Consequences of a cognitive-affective intervention in an Intelligent Learning System (ILS)
Lourdes Sánchez-Guerrero, Ana Lilia Laureano-Cruces, Javier Ramirez-Rodriguez, Departamento de Sistemas, Universidad Autónoma Metropolitana-A, Mexico ; Martha Mora-Torres, Posgrado en Ciencia e Ingeniería de la Computación-UNAM, Mexico
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
This article describes the analysis, design and development of an Intelligent Learning System (ILS). The design of the ILS is based on a multi-agent architecture. This architecture includes reactive agents which represent the expertise of each of the necessary sub-skills in learning the application domain, which in the case study is structured programming. The ILS utilizes artificial intelligence techniques to implement the teaching-learning process using an inference engine based on a general didactic model. As a result, this system is termed “Intelligent Learning System with Learning Objects (ProgEst)”. ProgEst is carried out with the objective of providing the user with self-regulated learning strategies in addition to the knowledge of a determined domain. The case study includes situations related to: learning styles, knowledge domain (errors made) and affective-motivational state. The assessments shall determine: 1) what is to be explained, 2) level of detail and timing, 3) how and when to interrupt the student and 4) the information to provide during the interaction.
Sánchez-Guerrero, L., Laureano-Cruces, A.L., Ramirez-Rodriguez, J. & Mora-Torres, M. (2012). Consequences of a cognitive-affective intervention in an Intelligent Learning System (ILS). In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 1280-1289). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE).
© 2012 Association for the Advancement of Computing in Education (AACE)
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
- presentation_3052_37662.pdf (Access with Subscription)