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Book part
Publication date: 20 September 2018

Stephen B. Gilbert, Michael C. Dorneich, Jamiahus Walton and Eliot Winer

This chapter describes five disciplinary domains of research or lenses that contribute to the design of a team tutor. We focus on four significant challenges in developing…

Abstract

This chapter describes five disciplinary domains of research or lenses that contribute to the design of a team tutor. We focus on four significant challenges in developing Intelligent Team Tutoring Systems (ITTSs), and explore how the five lenses can offer guidance for these challenges. The four challenges arise in the design of team member interactions, performance metrics and skill development, feedback, and tutor authoring. The five lenses or research domains that we apply to these four challenges are Tutor Engineering, Learning Sciences, Science of Teams, Data Analyst, and Human–Computer Interaction. This matrix of applications from each perspective offers a framework to guide designers in creating ITTSs.

Details

Building Intelligent Tutoring Systems for Teams
Type: Book
ISBN: 978-1-78754-474-1

Keywords

Book part
Publication date: 10 February 2023

Ryan Varghese, Abha Deshpande, Gargi Digholkar and Dileep Kumar

Background: Artificial intelligence (AI) is a booming sector that has profoundly influenced every walk of life, and the education sector is no exception. In education, AI has…

Abstract

Background: Artificial intelligence (AI) is a booming sector that has profoundly influenced every walk of life, and the education sector is no exception. In education, AI has helped to develop novel teaching and learning solutions that are currently being tested in various contexts. Businesses and governments across the globe have been pouring money into a wide array of implementations, and dozens of EdTech start-ups are being funded to capitalise on this technological force. The penetration of AI in classroom teaching is also a profound matter of discussion. These have garnered massive amounts of student big data and have a significant impact on the life of both students and educators alike.

Purpose: The prime focus of this chapter is to extensively review and analyse the vast literature available on the utilities of AI in health care, learning, and development. The specific objective of thematic exploration of the literature is to explicate the principal facets and recent advances in the development and employment of AI in the latter. This chapter also aims to explore how the EdTech and healthcare–education sectors would witness a paradigm shift with the advent and incorporation of AI.

Design/Methodology/Approach: To provide context and evidence, relevant publications were identified on ScienceDirect, PubMed, and Google Scholar using keywords like AI, education, learning, health care, and development. In addition, the latest articles were also thoroughly reviewed to underscore recent advances in the same field.

Results: The implementation of AI in the learning, development, and healthcare sector is rising steeply, with a projected expansion of about 50% by 2022. These algorithms and user interfaces economically facilitate efficient delivery of the latter.

Conclusions: The EdTech and healthcare sector has great potential for a spectrum of AI-based interventions, providing access to learning opportunities and personalised experiences. These interventions are often economic in the long run compared to conventional modalities. However, several ethical and regulatory concerns should be addressed before the complete adoption of AI in these sectors.

Originality/Value: The value in exploring this topic is to present a view on the potential of employing AI in health care, medical education, and learning and development. It also intends to open a discussion of its potential benefits and a remedy to its shortcomings.

Details

The Adoption and Effect of Artificial Intelligence on Human Resources Management, Part B
Type: Book
ISBN: 978-1-80455-662-7

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Article
Publication date: 16 December 2019

Aaron Kessler, Melissa Boston and Mary Kay Stein

This study explores the teacher’s role for implementing a cognitive tutor (CT) intended to increase students’ knowledge of proportional reasoning and potential impacts on…

Abstract

Purpose

This study explores the teacher’s role for implementing a cognitive tutor (CT) intended to increase students’ knowledge of proportional reasoning and potential impacts on students’ learning.

Design/methodology/approach

Using a mixed methods approach to design-based research, the authors examine results from three different phases of the CT implementation using frameworks from mathematics education research.

Findings

Based on observations of 10 educators, the authors identify 4 different types of interactions among the CT, students and educators. Using observations and student assessment results (n = 134), the authors begin to build an argument that different types of interactions have the potential to impact students’ opportunities to learn in computer-directed learning environments.

Originality/value

The authors conclude that research on the efficacy of computer-directed learning environments should consider differences in implementation of CT materials and that the types of CT, student and educator interactions described herein provide a framework to support such exploration.

Details

Information and Learning Sciences, vol. 121 no. 1/2
Type: Research Article
ISSN: 2398-5348

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Article
Publication date: 30 November 2005

Adel Elsayed and Roger Hartley

Learning can be viewed as a communication process that puts the learner in contact with concepts created by others. A result of communication is that an act of interpretation…

Abstract

Learning can be viewed as a communication process that puts the learner in contact with concepts created by others. A result of communication is that an act of interpretation starts, which invokes a process of conceptualization. According to Mayes, successful conceptualization will need the support of learning activities. Hence, machine mediated communication is important for creating online e‐Learning opportunities; not only for relaying communication content, but also for supporting the cognitive processes associated with the necessary learning activities required for conceptualization. In Laurillard’s conversational theory, a communication loop should be established between learners and teachers. The articulation element in this loop is necessary for engaging the learner in a collaborative activity, which is essential for developing further the conceptualization process. This paper discusses the acts of communication, conceptualization and articulation within a machine mediated multimodal communication, and it proposes a framework within which a supporting set of cognitive activities can be developed.

Details

Interactive Technology and Smart Education, vol. 2 no. 4
Type: Research Article
ISSN: 1741-5659

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Article
Publication date: 31 May 2004

Ursula Armitage, Stephanie Wilson and Helen Sharp

Electronic texts are an essential component of any e‐learning environment. This paper extends previous research on navigation and learning with electronic texts by examining the…

Abstract

Electronic texts are an essential component of any e‐learning environment. This paper extends previous research on navigation and learning with electronic texts by examining the effects of a novel approach to navigation: allowing the learner to create their own navigation aids. We present two experimental studies investigating the effects of creating versus using A‐Z indexes and graphical maps on knowledge development and feelings of ownership for learning. Findings revealed that using a graphical map for navigation has advantages for knowledge development and for feelings of ownership, whereas creating a graphical map offers no significant benefits over plain hypertext; there were no benefits to using or creating A‐Z indexes over plain hypertext. It was also found in comparisons of using vs. creating graphical maps that high feelings of ownership were correlated with higher quality knowledge development. These findings have three major implications for designers of e‐learning environments: including graphical map navigation aids should be considered; designers should not assume that allowing learners to create their own navigation aids will improve learning; feelings of ownership for learning should be encouraged in learners.

Details

Interactive Technology and Smart Education, vol. 1 no. 2
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 20 August 2009

Diego Zapata‐Rivera, Waverely VanWinkle, Bryan Doyle, Alyssa Buteux and Malcolm Bauer

The purpose of this paper is to propose and demonstrate an evidence‐based scenario design framework for assessment‐based computer games.

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Abstract

Purpose

The purpose of this paper is to propose and demonstrate an evidence‐based scenario design framework for assessment‐based computer games.

Design/methodology/approach

The evidence‐based scenario design framework is presented and demonstrated by using BELLA, a new assessment‐based gaming environment aimed at supporting student learning of vocabulary and math. BELLA integrates assessment and learning into an interactive gaming system that includes written conversations, math activities, oral and written feedback in both English and Spanish, and a visible psychometric model that is used to adaptively select activities as well as feedback levels. This paper also reports on a usability study carried out in a public middle school in New York City.

Findings

The evidence‐based, scenario design framework proves to be instrumental in helping combine game and assessment requirements. BELLA demonstrates how advances in artificial intelligence in education, cognitive science, educational measurement, and video games can be harnessed and integrated into valid instructional tools for the classroom.

Research limitations/implications

This paper provides initial evidence of the potential of these kinds of assessment‐based gaming tools to enhance teaching and learning. Future work involves exploring student learning effects in randomized controlled studies and comparing the internal assessment models to more traditional assessment instruments.

Originality/value

BELLA is the first step toward achieving engaging, assessment‐based, gaming environments for a variety of Science, Technology, Engineering and Math (STEM)‐related areas with explicit support for English language learners.

Details

Interactive Technology and Smart Education, vol. 6 no. 3
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 11 November 2014

Luca Andrea Ludovico and Giuseppina Rita Mangione

– The purpose of this work is to analyze the concept of self-regulated learning and applying it to a web-based interface for music teaching.

Abstract

Purpose

The purpose of this work is to analyze the concept of self-regulated learning and applying it to a web-based interface for music teaching.

Design/methodology/approach

This work starts from a systematic review about music education and self-regulation during learning processes. Then, the paper identifies those meta-cognitive strategies that music students should adopt during their instrumental practice. The goal is applying such concepts to rethink the structure of a didactic e-book for instrumental music education. Thanks to the adoption of the Institute of Electrical and Electronics Engineers (IEEE) 1599 standard, the paper outlines a model of active e-book able to improve learners’ performances through proper cognitive and multi-modal scaffolds. In the last section, the design principles for an implementation will be proposed.

Findings

This work applies theoretical research on self-regulated learning to the design and implementation of a working prototype.

Research limitations/implications

A limitation is the lack of experimentation data, required to test the efficacy and effectiveness of the proposed e-book model and its impact on self-regulated music abilities. A validation strategy – e.g. based on scenarios – will be proposed in our future works, thanks to the support of music learning centres and focus groups composed by young Italian students.

Originality/value

This work has been invited as an extension of the paper presented by the authors at EL2014 International Conference held in Lisbon. The previous work has been awarded as the best paper of the conference. In this extension, the authors provide further details about the proposed framework, highlighting in particular the implementation of scaffolds in the interface.

Details

Interactive Technology and Smart Education, vol. 11 no. 4
Type: Research Article
ISSN: 1741-5659

Keywords

Book part
Publication date: 20 September 2018

Arthur C. Graesser, Nia Dowell, Andrew J. Hampton, Anne M. Lippert, Haiying Li and David Williamson Shaffer

This chapter describes how conversational computer agents have been used in collaborative problem-solving environments. These agent-based systems are designed to (a) assess the…

Abstract

This chapter describes how conversational computer agents have been used in collaborative problem-solving environments. These agent-based systems are designed to (a) assess the students’ knowledge, skills, actions, and various other psychological states on the basis of the students’ actions and the conversational interactions, (b) generate discourse moves that are sensitive to the psychological states and the problem states, and (c) advance a solution to the problem. We describe how this was accomplished in the Programme for International Student Assessment (PISA) for Collaborative Problem Solving (CPS) in 2015. In the PISA CPS 2015 assessment, a single human test taker (15-year-old student) interacts with one, two, or three agents that stage a series of assessment episodes. This chapter proposes that this PISA framework could be extended to accommodate more open-ended natural language interaction for those languages that have developed technologies for automated computational linguistics and discourse. Two examples support this suggestion, with associated relevant empirical support. First, there is AutoTutor, an agent that collaboratively helps the student answer difficult questions and solve problems. Second, there is CPS in the context of a multi-party simulation called Land Science in which the system tracks progress and knowledge states of small groups of 3–4 students. Human mentors or computer agents prompt them to perform actions and exchange open-ended chat in a collaborative learning and problem-solving environment.

Details

Building Intelligent Tutoring Systems for Teams
Type: Book
ISBN: 978-1-78754-474-1

Keywords

Article
Publication date: 13 July 2015

Wilson Ozuem and Geoff Lancaster

The purpose of this paper is to investigate connections between questioning, learning, achievement and conscious knowledge and beliefs held by tutors and how these are applied in…

2883

Abstract

Purpose

The purpose of this paper is to investigate connections between questioning, learning, achievement and conscious knowledge and beliefs held by tutors and how these are applied in a teaching/learning situation.

Design/methodology/approach

The design of this study involved the authors listening to, but not participating in, classroom teaching sessions followed by individual in-depth discussions with tutors and students to ascertain how best to advance learning and achievement.

Findings

Responses generated from questioning and dialogue helps tutors realign their teaching in response to the needs of learners including comprehending life issues and solving problems. Tutors should consider “think-pair share strategy” in their delivery.

Research limitations/implications

Research was limited to one specific location, the sample was self-selected and limited to tutors who volunteered to take part in the investigation. A greater number of experimental locations with 100 per cent participation would have enhanced the validity of the findings.

Practical implications

Learners need to be motivated to ask questions and be encouraged to become involved in discussions. Questioning and dialogue provide a framework for sharing educational objectives with students and charting their progress and this can lead to a better framework for delivery and understanding.

Social implications

If tutors can better realign their teaching in response to the needs of learners including comprehending life issues and solving problems then this can lead to a more focused learning experience.

Originality/value

The work was based on empirical investigations of tutors and learners in group and individual situations and the findings have been reported.

Details

Education + Training, vol. 57 no. 5
Type: Research Article
ISSN: 0040-0912

Keywords

Content available
Book part
Publication date: 20 September 2018

Abstract

Details

Building Intelligent Tutoring Systems for Teams
Type: Book
ISBN: 978-1-78754-474-1

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