTER. AN EXAMPLE OF APPLICATION OFBAYESIAN NETWORK
FOR MODELLING UNCERTAINTY INFORMATION ABOUT THE STUDENT IN ITS IS ALSO
PRESENTED IN ORDER TO ILLUSTRATE THE CONCEPTS PRESENTED IN THE CHAPTER.
CHAPTER VI COGNITIVE MODELS APPLIED TO BUILT INTELLIGENT EDUCATIONAL
APPLICATIONS 114 LUCIA MARIA MARTINS GIRAFFA, PONTIFIEAL CATHOUE
UNIVERSITY OFRIO GRANDE DO SUL (PUCRSJ, BRAZIL ANDRE LUFS ALICE RAABE,
LTAJAF VALLEY UNIVERSITY, BRAZIL CHAPTER VI ADDRESSES THE MODELLING OF
COLLABORATIVE ITS BY USING A MULTIAGENT ARCHITECTURE AND AMENTAL STATES
APPROACH. IN ORDERTO EXEMPLIF)T THIS IDEA, THE AUTHORS INTRODUCE MCOE,
AN ECOLOGICAL COLLABORATIVE EDUCATIONAL GAME THAT WAS IMPLEMENTED
ACCORDING THESE NOTIONS. THE AUTHORS ALSO PRESENT A COMPARISON OF MCOE
WITH ECOLOGIST, A NON-AGENT EARLIER VERSION OF MCOE, AIMING AT
ILLUSTRATING THE BENEFITS OF USING A MULTIAGENT AND MENTAL STATES
APPROACH FOR MODELLING AND IMPLEMENTING ITS. CHAPTERVII INFERING
EMOTIONS AND APPLYING AFFECTIVE TACTICS FOR A SETTER LEARNING 135
PATRICIA AUGUSTIN JAQUES, UNIVERSITY 0/ VALE DO RIO DOS SINOS
(UNIS/NOS), BRAZIL ROSA MARIA VICCARI, FEDERAL UNIVERSITY 0/ RIO GRANDE
DO SUL (UFRGS), BRAZIL CHAPTER VII INTRODUCES PAT, AN ANIMATED
PEDAGOGICAL AGENT THAT INFERS STUDENT'S EMOTIONS IN ORDER TO ADAPT THE
SYSTEM TO STUDENT'S AFFECTIVE STATES. THE AUTHORS ISSUE THE USE OF A BOI
APPROACH FOR THE INFERENCE OF EMOTIONS BY STUDENT'S ACTIONS IN THE ILE
INTERFACE USING AN APPRAISAL-BASED PSYCHOLOGICAL MODEL OF EMOTION. THE
CHAPTER ALSO LISTS PAT AFFECTIVE TACTICS THAT ARE EXPRESSED THROUGH
EMOTIONAL BEHAVIOUR AND ENCOURAGEMENT MESSAGES OF THE AGENT LIFELIKE
CHARACTER. AN EVALUATION OF PAT'S AFFECTIVE TACTICS WITH PEDAGOGUES AND
PSYCHOLOGIST IS ALSO DESCRIBED IN THE CHAPTER. CHAPTER VIII INTELIWEB:
THE E-LEARNING SYSTEM THAT RECOGNIZES ASPECTS OFSELF-EFFICACY 156
FRANCINE BICA, FEDERAL UNIVERSITY 0/ RIO GRANDE DO SUL, BRAZIL REGINA
VERDIN, FEDERAL UNIVERSITY 0/ RIO GRANDE DO SUL, BRAZIL CHAPTER VIIL IS
CONCERNED WITH MODELLING STUDENT'S SELF-EFFICACY. THE AUTHORS PRESENT A
FUZZY-LOGIC AP- PROACH FOR STUDENT'S SELF-EFFICACY INFERENCE AND
MODELLING. THE AUTHORS ILLUSTRATE THEIR WORK BY PRESENTING INTELLIWEB,
AN INTELLIGENT E-IEARNING SYSTEM THAT COVERS THE DOMAIN OFVEGETAL
ANATOMY FOR UNDERGRADU- ATE STUDENTS OF A BIOLOGICAL SCIENCE COURSE.
THIS ENVIRONMENT IS COMPOSED BY TWO AGENTS: THE (I) SEM, WHICH WAS
CONCEIVED FOR MODELLING STUDENT'S SELF-EFFICACY; (II) AND PAT, THE
ANIMATED PEDAGOGICAL AGENT PRESENTED IN CHAPTER VII THAT WAS INTRODUCED
IN INTELLIWEB TO APPLY AFFECTIVE TACTICS IN ORDER TO INCREASE STUDENT'S
SELF-EFFICACY. AN EVALUATION OFLNTELLIWEB IS ALSO PRESENTED BY THE
AUTHORS. CHAPTER IX TOWARDS A MODEL THAT CONSIDERS THE STUDENT'S
AFFECTIVE DIMENSIONS IN INTELLIGENT LEARNING ENVIRONMENTS 178 MAGDA
BERCHT, FEDERAL UNIVERSITY OFRIO GRANDE DO SUL (UFRGS), BRAZIL CHAPTER
IX DISCUSSES THE USE OF AFFECTIVE INFORMATION ABOUT STUDENTS TO SUPPORT
THE DECISION OF AN ITS ON ESTABLISHING PEDAGOGICAL ACTIONS THE CHAPTER
IS MAINLY CONCERNED WITH THE INFERENCE OFTHE STUDENT'S MOTIVATION TO
LEARN. A PROTOTYPE DEVELOPED TO TEST SOME OFTHOSE IDEAS WAS IMPLEMENTED
AS AN AGENT THAT IS MODE LIED THROUGH MENTAL STATES AND IS RESPONSIBLE
FOR THE INFERENCE OF THE STUDENT'S AFFECTIVE STATES AND THE CHOICE OF
THE PEDAGOGICAL ACTIONS. THIS AGENT WAS INTRODUCED IN THE ILE
ELETROTUTOR 11IFOR THE EVALUATION THAT IS ALSO DESCRIBED IN THE CHAPTER.
CHAPTERX SOCIAL AND AFFECTIVE AGENTS TO MOTIVATE COLLABORATION ON
AGENT-BASED INTELLIGENT TUTORING SYSTEMS 20 I ELISA BOFF, UNIVERSITY
OFCAXIAS DO SUL (UCS), BRAZIL CECILIA DIAS FLORES, FEDERAL UNIVERSITY
OFHEALTH SCIENCE C!FPORTOALEGRE (UFCSPA), BRAZIL CHAPTER X PRESENTS A
PROPOSAL FOR USING PROBABILISTIC NETWORKS IN ORDER TO MODEL AFFECTIVE
INFORMATION ABOUT STUDENTS. THIS MODEL IS USED BY AN AFFECTIVE AGENT,
SOCIAL AGENT, IN AMPLLA ILE IN ORDER TO PROMOTE COLLABORATION BETWEEN
STUDENTS. AMPLLA, WHICH IS A PROBABILISTIC MULTIAGENT ENVIRONMENT FOR
THE MEDICAL AREA, IS ALSO DESCRIBED IN THIS CHAPTER. THE AUTHORS STATE
THAT THE PROBABILISTIC NETWORKS, THAT IS, BAYESIAN NETWORKS, ARE A
POWERFUL TOOL TO DEAL WITH COMPLEX AND UNCERTAIN DOMAINS, LIKE THE MEDI-
CAL DOMAIN. THE AUTHORS ALSO PRESENT SOME EXPERIMENTS AND RESULTS
OBTAINED IN CONSIDERING EMOTIONS TO PROMOTE COLLABORATION IN AMPLLA.
SECTION BI AGENT-BASED TUTORING SYSTEMS CHAPTER XI CONSTRUCTING
INTELLIGENT TUTORING SYSTEMS BASED ON A MULTIAGENT ARCHITECTURE 228 /G
BILTENCOURT, FEDERAL UNIVERSITY OFALAGOAS, BRAZIL EVANDRO DE BARROS
COSTA, FEDERAL UNIVERSITY OFALAGOAS, BRAZI/ BALDOINO FONSECA DOS SAN TOS
NETO, FEDERAL UNIVERSITY OFALAGOAS, BRAZI/ JOGOGUI/HERME MAIA DE
MENEZES, FEDERAL UNIVERSITY OF ALAGOAS, BRAZIL JAIRO SIMGO SANTANA MELO,
CATHOLIE UNIVERSITY QF BRASILIA, CAMPUS /1,BRAZIL EDI/SON FERNEDA,
CATHOLIE UNIVERSITY QF BRASILIA, CAMPUS 11,BRAZIL ANA PAULA BERNARDI DA
SI/VA, CATHOLIE UNIVERSITY OFBRASILIA, CAMPUS IJ, BRAZIL LOURDES MALTOS
BRASIL, CATHOLIE UNIVERSIFCYQF BRASILIA, CAMPUS 11,BRAZIL CHAPTER XI
PRESENTS A SET OFTOOLS FOR CONSTRUCTING MULTIAGENT BASED ITS AND
DESCRIBES A METHODOLOGY FOR GUIDING THE DEVELOPMENT OFLTS. THE MAIN GOAL
IS TO MAKE MULTIAGENT BASED ITS DEVELOPMENT MORE EFFICIENT AND USEFUL
FOR BOTH DEVELOPERS AND AUTHORS. THIS CHAPTER ALSO DESCRIBES MATHEMA ILE
AS A REFERENCE MODEL FOR THE CONSTRUCTION OF ITS. TWO STUDY CASES ARE
ALSO PRESENTED IN ORDER TO ILLUSTRATE THE ADVANTAGES IN USING THEIR
PROPOSAL. CHAPTER XII PEDAGOGICAL NEGOTIATION AND SOLIDARITY
ASSIMILATION GROUPS IN ACTION: THE COMBINED EFFORTS OF E-M@T AND LEIBNIZ
TO AID CALCULUS STUDENTS 260 JOGOCAR/OS GLUZ, UNIVERSITY OF VALE DO RIO
DOS SINOS (UNIS/NOS), BRAZIL TDNIA CABRAL, STATE UNIVERSITY OFRIO GRANDE
DO SUL (UERGS), BRAZIL PAULO BAGGIO, STATE UNIVERSITY OFRIO GRANDE DO
SUL (UERGS), BRAZIL PAULO LIVI, STATE UNIVERSIRY OF RIO GRANDE DO SUL
(UERGS), BRAZI/ RAFAEL MAL/MANN, STATE UNIVERSITY OFRIO GRANDE DO STIL
(UERGS), BRAZI/ CHAPTER XII DESCRIBES LEIBNIZ AND E-M@T. LEIBNIZ IS A
PEDAGOGICAL AGENT THAT WAS INSERTED IN E-M@T, AN ILE DEVELOPED TO GIVE
SUPPORT FOR CALCULUS CLASSES OF ENGINEERING COURSES. THE AUTHORS ALSO
REVIEW THE SOLIDARITY ASSIMILATION GROUP THEORY THAT GROUNDED E-M@AT
DESIGN. INITIAL RESULTS OBTAINED FROM THE APPLICATION OFTHE PROTOTYPE TO
REAL CLASSROOMS AND FUTURE PERSPECTIVES OFTHIS WORK ARE ALSO PRESENTED
BY THE AUTHORS. CHAPTER XIII INTELLIGENT TUTORING SYSTEMS FOR
DISTRIBUTED LEARNING 292 MOHAMED ALLY, ATHABASCA UNIVERSITY, CANADA
CHAPTER XIII DISCUSSES SOME GUIDELINES FOR MODELLING AND DESIGNING ITS
FOR DISTRIBUTED LEARNING. THE AUTHOR ALSO IDENTIFIES TRENDS THAT ARE
INFLUENCING THE DEVELOPMENT OF INTELLIGENT TUTORING SYSTEMS AND SUGGESTS
SOME TOPICS FOR FUTURE RESEARCH AND DEVELOPMENT IN THE MATTER.
CHAPTERXIV AN ARCHITECTURE FOR DEVELOPING MULTIAGENT EDUCATIONAL
APPLICATIONS FOR THE WEB 307 TASOS TRIANTIS, UNIVERSITY OFPATRAS. GREECE
PANAYIOTIS PINTELAS, UNIVERSITY OFPATRAS. GREECE CHAPTER XIV PRESENTS A
MULTIAGENT APPROACH FOR IMPLEMENTING ILES. THE PROPOSED ARCHITECTURE EX-
PLOITS THE ASSUMPTION THAT EACH TEACHING SUBJECT CAN BE REGARDED AS THE
SYNTHESIS OF ELEMENTARY PIECES OFKNOWLEDGE, EACH OFWHICH CAN BE
PRESENTED BY AN INDEPENDENT EXPERT. THE AUTHORS ALSO PRESENT TWO
IMPLEMENTATIONS OFTHE PROPOSED ARCHITECTURE AND DISCUSS THE ADVANTAGES
IN USING IT. COMPILATION OF REFERENCES 324 ABOUT THE CONTRIBUTORS 350
INDEX 355 |
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| callnumber-label | LB1028 |
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| illustrated | Illustrated |
| index_date | 2024-07-02T21:52:56Z |
| indexdate | 2024-07-09T21:20:49Z |
| institution | BVB |
| isbn | 9781599047683 |
| language | English |
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| publisher | Information Science Reference |
| record_format | marc |
| spelling | Agent-based tutoring systems by cognitive and affective modeling [ed. by] Rosa Maria Viccari... Hershey [u.a.] Information Science Reference 2008 XXXIV, 356 S. Ill., graph. Darst. 29 cm txt rdacontent n rdamedia nc rdacarrier "Premier reference source"--Cover. Includes bibliographical references and index -- "This book presents a modern view of intelligent tutoring, focusing mainly on the conception of these systems according to a multi-agent approach and on the affective and cognitive modeling of the student in this kind of educational environment"--Provided by publisher. "This book presents a modern view of intelligent tutoring, focusing mainly on the conception of these systems according to a multi-agent approach and on the affective and cognitive modeling of the student in this kind of educational environment"--Provided by publisher. Enseignement assisté par ordinateur Systèmes conversationnels (Informatique) Technologie éducative Tutoriels Intelligent tutoring systems Interactive computer systems Computer-assisted instruction Educational technology Computerunterstützter Unterricht (DE-588)4070087-2 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Computerunterstützter Unterricht (DE-588)4070087-2 s DE-604 Viccari, Rosa Maria Sonstige oth Erscheint auch als Online-Ausgabe 978-1-599-04770-6 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016709054&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Agent-based tutoring systems by cognitive and affective modeling Enseignement assisté par ordinateur Systèmes conversationnels (Informatique) Technologie éducative Tutoriels Intelligent tutoring systems Interactive computer systems Computer-assisted instruction Educational technology Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| subject_GND | (DE-588)4070087-2 (DE-588)4143413-4 |
| title | Agent-based tutoring systems by cognitive and affective modeling |
| title_auth | Agent-based tutoring systems by cognitive and affective modeling |
| title_exact_search | Agent-based tutoring systems by cognitive and affective modeling |
| title_exact_search_txtP | Agent-based tutoring systems by cognitive and affective modeling |
| title_full | Agent-based tutoring systems by cognitive and affective modeling [ed. by] Rosa Maria Viccari... |
| title_fullStr | Agent-based tutoring systems by cognitive and affective modeling [ed. by] Rosa Maria Viccari... |
| title_full_unstemmed | Agent-based tutoring systems by cognitive and affective modeling [ed. by] Rosa Maria Viccari... |
| title_short | Agent-based tutoring systems by cognitive and affective modeling |
| title_sort | agent based tutoring systems by cognitive and affective modeling |
| topic | Enseignement assisté par ordinateur Systèmes conversationnels (Informatique) Technologie éducative Tutoriels Intelligent tutoring systems Interactive computer systems Computer-assisted instruction Educational technology Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| topic_facet | Enseignement assisté par ordinateur Systèmes conversationnels (Informatique) Technologie éducative Tutoriels Intelligent tutoring systems Interactive computer systems Computer-assisted instruction Educational technology Computerunterstützter Unterricht Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016709054&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT viccarirosamaria agentbasedtutoringsystemsbycognitiveandaffectivemodeling |