Intelligent and Adaptive Educational-Learning Systems: Achievements and Trends PDF
Preview Intelligent and Adaptive Educational-Learning Systems: Achievements and Trends
Smart Innovation, Systems and Technologies 17 Editors-in-Chief Prof.RobertJ.Howlett Prof.LakhmiC.Jain KESInternational SchoolofElectricalandInformation POBox2115 Engineering Shoreham-by-sea UniversityofSouthAustralia BN439AF Adelaide UK SouthAustraliaSA5095 E-mail:[email protected] Australia E-mail:[email protected] Forfurthervolumes: http://www.springer.com/series/8767 Alejandro Peña-Ayala (Ed.) Intelligent and Adaptive Educational-Learning Systems Achievements and Trends ABC Editor AlejandroPeña-Ayala WOLNM LeyesReforma Mexico ISSN2190-3018 e-ISSN2190-3026 ISBN978-3-642-30170-4 e-ISBN978-3-642-30171-1 DOI10.1007/978-3-642-30171-1 SpringerHeidelbergNewYorkDordrechtLondon LibraryofCongressControlNumber:2012937668 (cid:2)c Springer-VerlagBerlinHeidelberg2013 Thisworkissubjecttocopyright.AllrightsarereservedbythePublisher,whetherthewholeorpartof thematerialisconcerned,specificallytherightsoftranslation,reprinting,reuseofillustrations,recitation, broadcasting,reproductiononmicrofilmsorinanyotherphysicalway,andtransmissionorinformation storageandretrieval,electronicadaptation,computersoftware,orbysimilarordissimilarmethodology nowknownorhereafterdeveloped.Exemptedfromthislegalreservationarebriefexcerptsinconnection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’slocation,initscurrentversion,andpermissionforusemustalwaysbeobtainedfromSpringer. PermissionsforusemaybeobtainedthroughRightsLinkattheCopyrightClearanceCenter.Violations areliabletoprosecutionundertherespectiveCopyrightLaw. Theuseofgeneraldescriptivenames,registerednames,trademarks,servicemarks,etc.inthispublication doesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesareexemptfromtherelevant protectivelawsandregulationsandthereforefreeforgeneraluse. Whiletheadviceandinformationinthisbookarebelievedtobetrueandaccurateatthedateofpub- lication,neithertheauthorsnortheeditorsnorthepublishercanacceptanylegalresponsibilityforany errorsoromissionsthatmaybemade.Thepublishermakesnowarranty,expressorimplied,withrespect tothematerialcontainedherein. Printedonacid-freepaper SpringerispartofSpringerScience+BusinessMedia(www.springer.com) Preface Educationallearningsystems(ELS)representcomputer-basedapproachesdevoted to spread educationalservices for teachingand learning mainly throughthe Inter- net. When the developmentof ELS takes into account artificial intelligence tech- niques(e.g.,acquiringandrepresentingknowledge,makeinferencesandautomatic learning)theybecomeintelligent.ELSareadaptive,oncetheypursuetoadaptthem- selvestosatisfyusers’needs,suchas:navigation,interaction,contentauthoringand delivering,sequencing,assessment,evaluation,assistance,supervisionandcollabo- ration.Hence,ELSthatincludesomekindofintelligentandadaptivefunctionality arecalled:intelligentandadaptiveELS(IALES). This book reveals a sample of current work in the IALES, where researchers andpractitionersoffieldssuchaspedagogy,education,computersciences,artificial intelligence,andgraphicdesignjoineffortstooutcomeframeworks,models,meth- ods, systems and approachesfor innovatethe provision of educationand enhance the learningof students. Accordingto the natureof the contributionsacceptedfor thisvolume,fourkindsoftopicsarepresentedasfollows: (cid:129) Modeling:An essential componentof any IAELS is the user model. It depicts relevantcognitiveandpersonalitytraitsofthestudent,theassessmentofher/his performance,theacquireddomainknowledgeandotherusefulattributesinorder theIALEStobehaveadaptivetotailoruser’slearningneeds. (cid:129) Content:Contentrepresentstherawmaterialandthemainsourceofstimulifor studentsinordertheytoacquireknowledge,developskillsandgainexperiences toaccomplishsomelevelofcompetenceinagiveneducationaldomain. (cid:129) Virtuallity:Modernuser-system interfacesand technologiesengagestudentsto workinvirtualenvironmentsthatcatchtheirsensesandchallengetheircognitive facultiesinsuchawaytheyrepresentaneweducationalparadigm. (cid:129) Applications:SeveralsortsofapproachescomposethescopeofIAELSsuchas: metacognition,educationalsystem architectures, collaborative learning, educa- tionaldataminingandcasestudies. Thisvolumeistheresultofoneyearofeffort,wheremorethanfortychapterswere rigorouspeerreviewedbyasetofninetyreviewers.Afterseveralcyclesofchapter VI Preface submission,revisionandtuningbasedontheKESInternationalqualityprinciples, twentyworkswereapproved,editedaschaptersandorganizedaccordingtotheprior topics. So the first part correspondsto modeling and includeschapters 1 to 5; the secondpartrepresentscontentandembraceschapters6to10;thethirdpartconcerns to virtuallityandholdschapters11to 14;the fourthpartisrelated toapplications andcontainschapters15to20.Aprofileofthechaptersisgivennext: 1. Chapterone introducesan affectivebehaviormodelto pointouta student’saf- fect state by means of a dynamic Bayesian network and a cognitive model of emotions. 2. Chaptertwopresentsanadaptivelearningenvironmentmodelcomposedbyfour models(e.g.,domain,learner,coursestructuring,adaptation)inordertosetadap- tivelearningcurriculum. 3. Chapterthree proposesa proactivesequencingbased ona fuzzy-causalstudent model to estimate learning outcomes that different content about a given con- ceptofthe domainknowledgeproduceontheapprenticeshipof thestudentfor choosingthemostprofitableoption. 4. Chapterfouraimsatapplyingminingprocessto learnermodelsforfindingout rulesfromeventlogs.Theapproachcombineslearningstyleswithprocessmin- ingprocedures. 5. Chapter five aims at using a learning style index to find out effective ways to learn. Moreover, the work advices tutor to adopt suitable content for efficient teaching. 6. ChaptersixreportstheexperiencegainedwiththeuseoftheGRAPPLE,anen- vironmentthatholdsacommonusermodelframework,wherestructuredcontent isauthoredandadaptationissetasguidanceandpersonalizedmaterial. 7. Chapter seven aims at adaptive content selection by means of an adaptation model,whichusesadecision-basedapproachtoadaptivelychooselearningob- jectsineducationalhypermediasystems. 8. Chapter eight outlines a collaborative adaptive learning tool, which is able to produceseveralinstances of a learning objectby the parameterizationof some featuresthroughmetadata. 9. Chapterninesharesacasestudyabouttheuseofanadaptivelearningmanage- ment system and authoring tool to supportthe design of adaptive and reusable courses. 10. Chapter ten pursues the reuse of intelligent tutoring systems; thereby it imple- ments them as if they were learning objects by means of the Sharable Content ObjectReferenceModel. 11. Chapter eleven details how three-dimensionalvirtual worlds are suitable envi- ronmentstobe collaborativelyusedbya groupofpeersaimedto accomplisha commongoal,suchaswriting. 12. Chaptertwelveengagesstudentsto developskillsandgainknowledgewithina smarthomedomain,whichisintendedtoanticipateandmeetinhabitant’sneeds astheyadapttochanginggoalsandpreferences. Preface VII 13. Chapterthirteenrelatesanavaltrainingexperience,whereconscriptsweretrained bymeansofaclosed-loopadaptivetrainingsystemthatdeliverstacticalaircon- trollersinstructionandprovidesadditionalpracticelectures. 14. Chapterfourteenimplementsacognitivetutoringagentthatholdsepisodic,emo- tional,proceduralandcausallearningcapabilities,whichareusedduringitsin- teractionswithuserstoenhancethesupportitprovides. 15. Chapter fifteen outlines an approach to adapt agent prompts as scaffolding of reflectionattwolevels,genericandspecific,thatisimplementedtosupportstu- dents’learning-by-teachingactivities. 16. The chapter sixteen aims at triggering self-regulationto encourage users of an educationallearningsystemtoacquirehigherorderknowledgebymeansofusing adynamicmodelingenvironment. 17. ChapterseventeenoutlinesaseamlessWeb-mediatedtrainingcoursewaredesign modelthatencouragesnovicecoursewareauthorsto delivertheir own adaptive educational-learningsystems. 18. Chapter eighteen examines whether the provision of illusionary sense of con- trol,implicitincollaborativelearning,isperceivedascurrentcontrolandcause intrinsicmotivationtowardsbetterwork. 19. Chapter nineteen points out an intelligent system for modeling and supporting academiceducationalprocesses,whichaimsatevaluatingandrefininguniversity curriculaintermsofbestpossibleaccumulativegradepointaverage. 20. Chaptertwentyevaluatesthreeareasof thee-learningprocess(e.g.,technolog- ical,business,educational)andpresentsacasestudyabouthowmotivationisa keycomponenttoencouragestudentstogetcompletee-learningcourses. Iwishtoexpressmygreatattitudetoallauthors,allreviewers,theSpringereditorial team, and the editors Prof. Thomas Ditzinger and Prof. Lakhmi C. Jain for their respectivecollaborationtoaccomplishthiswork. Moreover,I acknowledgethe supportprovidedby the NationalCouncilof Sci- ence and Technology (CONACYT) and the National Polytechnic Institute (IPN) of Mexico by means of the grants: CONACYT 118862, CONACYT-SNI-36453, CONACYT118962-162727,IPN-SeAca/COTEPABE/144/11,IPN-COFAA-SIBE, IPN-SIP-20120266,IPN-SIP-EDI:SIP/DI/DOPI/EDI-0505/11. Thelastbutnotleast,IappreciatethestrengthgivenbymyFather,BrotherJesus andHelper,aspartoftheresearchprojectsofWorldOutreachLighttotheNations Ministries(WOLNM). March2012 AlejandroPen˜a-Ayala Contents PartI:Modeling 1 AffectiveModelingforanIntelligentEducationalEnvironment.... 3 Yasm´ınHerna´ndez,L.EnriqueSucar,GustavoArroyo-Figueroa 2 ALEM: A Reference Model forEducationalAdaptive Web Applications............................................... 25 MohammedTadlaoui,AzeddineChikh,KarimBouamrane 3 ProactiveSequencing Basedona CausalandFuzzyStudent Model .................................................... 49 AlejandroPen˜a-Ayala,HumbertoSossa 4 ExploitingLearnerModelsUsingDataMiningforE-Learning: ARuleBasedApproach ..................................... 77 MarianneHolzhu¨ter,DirkFrosch-Wilke,UlrikeKlein PartII:Content 5 AStudyofaLearningStyleIndextoSupportanIntelligentand AdaptiveLearningSystems .................................. 109 MohamedHamada,KusekeNishikawa,JohnBrine 6 GRAPPLE: LearningManagement SystemsMeet Adaptive LearningEnvironments ..................................... 133 PaulDeBra,DavidSmits,KeesvanderSluijs,AlexandraI.Cristea, JonathanFoss,ChristianGlahn,ChristinaM.Steiner 7 PerformanceEvaluationofDecision-BasedContentSelection ApproachesinAdaptiveEducationalHypermediaSystems ....... 161 PythagorasKarampiperis,DemetriosG.Sampson X Contents 8 PCMAT–MathematicsCollaborativeEducationalSystem........ 183 ConstantinoMartins,LuizFaria,MartaFernandes,PauloCouto, CristinaBastos,EuricoCarrapatoso 9 AFrameworkforAutomaticConstructionofReusableAdaptive Courses:TheCaseofProPerSAT2.0.......................... 213 IoannisKazanidis,MayaSatratzemi 10 InteroperableIntelligentTutoringSystemsasSCORMLearning Objects ................................................... 239 GustavoSoaresSantos,JoaquimJorge PartIII:Virtuality 11 RealClassroomsinVirtualWorlds:ScaffoldingInterdisciplinary CollaborativeWriting....................................... 269 RenetaD.Lansiquot 12 ASmartHomeLabasaPedagogicalTool ...................... 293 AntonioSanchez,LisaBurnell 13 SupportingHybridCourseswithClosed-LoopAdaptiveTraining Technology................................................ 315 JamesE.McCarthy,JohnL.Wayne,BrianJ.Deters 14 CELTS:ACognitiveTutoringAgentwithHuman-LikeLearning CapabilitiesandEmotions................................... 339 UsefFaghihi,PhilippeFournier-Viger,RogerNkambou PartIV:Applications 15 IncorporationofAgentPromptsasScaffoldingofReflectionin anIntelligentLearningEnvironment .......................... 369 LongkaiWu,Chee-KitLooi 16 Acquisition of Higher Order Knowledge by a Dynamic ModelingEnvironmentBasedontheEducationalConceptof Self-RegulatedLearning..................................... 393 StefanieA.Hillen 17 SeamlessWeb-MediatedTrainingCoursewareDesignModel: InnovatingAdaptiveEducational-LearningSystems ............. 417 ElspethMcKay,JohnIzard 18 Intuitionistic Fuzzy Logic-Based Approach of Intrinsic Motivation in CSCL Settings during Illusionary Sense of Control................................................... 443 SofiaHadjileontiadou,GeorgiaNikolaidou,LeontiosHadjileontiadis Contents XI 19 AnIntelligentSystemforModelingandSupportingAcademic EducationalProcesses....................................... 469 SetsuoTsuruta, RainerKnauf, ShinichiDohi,TakashiKawabe, YoshitakaSakurai 20 Intelligent Decision-MakingSupport within the E-Learning Process ................................................... 497 DorotaDz˙ega,WiesławPietruszkiewicz AuthorIndex ..................................................... 523
The list of books you might like
