LEADER 04152nam 22006135 450 001 9910736009203321 005 20251008160523.0 010 $a9783031353314 010 $a3031353315 024 7 $a10.1007/978-3-031-35331-4 035 $a(MiAaPQ)EBC30669815 035 $a(Au-PeEL)EBL30669815 035 $a(DE-He213)978-3-031-35331-4 035 $a(PPN)27225732X 035 $a(CKB)27895269200041 035 $a(EXLCZ)9927895269200041 100 $a20230731d2023 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aAI and Cognitive Modelling for Education /$fby Boris Aber?ek, Andrej Flogie, Igor Pesek 205 $a1st ed. 2023. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2023. 215 $a1 online resource (236 pages) 311 08$a9783031353307 311 08$a3031353307 327 $a1. Introduction -- 2. Philosophical and Social Realm -- 3. From Human to Machine -- 4. Technological Relations -- 5. Summary and Conclusions -- References -- Index. 330 $aThis book offers a groundbreaking approach to bridging the gap between various disciplines involved in cognitive modeling in education. By drawing on the fields of learning, neuro science, cognitive science, neurobiology, and computer science, it provides a new perspective on how we can integrate these disciplines with education to create more effective learning environments. The main objective of this book is to delve into the ethical, sociological, and technological questions surrounding the introduction of intelligent and smart learning environments in education. By analyzing these issues, this book aims to bridge the gap between the various disciplines involved in cognitive modeling and education, while highlighting the benefits and risks associated with these advancements. With the emergence of AI-based tutors, coaches, and learning environments, students now have access to a new type of self-learning and self-training that was previously unavailable. Distance learning has become increasingly popular in recent years, and the use of computer-assisted learning tools has revolutionized the way we think about education. The goal of education must be to instill in students a desire to learn for themselves, and this can only be achieved through active, self-directed, and reflective learning. With intelligent tutoring systems, students are empowered to take an active role in their own education, rather than simply being passive recipients of information. This book offers practical strategies for teachers to facilitate this transition, enabling them to act as facilitators and guides rather than one-way communicators. By embracing this new approach to education, we can help students become lifelong learners who are equipped with the skills they need to succeed in the 21st century. As we cannot predict the future with certainty, the true effects of education may only be revealed in the long run, making it critical to understand the potential consequencesof introducing these new learning tools. By exploring these complex topics, this book offers valuable insights for educators, policymakers, and anyone interested in the future of education. 606 $aEducation$xData processing 606 $aArtificial intelligence 606 $aEducation$xResearch 606 $aComputers and Education 606 $aArtificial Intelligence 606 $aEducational Research 615 0$aEducation$xData processing. 615 0$aArtificial intelligence. 615 0$aEducation$xResearch. 615 14$aComputers and Education. 615 24$aArtificial Intelligence. 615 24$aEducational Research. 676 $a371.33468 676 $a371.33468 700 $aAbers?ek$b B$01112529 701 $aFlogie$b Andrej$01333060 701 $aPesek$b Igor$01380134 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910736009203321 996 $aAI and Cognitive Modelling for Education$93421428 997 $aUNINA