By Cristina Conati, Neil Heffernan, Antonija Mitrovic, M. Felisa Verdejo
This e-book constitutes the refereed court cases of the seventeenth overseas convention on man made Intelligence in schooling, AIED 2015, held in Madrid, Spain, in June 2015.
The 50 revised complete papers offered including three keynotes, seventy nine poster shows, thirteen doctoral consortium papers, sixteen workshop abstracts, and eight interactive occasion papers have been rigorously reviewed and chosen from a variety of submissions. The convention offers possibilities for the cross-fertilization of techniques, ideas and concepts from the numerous fields that contain AIED, together with machine technology, cognitive and studying sciences, schooling, online game layout, psychology, sociology, linguistics, in addition to many domain-specific areas.
Read Online or Download Artificial Intelligence in Education: 17th International Conference, AIED 2015, Madrid, Spain, June 22-26, 2015. Proceedings PDF
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Additional info for Artificial Intelligence in Education: 17th International Conference, AIED 2015, Madrid, Spain, June 22-26, 2015. Proceedings
Mihai Dascalu, Larise L. Stavarache, Philippe Dessus, Stefan Trausan-Matu, Danielle S. McNamara, and Maryse Bianco Talk, Tutor, Explore, Learn: Intelligent Tutoring and Exploration for Robust Learning . . . . . . . . . . . . . . . . . . . . Beate Grawemeyer, Sergio Gutierrez-Santos, Wayne Holmes, Manolis Mavrikis, Nikol Rummel, Claudia Mazziotti, and Ruth Janning 911 913 915 917 Reasoning Mind Genie 3: Interactive Demonstration. . . . . . . . . Victor Kostyuk, Leigh A.
The primary reason for this could be the amount of information included in each answers and their relevancy to the context. According to Novak & Canas , concept maps constructed to answer a question is more effective than a concept map which represent a domain/topic. The former involves more dynamic thinking and a deeper understanding. However, the means between QSCMap and HLCMap are not statistically significant. This could be due to the fact that students in the HLCMap group might only have looked at the highlighted area of the map without being overloaded by the number of concepts and relations provided in the topic concept map.
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