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دانلود کتاب Artificial Intelligence in Education: 15th International Conference, AIED 2011, Auckland, New Zealand, June 28 – July 2011

دانلود کتاب هوش مصنوعی در آموزش و پرورش: پانزدهمین کنفرانس بین المللی ، AIED 2011 ، اوکلند ، نیوزلند ، 28 ژوئن - ژوئیه 2011

Artificial Intelligence in Education: 15th International Conference, AIED 2011, Auckland, New Zealand, June 28 – July 2011

مشخصات کتاب

Artificial Intelligence in Education: 15th International Conference, AIED 2011, Auckland, New Zealand, June 28 – July 2011

ویرایش: 1 
نویسندگان: , , , ,   
سری: Lecture Notes in Computer Science 6738 Lecture Notes in Artificial Intelligence 
ISBN (شابک) : 9783642218699, 3642218695 
ناشر: Springer-Verlag Berlin Heidelberg 
سال نشر: 2011 
تعداد صفحات: 664 
زبان: English 
فرمت فایل : PDF (درصورت درخواست کاربر به PDF، EPUB یا AZW3 تبدیل می شود) 
حجم فایل: 17 مگابایت 

قیمت کتاب (تومان) : 42,000



کلمات کلیدی مربوط به کتاب هوش مصنوعی در آموزش و پرورش: پانزدهمین کنفرانس بین المللی ، AIED 2011 ، اوکلند ، نیوزلند ، 28 ژوئن - ژوئیه 2011: هوش مصنوعی (شامل رباتیک)، کامپیوتر و آموزش، رابط کاربری و تعامل انسان با کامپیوتر، برنامه های کاربردی سیستم های اطلاعاتی (شامل اینترنت)، فناوری آموزشی، روانشناسی آموزشی



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در صورت تبدیل فایل کتاب Artificial Intelligence in Education: 15th International Conference, AIED 2011, Auckland, New Zealand, June 28 – July 2011 به فرمت های PDF، EPUB، AZW3، MOBI و یا DJVU می توانید به پشتیبان اطلاع دهید تا فایل مورد نظر را تبدیل نمایند.

توجه داشته باشید کتاب هوش مصنوعی در آموزش و پرورش: پانزدهمین کنفرانس بین المللی ، AIED 2011 ، اوکلند ، نیوزلند ، 28 ژوئن - ژوئیه 2011 نسخه زبان اصلی می باشد و کتاب ترجمه شده به فارسی نمی باشد. وبسایت اینترنشنال لایبرری ارائه دهنده کتاب های زبان اصلی می باشد و هیچ گونه کتاب ترجمه شده یا نوشته شده به فارسی را ارائه نمی دهد.


توضیحاتی در مورد کتاب هوش مصنوعی در آموزش و پرورش: پانزدهمین کنفرانس بین المللی ، AIED 2011 ، اوکلند ، نیوزلند ، 28 ژوئن - ژوئیه 2011



این کتاب مجموعه مقالات داوری پانزدهمین کنفرانس بین‌المللی هوش مصنوعی در آموزش، AIED 2011، که در اوکلند، نیوزلند در ژوئن/ژوئیه 2011 برگزار شد.

49 مقاله کامل اصلاح‌شده را تشکیل می‌دهد. ارائه شده همراه با سه سخنرانی دعوت شده و چکیده های گسترده از ارائه های پوستر، مشارکت محققان جوان و گزارش های سیستم های تعاملی و گزارش های کارگاهی به دقت بررسی و از مجموع 193 ارسالی انتخاب شدند. این مقالات در مورد پیشرفت‌های فنی و بارورسازی متقابل رویکردها و ایده‌ها از بسیاری از حوزه‌های موضوعی که این حوزه بسیار بین‌رشته‌ای تحقیق و توسعه را تشکیل می‌دهند از جمله هوش مصنوعی، فناوری عامل، علوم رایانه، علوم شناختی و یادگیری، آموزش، فناوری آموزشی گزارش می‌کنند. ، طراحی بازی، روانشناسی، فلسفه، جامعه شناسی، مردم شناسی و زبان شناسی.


توضیحاتی درمورد کتاب به خارجی

This book constitutes the refereed proceedings of the 15th International Conference on Artificial Intelligence in Education, AIED 2011, held in Auckland, New Zealand in June/July 2011.

The 49 revised full papers presented together with three invited talks and extended abstracts of poster presentations, young researchers contributions and interactive systems reports and workshop reports were carefully reviewed and selected from a total of 193 submissions. The papers report on technical advances in and cross-fertilization of approaches and ideas from the many topical areas that make up this highly interdisciplinary field of research and development including artificial intelligence, agent technology, computer science, cognitive and learning sciences, education, educational technology, game design, psychology, philosophy, sociology, anthropology and linguistics.



فهرست مطالب

Front Matter....Pages -
Metacognitively Guided Study in the Region of Proximal Learning....Pages 1-2
Multiple Mechanisms for Deep Learning: Overcoming Diminishing Returns in Instructional Systems....Pages 3-4
Cognitive Load Theory and E-Learning....Pages 5-6
Social Communication between Virtual Characters and Children with Autism....Pages 7-14
A Comparison of the Effects of Nine Activities within a Self-directed Learning Environment on Skill-Grained Learning....Pages 15-22
Towards Predicting Future Transfer of Learning....Pages 23-30
Modeling Engagement Dynamics in Spelling Learning....Pages 31-38
Assessment of Learners’ Attention While Overcoming Errors and Obstacles: An Empirical Study....Pages 39-46
Lattice-Based Approach to Building Templates for Natural Language Understanding in Intelligent Tutoring Systems....Pages 47-54
Motivational Processes....Pages 55-62
Using Tutors to Improve Educational Games....Pages 63-71
A Cognitive Tutoring Agent with Episodic and Causal Learning Capabilities....Pages 72-80
When Does Disengagement Correlate with Learning in Spoken Dialog Computer Tutoring?....Pages 81-89
Peering Inside Peer Review with Bayesian Models....Pages 90-97
Modeling Confusion: Facial Expression, Task, and Discourse in Task-Oriented Tutorial Dialogue....Pages 98-105
Extending a Teachable Agent with a Social Conversation Module – Effects on Student Experiences and Learning....Pages 106-114
Text Categorization for Assessing Multiple Documents Integration, or John Henry Visits a Data Mine....Pages 115-122
Learning by Problem-Posing for Reverse-Thinking Problems....Pages 123-130
Affect Detection from Multichannel Physiology during Learning Sessions with AutoTutor....Pages 131-138
Short and Long Term Benefits of Enjoyment and Learning within a Serious Game....Pages 139-146
Error-Flagging Support and Higher Test Scores....Pages 147-154
Intelligent Tutoring Goes to the Museum in the Big City: A Pedagogical Agent for Informal Science Education....Pages 155-162
Modeling Narrative-Centered Tutorial Decision Making in Guided Discovery Learning....Pages 163-170
Inducing and Tracking Confusion with Contradictions during Critical Thinking and Scientific Reasoning....Pages 171-178
Students’ Understanding of Their Student Model....Pages 179-186
Workflow-Based Assessment of Student Online Activities with Topic and Dialogue Role Classification....Pages 187-195
Modelling and Identifying Collaborative Situations in a Collocated Multi-display Groupware Setting....Pages 196-204
Adapted Feedback Supported by Interactions of Blended-Learning Actors: A Proposal....Pages 205-212
Learning by Teaching SimStudent – An Initial Classroom Baseline Study Comparing with Cognitive Tutor....Pages 213-221
When Is It Best to Learn with All Worked Examples?....Pages 222-229
Toward Exploiting EEG Input in a Reading Tutor....Pages 230-237
Persistent Effects of Social Instructional Dialog in a Virtual Learning Environment....Pages 238-246
A Teachable-Agent Arithmetic Game’s Effects on Mathematics Understanding, Attitude and Self-efficacy....Pages 247-255
Using Contextual Factors Analysis to Explain Transfer of Least Common Multiple Skills....Pages 256-263
Scenario-Based Training: Director’s Cut....Pages 264-271
Classroom Video Assessment and Retrieval via Multiple Instance Learning....Pages 272-279
Faster Teaching by POMDP Planning....Pages 280-287
Metacognitive Practice Makes Perfect: Improving Students’ Self-Assessment Skills with an Intelligent Tutoring System....Pages 288-295
Self-assessment of Motivation: Explicit and Implicit Indicators in L2 Vocabulary Learning....Pages 296-303
Detecting Carelessness through Contextual Estimation of Slip Probabilities among Students Using an Intelligent Tutor for Mathematics....Pages 304-311
A “Laboratory of Knowledge-Making” for Personal Inquiry Learning....Pages 312-319
Early Prediction of Cognitive Tool Use in Narrative-Centered Learning Environments....Pages 320-327
Feedback during Web-Based Homework: The Role of Hints....Pages 328-336
Transferring Teaching to Testing – An Unexplored Aspect of Teachable Agents....Pages 337-344
Experimental Evaluation of Automatic Hint Generation for a Logic Tutor....Pages 345-352
Human-Machine Student Model Discovery and Improvement Using DataShop....Pages 353-360
Talk Like an Electrician: Student Dialogue Mimicking Behavior in an Intelligent Tutoring System....Pages 361-368
Dynamic Guidance for Task-Based Exploratory Learning....Pages 369-376
Clustering Students to Generate an Ensemble to Improve Standard Test Score Predictions....Pages 377-384
Using Automated Dialog Analysis to Assess Peer Tutoring and Trigger Effective Support....Pages 385-393
Evaluating a General Model of Adaptive Tutorial Dialogues....Pages 394-402
A Reflective Tutoring Framework Using Question Prompts for Scaffolding of Reflection....Pages 403-410
A Simple Method of Representing Reusable Strategic Knowledge for MT Tutoring....Pages 411-413
COMET: Context Ontology for Mobile Education Technology....Pages 414-416
Scaffolding to Support Learning of Ecology in Simulation Environments....Pages 417-419
Context-Dependent Help for the DynaLearn Modelling and Simulation Workbench....Pages 420-422
Evaluation of WebxPST: A Browser-Based Authoring Tool for Problem-Specific Tutors....Pages 423-425
Gesture-Based Affect Modeling for Intelligent Tutoring Systems....Pages 426-428
Turn on the TV to turn off the TV: An Application of Adaptive Learning Television to Discuss the Television....Pages 429-431
Scaffolding Metacognitive Processes in the Ecolab: Help-Seeking and Achievement Goal Orientation....Pages 432-434
Learning with ALEKS: The Impact of Students’ Attendance in a Mathematics After-School Program....Pages 435-437
Predicting Human Scores of Essay Quality Using Computational Indices of Linguistic and Textual Features....Pages 438-440
ProTutor: Historic Open Learner Models for Pronunciation Tutoring....Pages 441-443
Does Self-Efficacy Matter When Generating Feedback?....Pages 444-446
Physiological Evaluation of Attention Getting Strategies during Serious Game Play....Pages 447-449
Does Topic Matter? Topic Influences on Linguistic and Rubric-Based Evaluation of Writing....Pages 450-452
Thinking with Your Hands: Interactive Graphical Representations in a Tutor for Fractions Learning....Pages 453-455
Classification Techniques for Assessing Student Collaboration in Shared Wiki Spaces....Pages 456-458
A Common Model of Didactic and Collaborative Learning for Theory-Aware Authoring Support....Pages 459-461
Carelessness and Goal Orientation in a Science Microworld....Pages 462-465
Kit-Build Concept Map for Automatic Diagnosis....Pages 466-468
The Effects of Domain and Collaboration Feedback on Learning in a Collaborative Intelligent Tutoring System....Pages 469-471
Multimodal Affect Detection from Physiological and Facial Features during ITS Interaction....Pages 472-474
Students’ Enjoyment of a Game-Based Tutoring System....Pages 475-477
Optional Finer Granularity in an Open Learner Model....Pages 478-480
Contextualized Reflective Support in Designing Instruction Based on Both Theory and Practice....Pages 481-483
Problem-Solution Process by Means of a Hierarchical Metacognitive Model....Pages 484-486
Modeling Mentoring Dialogue within a Teacher Social Networking Site....Pages 487-490
Sentiment-Oriented Summarisation of Peer Reviews....Pages 491-493
Design Dimensions of Intelligent Text Entry Tutors....Pages 494-496
SMART: Speech-enabled Mobile Assisted Reading Technology for Word Comprehension....Pages 497-499
Enhancing the Error Diagnosis Capability for Constraint-Based Tutoring Systems....Pages 500-503
Question Taxonomy and Implications for Automatic Question Generation....Pages 504-506
Agent-Mediated Immersion in Virtual World: The Implications for Science Learning....Pages 507-509
Virtual Manipulatives in a Computer-Based Learning Environment: How Experimental Data Informs the Design of Future Systems....Pages 510-512
Typed versus Spoken Conversations in a Multi-party Epistemic Game....Pages 513-515
Statistical Relational Learning in Student Modeling for Intelligent Tutoring Systems....Pages 516-518
Use of the DynaLearn Learning Environment by Naïve Student Modelers: Implications for Automated Support....Pages 519-521
Learning on Semantic Social Networks: A Distributed Description Logic-Based Approach....Pages 522-524
Generating Task-Specific Next-Step Hints Using Domain-Independent Structures....Pages 525-527
Causal Modeling of User Data from a Math Learning Environment with Game-Like Elements....Pages 528-530
Facilitating Communication with Open Learner Models: A Semiotic Engineering Perspective....Pages 531-533
When Off-Task is On-Task: The Affective Role of Off-Task Behavior in Narrative-Centered Learning Environments....Pages 534-536
Evaluating the Use of Qualitative Reasoning Models in Scientific Education of Deaf Students....Pages 537-540
TORMES Methodology to Elicit Educational Oriented Recommendations ....Pages 541-543
Will Structuring the Collaboration of Students Improve Their Argumentation?....Pages 544-546
Investigating the Relationship between Dialogue Responsiveness and Learning in a Teachable Agent Environment....Pages 547-549
Using Graphical Models to Classify Dialogue Transition in Online Q&A Discussions....Pages 550-553
An Integrated Framework as a Foundation to Develop Meta-learning Support Systems....Pages 554-556
Managing the Educational Dataset Lifecycle with DataShop....Pages 557-559
Eliciting Intelligent Novice Behaviors with Grounded Feedback in a Fraction Addition Tutor....Pages 560-562
Competence-Based Knowledge Space Theory as a Framework for Intelligent Metacognitive Scaffolding....Pages 563-565
Emotion Regulation during Learning....Pages 566-568
Towards a Physical and Personal Math Coin Tutoring System....Pages 569-571
Does Supporting Multiple Student Strategies in Intelligent Tutoring Systems Lead to Better Learning?....Pages 572-574
Observations of Collaboration in Cognitive Tutor Use in Latin America....Pages 575-577
Cohesion / Knowledge Interactions in Post-tutoring Reflective Text....Pages 578-581
Ontology-Supported Scaffolding of Concept Maps....Pages 582-584
Character Roles and Interaction in the DynaLearn Intelligent Learning Environment....Pages 585-587
Effects of Adaptive Prompted Self-explanation on Robust Learning of Second Language Grammar....Pages 588-590
Corpus-Based Performance Analysis for Automatically Grading Use of Language in Essays....Pages 591-593
Evaluating the Effects of a New Qualitative Simulation Software (DynaLearn) on Learning Behavior, Factual and Causal Understanding....Pages 594-596
Encouraging Students to Study More: Adapting Feedback to Personality and Affective State....Pages 597-599
Motivational and Metacognitive Feedback: Linking the Past to the Present....Pages 600-602
Defining Solution Boundaries for EDM Vis....Pages 603-605
Automatic Generation of Deductive Logic Proof Problems....Pages 606-608
The MetaHistoReasoning Tool: Fostering Domain-Specific Metacognitive Processes While Learning through Historical Inquiry....Pages 609-611
Automatic Identification of Affective States Using Student Log Data in ITS....Pages 612-615
Training Emotion Regulation Strategies During Computerized Learning: A Method for Improving Learner Self-Regulation....Pages 616-618
Interactive Events Summary....Pages 619-619
Knowledgeable Feedback via a Cast of Virtual Characters with Different Competences....Pages 620-620
Adaptive Intelligent Tutorial Dialogue in the BEETLE II System....Pages 621-621
Authoring Step-Based ITS with ASTUS: An Interactive Event....Pages 622-622
Learning by Teaching SimStudent – Interactive Event....Pages 623-623
Monkey’s Revenge: Coordinate Geometry Learning Environment with Game-Like Elements....Pages 624-624
Knowledge Construction with Causal Concept Maps in a Teachable Agent Environment....Pages 625-625
An Educational Math Game with a Teachable Agent and a Social Chat....Pages 626-626
Inquire for iPad: A Biology Textbook That Answers Questions....Pages 627-627
DataShop: A Data Repository and Analysis Service for the Learning Science Community (Interactive Event)....Pages 628-628
Annie and FixIt: Showcasing Dynamic Guidance for Task-Based Exploratory Learning....Pages 629-629
Facilitating Adaptive Tutorial Dialogues in EER-Tutor....Pages 630-631
First Workshop on Artificial Intelligence in Education to Support the Social Inclusion of Communities (AIEDSIC)....Pages 632-632
International Workshop on Learning by Modelling in Science Education....Pages 633-633
International workshop on Authoring Simulation and Game-Based Intelligent Tutoring....Pages 634-634
Back Matter....Pages -




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