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Cognitive disequilibrium and its affiliated affective state of confusion have been found to be beneficial to learning due to the effortful cognitive activities that accompany their experience. Although confusion naturally occurs during learning, it can be induced and scaffolded to increase learning opportunities. We addressed the possibility of induction in a study where learners engaged in trialogues...
The GDT approach proposed by Elsom-Cook for merging the Learning Environments (LE) and Intelligent Tutoring Systems (ITS) approaches is set against the background of Karl Popper's epistemology. Popper's distinction between World 1 (the world of physical objects), World 2 (the world of psychological “production”), and World 3 (the world of the “products” of thought, or “objective knowledge”) is used...
Ten years have passed since the idea aroused to model not only the student's knowledge state, but also the emotional state in intelligent tutoring systems. Consequently, special attention should be paid to inclusion of appropriate tutoring strategies when developing such tutoring systems. The paper aims to examine to what extent tutoring is adapted to students' emotional and knowledge states in these...
This paper presents an Automated Universal Testing and tutoring system for Web application(AUTOWEB) for grading and tutoring on-line assignments. Based on WATIR, a retrogression testing tool, the system simulates actions of human being and automatically interprets and executes test cases specified for tutoring students. AUTOWEB can automatically generate an animation demo for each failed test case,...
In developmental research, tutoring behavior has been identified as scaffolding infants' learning processes. It has been defined in terms of child-directed speech (Motherese), child-directed motion (Motionese), and contingency. In the field of developmental robotics, research often assumes that in human-robot interaction (HRI), robots are treated similar to infants, because their immature cognitive...
Recently it has been argued that the worked-example effect, as postulated by Cognitive Load Theory, might only occur when compared to unsupported problem-solving, but not when compared to well-supported or tutored problem-solving as instantiated, for example, in Cognitive Tutors. In two experiments, we compared a standard Cognitive Tutor with a version that was enriched with faded worked examples...
This paper describes a multiple user e-learning interface with multiple tutoring character agents. The character agents use eye movement information to facilitate empathy-relevant reasoning and behavior. Eye Information is used to monitor user's attention and interests, to personalize the agent behaviors, and for exchanging information of different learners. The system reacts to multiple users' eye...
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