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Intelligent Tutoring Systems [[electronic resource] ] : 14th International Conference, ITS 2018, Montreal, QC, Canada, June 11–15, 2018, Proceedings / / edited by Roger Nkambou, Roger Azevedo, Julita Vassileva
| Intelligent Tutoring Systems [[electronic resource] ] : 14th International Conference, ITS 2018, Montreal, QC, Canada, June 11–15, 2018, Proceedings / / edited by Roger Nkambou, Roger Azevedo, Julita Vassileva |
| Edizione | [1st ed. 2018.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 |
| Descrizione fisica | 1 online resource (XXVIII, 523 p. 118 illus.) |
| Disciplina | 371.334 |
| Collana | Programming and Software Engineering |
| Soggetto topico |
Education—Data processing
Application software Artificial intelligence User interfaces (Computer systems) Data mining Computers and Education Computer Appl. in Social and Behavioral Sciences Artificial Intelligence User Interfaces and Human Computer Interaction Data Mining and Knowledge Discovery |
| ISBN | 3-319-91464-2 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Programming Intelligent Embodied Pedagogical Agents to Teach the Beginnings of Industrial Revolution -- Adaptive clustering of codes for assessment in introductory programming courses -- Recommendation in Collaborative E-Learning by Using Linked Open Data and Ant Colony Optimization -- Evaluating adaptive pedagogical agents' prompting strategies effect on students' emotions -- Do Frequency and Duration of Confusion, Frustration, Anger and Joy Predict Learning in a Game-Based Learning Environment -- Investigating the Role of Goal Orientation: Metacognitive and Cognitive Strategy Use and Learning with Intelligent Tutoring Systems -- Game Scenes Evaluation and Player's Dominant Emotion Prediction -- Disrupting the Rote Learning Loop: CS Majors Iterating over Learning Modules with an Adaptive Educational Hypermedia -- Gaze Feedback and Pedagogical Suggestions in Collaborative Learning: Investigation of Explanation Performance on Self's Concept in a Knowledge Integration Task -- Motivation Assessment Tool (MAT): Enabling Personalized Learning to Enhance Motivation -- The Impact of Multiple Real-time Scaffolding Experiences on Science Inquiry Practices -- The allocation of time matters to students' performance in clinical reasoning -- Empirical investigation of cognitive load theory in problem solving domain -- Data-driven learner profiling based on clustering student behaviors: learning consistency, pace and effort -- Identifying How Metacognitive Judgments Influence Student Performance during Learning with MetaTutorIVH -- Predicting Learners' Emotions in Mobile MOOC Learning via a Multimodal Intelligent Tutor -- Toward Tutoring Systems Inspired by Applied Behavioral Analysis -- The Role of Negative Emotions and Emotion Regulation on Self-Regulated Learning with MetaTutor -- Analysis of permanence time in emotional states: A case study using educational software -- Scoring Summaries using Recurrent Neural Networks -- Changes in Emotion and their Relationship with Learning Gains in the Context of MetaTutor -- A Heuristic Approach for New-item Cold Start Problem in Recommendation of Micro Open Education Resources -- How do Different Levels of AU4 impact Metacognitive Monitoring during Learning with Intelligent Tutoring Systems -- How are students' emotions associated with the accuracy of their note taking and summarizing during learning with ITSs -- Adaptive Feedback based on Student Emotion in a System for Programming Practice -- Learning by Explaining to a Digital Doppelganger -- Impact of Tutor Errors on Student Engagement in a Dialog Based Intelligent Tutoring System -- Enhancing the Clustering of Student Performance using the Variation in Confidence -- Intelligent Virtual Reality Tutoring System Supporting Open Educational Resource Access -- Emotional State and Behavior Analysis in a Virtual Reality Environment: a Medical Application -- Deep Learning in Automated Essay Scoring -- A Hybrid Architecture for Non-Technical Skills Diagnosis -- A Novel Learning Early-warning Model Based on Random Forest Algorithm -- Improving Inference of Learning Related Emotion by Combining Cognitive and Physical Information -- Module Advisor: Guiding Students with Recommendations -- TUMA: Towards an Intelligent Tutoring System for Manual-Procedural Activities -- SAT reading analysis using eye-gaze tracking technology and machine learning -- Determining What The Student Understands - Assessment In An Unscaffolded Environment -- Curriculum Pacing: A New Approach to Discover Instructional Practices in Classrooms -- Towards Embedding a Tutoring Companion in the Eclipse Integrated Development Environment -- Semantic Collaboration Trajectories in Communities of Practice -- Predictors and outcomes of gaming in an intelligent tutoring system -- Classifying Interaction Behaviors of Students and Conversational Agents through Dialog Analysis -- Extraction of Relevant Resources and Questions from DBpedia to Automatically Generate Quizzes on Specific Domains -- Towards an intelligent Moodle based on learning analytics: Development and evaluation -- A Planning-Based Approach to Generating Tutorial Dialog for Teaching Surgical Decision Making -- Supporting Multiple Learning Experiences on a Childhood Vocabulary Tutoring Platform -- Exploring students' behaviors in editing learning environment. |
| Record Nr. | UNISA-996465832303316 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
| ||
Intelligent Tutoring Systems : 14th International Conference, ITS 2018, Montreal, QC, Canada, June 11–15, 2018, Proceedings / / edited by Roger Nkambou, Roger Azevedo, Julita Vassileva
| Intelligent Tutoring Systems : 14th International Conference, ITS 2018, Montreal, QC, Canada, June 11–15, 2018, Proceedings / / edited by Roger Nkambou, Roger Azevedo, Julita Vassileva |
| Edizione | [1st ed. 2018.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 |
| Descrizione fisica | 1 online resource (XXVIII, 523 p. 118 illus.) |
| Disciplina | 371.334 |
| Collana | Programming and Software Engineering |
| Soggetto topico |
Education—Data processing
Application software Artificial intelligence User interfaces (Computer systems) Data mining Computers and Education Computer Appl. in Social and Behavioral Sciences Artificial Intelligence User Interfaces and Human Computer Interaction Data Mining and Knowledge Discovery |
| ISBN | 3-319-91464-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Programming Intelligent Embodied Pedagogical Agents to Teach the Beginnings of Industrial Revolution -- Adaptive clustering of codes for assessment in introductory programming courses -- Recommendation in Collaborative E-Learning by Using Linked Open Data and Ant Colony Optimization -- Evaluating adaptive pedagogical agents' prompting strategies effect on students' emotions -- Do Frequency and Duration of Confusion, Frustration, Anger and Joy Predict Learning in a Game-Based Learning Environment -- Investigating the Role of Goal Orientation: Metacognitive and Cognitive Strategy Use and Learning with Intelligent Tutoring Systems -- Game Scenes Evaluation and Player's Dominant Emotion Prediction -- Disrupting the Rote Learning Loop: CS Majors Iterating over Learning Modules with an Adaptive Educational Hypermedia -- Gaze Feedback and Pedagogical Suggestions in Collaborative Learning: Investigation of Explanation Performance on Self's Concept in a Knowledge Integration Task -- Motivation Assessment Tool (MAT): Enabling Personalized Learning to Enhance Motivation -- The Impact of Multiple Real-time Scaffolding Experiences on Science Inquiry Practices -- The allocation of time matters to students' performance in clinical reasoning -- Empirical investigation of cognitive load theory in problem solving domain -- Data-driven learner profiling based on clustering student behaviors: learning consistency, pace and effort -- Identifying How Metacognitive Judgments Influence Student Performance during Learning with MetaTutorIVH -- Predicting Learners' Emotions in Mobile MOOC Learning via a Multimodal Intelligent Tutor -- Toward Tutoring Systems Inspired by Applied Behavioral Analysis -- The Role of Negative Emotions and Emotion Regulation on Self-Regulated Learning with MetaTutor -- Analysis of permanence time in emotional states: A case study using educational software -- Scoring Summaries using Recurrent Neural Networks -- Changes in Emotion and their Relationship with Learning Gains in the Context of MetaTutor -- A Heuristic Approach for New-item Cold Start Problem in Recommendation of Micro Open Education Resources -- How do Different Levels of AU4 impact Metacognitive Monitoring during Learning with Intelligent Tutoring Systems -- How are students' emotions associated with the accuracy of their note taking and summarizing during learning with ITSs -- Adaptive Feedback based on Student Emotion in a System for Programming Practice -- Learning by Explaining to a Digital Doppelganger -- Impact of Tutor Errors on Student Engagement in a Dialog Based Intelligent Tutoring System -- Enhancing the Clustering of Student Performance using the Variation in Confidence -- Intelligent Virtual Reality Tutoring System Supporting Open Educational Resource Access -- Emotional State and Behavior Analysis in a Virtual Reality Environment: a Medical Application -- Deep Learning in Automated Essay Scoring -- A Hybrid Architecture for Non-Technical Skills Diagnosis -- A Novel Learning Early-warning Model Based on Random Forest Algorithm -- Improving Inference of Learning Related Emotion by Combining Cognitive and Physical Information -- Module Advisor: Guiding Students with Recommendations -- TUMA: Towards an Intelligent Tutoring System for Manual-Procedural Activities -- SAT reading analysis using eye-gaze tracking technology and machine learning -- Determining What The Student Understands - Assessment In An Unscaffolded Environment -- Curriculum Pacing: A New Approach to Discover Instructional Practices in Classrooms -- Towards Embedding a Tutoring Companion in the Eclipse Integrated Development Environment -- Semantic Collaboration Trajectories in Communities of Practice -- Predictors and outcomes of gaming in an intelligent tutoring system -- Classifying Interaction Behaviors of Students and Conversational Agents through Dialog Analysis -- Extraction of Relevant Resources and Questions from DBpedia to Automatically Generate Quizzes on Specific Domains -- Towards an intelligent Moodle based on learning analytics: Development and evaluation -- A Planning-Based Approach to Generating Tutorial Dialog for Teaching Surgical Decision Making -- Supporting Multiple Learning Experiences on a Childhood Vocabulary Tutoring Platform -- Exploring students' behaviors in editing learning environment. |
| Record Nr. | UNINA-9910349429203321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
International handbook of metacognition and learning technologies / / Roger Azevedo and Vincent Aleven, editors
| International handbook of metacognition and learning technologies / / Roger Azevedo and Vincent Aleven, editors |
| Edizione | [1st ed. 2013.] |
| Pubbl/distr/stampa | New York, : Springer, 2013 |
| Descrizione fisica | 1 online resource (745 p.) |
| Disciplina | 370.152 |
| Altri autori (Persone) |
AzevedoRoger
AlevenVincent A. W. M. M |
| Collana | Springer International Handbooks of Education |
| Soggetto topico |
Metacognition
Learning technologies |
| ISBN | 1-4419-5546-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Copyright; Preface; Acknowledgements; About the Authors; Contents; Contributors; 1: Metacognition and Learning Technologies: An Overview of Current Interdisciplinary Research; Brief Overview of Chapters in Each Section; Future Directions; Part I: Models and Components of Metacognition; 2: Supporting Effective Self-Regulated Learning: The Critical Role of Monitoring; Supporting Effective Self-Regulated Learning: The Critical Role of Monitoring; Monitoring and Its Place in SRL; Influences of Metacognitive Knowledge on SRL; Influences of Epistemic Beliefs on SRL
Experience Monitoring and Metacomprehension AccuracyMeasures of Monitoring Accuracy; Improving Monitoring Accuracy with a Valid Cues Approach; Instantiating a Relative Accuracy Paradigm; Design Considerations for Texts; Design Considerations for Tests; Design Considerations for Judgments; Supporting Access to Valid Comprehension Cues; Supporting the Selection of Valid Comprehension Cues; Negative Effects of Providing Feedback; Implications for the Design of Learning Technologies; Regulation Is a Process of Making Decisions; Regulation Is a Process of Self-Evaluation; Final Thoughts References3: Student and Teacher Perspectives on IMPROVE Self-Regulation Prompts in Web-Based Learning; Student and Teacher Perspectives on IMPROVE Self-Regulation Prompts in Web-Based Learning; Theoretical Framework; Web-Based Learning Environments; Self-Regulated Learning; IMPROVE Self-Questioning Prompts; Integrating IMPROVE Self-Questioning Prompts for Students in WBLEs; Discussion of the Studies on the Students' Perspective; Integrating IMPROVE Self-Questioning Prompts for Preservice Teachers in WBLEs; Discussion of Studies from the Teachers' Perspective General Discussion: Limitations, Implications, and Future ResearchAppendix 1; Appendix 2; References; 4: Adaptation to Context as Core Component of Self-Regulated Learning: The Example of Complexity and Epistemic Beliefs; Theoretical Framework; SRL and Calibration to Complexity; SRL and Epistemic Beliefs; An Illustrative Example: Learning About Genetic Fingerprinting; How Does Our Hypermedia Environment Help Studying SRL?; Material Development and Evaluation; Empirical Results; Calibration with Regard to Complexity; The Influence of Epistemic Beliefs; Challenges and Implications; References 5: Retrieval-Monitoring-Feedback (RMF) Technique for Producing Efficient and Durable Student LearningOverview of Context; Learning Technology: Retrieval-Monitoring-Feedback Technique; Target Audience and Topic Domains; Conceptual Framework: Key Components of Self-Regulated Learning; Detailed Introduction of the RMF Technique; Improving Monitoring of Ongoing Learning; Using Accurate Monitoring to Control Schedules of Retrieval Practice; Challenges and Implications; References 6: Metacognition: A Closed-Loop Model of Biased Competition-Evidence from Neuroscience, Cognition, and Instructional Resear... |
| Record Nr. | UNINA-9910438330303321 |
| New York, : Springer, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||