Adaptive instructional systems, design and evaluation : third international conference, AIS 2021, held as part of the 23rd HCI international conference, HCII 2021, virtual event, July 24-29, 2021, proceedings, part I / / Robert A. Sottilare and Jessica Schwarz (editors)

• Pubblicazione: Cham, Switzerland : , : Springer, , [2021]; ©2021
• Descrizione fisica: 1 online resource (648 pages)
• Disciplina: 371.334
• Soggetto topico: Computer-assisted instruction; Learning, Psychology of; Artificial intelligence
• Persona (resp. second.): SottilareRobert; SchwarzJessica
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Intro -- Foreword -- HCI International 2021 Thematic Areas and Affiliated Conferences -- Contents - Part I -- Contents - Part II -- Conceptual Models and Instructional Approaches for AIS -- A Conceptual Model for Hybrid Adaptive Instructional and Assessment Systems -- 1 Introduction -- 2 Adaptive Instructional Systems -- 3 Balanced Assessment Systems -- 4 AIAS Conceptual Model -- 5 Conclusion -- References -- Designing Adaptive Blended Learning Experiences for Military Formal School Courses -- 1 Introduction -- 1.1 Adaptive Blended Learning Environments -- 2 The Adaptive Blended Learning Experience -- 2.1 Testing in Resident and Non-resident Courses -- 2.2 The Center of Gravity Analysis Adaptive Moodle Lesson -- 2.3 Blended Learning Strategy -- 3 Method -- 3.1 Participants -- 3.2 Materials -- 3.3 Procedure -- 4 Analysis -- 4.1 Instructor-Led Classroom Efficiency -- 4.2 Knowledge Test Performance Scores -- 4.3 Application Test -- 4.4 COG Adaptive Lesson Student Activity -- 4.5 Student Subjective Responses -- 5 Discussion -- 5.1 Future Directions for Adaptive Blended Learning Designs -- References -- Personalized Mastery Learning Ecosystems: Using Bloom's Four Objects of Change to Drive Learning in Adaptive Instructional Systems -- 1 Introduction -- 1.1 The Challenge -- 1.2 The Opportunity -- 1.3 Understanding Learning Ecosystems -- 2 Personalized Mastery Learning Ecosystem (PMLE) -- 2.1 From PMLS to PMLE -- 2.2 The PMLE Places the Learner at the Center -- 2.3 The PMLE Describes the Complex Interactions Among the Learner, All People, Processes, Data, and Networked Connections in the learner's Environment -- 2.4 PMLE Requires Learning Engineering -- 3 My Math Academy PMLE: A Learning Engineering Approach -- 3.1 My Math Academy and Bloom's Four Objects of Change -- 3.2 Applying Learning Engineering to My Math Academy PMLE -- 4 Conclusion. ; References -- Towards a Unified Model of Gamification and Motivation -- 1 Introduction -- 1.1 Advances Within the Field of Gamification Research. -- 1.2 Reviewing Prior Gamification Research -- 2 Gamification Typology -- 2.1 The 5 Dimensions of Gamification -- 2.2 Game Elements -- 2.3 Implementation -- 3 Motivation -- 3.1 User Motivation Thematic Analysis -- 4 The Unified Gamification and Motivation (UGM) Model -- 5 Discussion -- References -- Designing Learning Experiences to Encourage Development of Critical Thinking Skills -- 1 Introduction -- 2 Critical Thinking Skills -- 3 Instructional Approach to CTS -- 4 Experiential Development of Critical Thinking Skills -- 4.1 Example Lesson: Analysis -- 4.2 Example Lesson: Evaluation -- 4.3 Example Lesson: Inference -- 5 Practical Requirements for Feasibility and Effectiveness -- 6 Conclusions -- References -- Learning the Cognitive Skill of Topographic Map Reading Through Adaptive, High-Repetition Training -- 1 Introduction -- 1.1 Theoretical Foundations -- 1.2 Repetition Training for Topographic Map Reading -- 2 Technical Approach -- 2.1 Participants -- 2.2 Materials -- 2.3 Training Procedure -- 2.4 Adaptive Training Elements -- 3 Results -- 3.1 Task Accuracy Over Training -- 3.2 Difficulty of the Training Task Across Regions -- 3.3 Engagement and Effort -- 4 Discussion -- References -- Learning Engineering as an Ethical Framework -- 1 Learning Engineering -- 1.1 An Introduction to Learning Engineering -- 1.2 A Learning Engineering Case Study: Adaptive Activities -- 2 Ethics in Education -- 3 Learning Engineering as an Ethical Framework -- 4 Conclusion -- References -- Teaching Reinforcement Learning Agents with Adaptive Instructional Systems -- 1 Introduction -- 2 Motivation -- 3 Comparative Analysis of Training Concepts -- 3.1 The Learner, Its Learning Mechanism and Priors. ; 3.2 Needs Analysis and Training Objective -- 3.3 Training System -- 3.4 Operational Deployment -- 4 Adaptive Instructional System for Learner Agents -- 4.1 Defining the Components of an AIS -- 4.2 Reinforcement Learning by an AIS -- 4.3 Advantages of an AIS -- 4.4 Dependencies on the Learner's Capabilities -- 5 Towards a Domain Implementation -- 5.1 Task Learning -- 5.2 Data-Driven Task Learning -- 5.3 Concluding -- 6 Discussion and Future Directions -- References -- Designing and Developing AIS -- SQLearn: A Browser Based Adaptive SQL Learning Environment -- 1 Introduction -- 2 Related Works -- 3 Scope of Work -- 3.1 System Design -- 3.2 Testing Platform -- 3.3 Web Browser Extension -- 4 Adaptive Logic -- 4.1 System Prompts -- 5 Pilot Study -- 6 Discussions -- 7 Conclusion -- Appendix - A -- References -- Towards the Design of an Adaptive Presence Card and Trust Rating System for Online Classes -- 1 Introduction -- 2 Review of Related Literature -- 3 The Presence Card (PC) and Trust Rating (TR) -- 4 Testing Methods -- 4.1 Metrics Used for the PC and TR Prototype Testing -- 5 Results and Discussion -- 5.1 Survey Results -- 5.2 Design Considerations for an Adaptive Presence Card and Trust Rating -- 6 Conclusions and Future Work -- References -- Education, Ethical Dilemmas and AI: From Ethical Design to Artificial Morality -- 1 Introduction and Motivations -- 1.1 Ethical Dilemmas in Education: A Layered Approach -- 2 Beyond Tools: AI and Ethical Behavior -- 2.1 Ethics by Design: Forewarned is Forearmed -- 2.2 Artificial Morality: Towards Encoding Moral Value -- 3 Exploring the Challenges Behind the Case Study -- 3.1 The Educational Layer -- 3.2 The Personal Layer -- 3.3 The Social Layer -- 4 Awaking Awareness: From Physical to Ethical Sensors -- 5 Conclusions and Future Work -- References. ; Formal Methods in Human-Computer Interaction and Adaptive Instructional Systems -- 1 Introduction -- 2 Formal Methods in Human-Computer Interaction -- 2.1 Usability and Formal Methods -- 2.2 Workflow -- 2.3 Interaction Properties -- 2.4 Formal Notations -- 2.5 Adaptive Human-Computer Interaction -- 3 Adaptive Instructional Systems -- 4 Conclusion -- References -- Automating Team Competency Assessment in Support of Adaptive Dynamic Simulations -- 1 Introduction -- 2 Overview of GIFT -- 3 Overview of Team Dimensional Training -- 4 Team Assessment in Practice -- 4.1 Analysis, Evaluation and Assessment in Adaptive Instruction -- 4.2 Operational Process for Manual Team Assessment -- 4.3 Operational Process for Automated Team Assessment -- 5 Research and Design Contributions to Automated Assessment -- 5.1 The Role of AI in Automated Assessment -- 5.2 Capturing Individual Contributions to Team Performance -- 5.3 Implementing a Scalable Model for Team Assessment -- 5.4 Assigning Team Roles and Responsibilities Dynamically -- 6 Recommended Next Steps -- References -- Towards the Design and Development of an Adaptive Gamified Task Management Web Application to Increase Student Engagement in Online Learning -- 1 Introduction -- 1.1 Context -- 1.2 Objective -- 1.3 Scope and Limitations -- 2 Related Literature -- 3 Design and Development -- 4 Discussion -- 4.1 Discussion on the Current Application -- 4.2 Discussion on Adaptability -- 5 Conclusion -- References -- Intelligence Augmentation for Educators, Training Professionals, and Learners -- 1 Introduction -- 2 Definitions -- 3 AI-Based Tools in Industry -- 3.1 AI in Manufacturing -- 3.2 AI in Healthcare -- 3.3 Augmented Reality (AR) in Industry -- 3.4 Further Augmentation to Process Complex Problems in Industry -- 4 Industry 4.0 Tools in Education -- 4.1 Industry 4.0 Vision for Teaching and Learning -- 4.2 Cost. ; 4.3 Dealing with Change -- 4.4 Speed of Change -- 4.5 Ethics and Data Protection -- 5 Collaboration Model -- 5.1 Suggestions for Education -- 6 Conclusion -- References -- A Generic CbITS Authoring Tool Using xAPI -- 1 Introduction -- 2 AutoTutor -- 2.1 AutoTutor Lite -- 2.2 xAPI -- 3 Framework -- 3.1 User Interface -- 4 Conclusion -- References -- Intelligence Augmentation for Collaborative Learning -- 1 Introduction -- 1.1 Changes in Educational Goals -- 1.2 Intelligence Augmentation Must Evolve to Fit Educational Goals -- 1.3 Intelligence Augmentation and CSCL Fits Today's Goals -- 1.4 The Pandemic Highlighted Gaps -- 1.5 A New Vision for Intelligence Augmentation Can Build on CSCL -- 2 Framing Computer Support for Collaborative Learning -- 2.1 About CSCL -- 2.2 How CSCL Frames Opportunities for Intelligence Augmentation -- 3 Scenarios for Intelligence Augmentation for Collaborative Learning -- 3.1 Actionable Awareness of Discussion Patterns -- 3.2 Maintaining Student Effort Across a Sequence of Activities -- 3.3 Developing Skill in a Collaborative Learning Role -- 4 Discussion: Commonalities that Deserve Attention -- 4.1 Automate, Add Awareness, Assist and Augment -- 4.2 Context-Sensitive, Longitudinal and Hybrid -- 4.3 Responsible, Human-Centered AI -- 5 Conclusion -- References -- Designing Ethical Agency for Adaptive Instructional Systems: The FATE of Learning and Assessment -- 1 Introduction -- 2 Ethical Agency in Human and Nonhuman Agents -- 2.1 Metacognition and Machine Morality -- 3 Modeling Metaethical Traditions -- 4 Explainable Ethical Standards for Assessment -- 4.1 Fairness -- 4.2 Accountability -- 4.3 Transparency -- 4.4 Ethics -- 5 Conclusion -- References -- The Role of Participatory Codesign in a Learning Engineering Framework to Support Classroom Implementation of an Adaptive Instructional System -- 1 Introduction. ; 1.1 Approaching Learning Engineering from an Ecological Systems Perspective.
• Titolo autorizzato: Adaptive instructional systems, design and evaluation
• ISBN: 3-030-77857-6
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 996464429103316
• Lo trovi qui: Univ. di Salerno
• Serie: Lecture Notes in Computer Science