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Scenarios in application of cognitive didactics for an Intelligent Learning System (relation with the types of errors)
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, , Universidad Autónoma Metropolitana Azcapotzalco, Mexico ; , Universidad Nacional Autónoma de México, Mexico ; , Universidad Autónoma Metropolitana Azcapotzalco, Mexico

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The following paper describes scenarios resulting from the application of the exercise or task the user performs in an Intelligent Learning System (ILS). The scenarios are linked to the type of error whose domain is located in structured programming. The ILS uses techniques of artificial intelligence to implement the teaching-learning process. Two representative scenarios are described. The interaction of the system is based on an inference engine. The system uses a combination of techniques from artificial intelligence, in order to create systems that give the user, in addition to knowledge in a given domain, the opportunity to acquire self-regulatory learning strategies. The study case involves scenarios that are linked to errors to associate them with styles of learning, domains of knowledge, and affective-motivational states. These assessments must determine what to explain, at what level of detail, and when to do it, as well as when to interrupt the student, and what information to provide during the interaction.

Citation

Sánchez-Guerrero, L., Laureano-Cruces, A.L., Mora-Torres, M. & Ramírez-Rodríguez, J. (2010). Scenarios in application of cognitive didactics for an Intelligent Learning System (relation with the types of errors). In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 322-327). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 23, 2019 from .

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