Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186226
A. Seitz, Matthias Dannenberg, Hubert Liebhart
This paper describes the design and implementation of a domain independent authoring tool for tutoring systems. The presented work incorporates standard authoring features, including a hierarchical development of learning material, but also supports users in a didactically suitable design of the tutoring process. Requirements for the realization of Goal Based Scenarios are fulfilled by a number of implemented add-ons.
{"title":"An authoring system for instructionally designed tutoring processes","authors":"A. Seitz, Matthias Dannenberg, Hubert Liebhart","doi":"10.1109/CIE.2002.1186226","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186226","url":null,"abstract":"This paper describes the design and implementation of a domain independent authoring tool for tutoring systems. The presented work incorporates standard authoring features, including a hierarchical development of learning material, but also supports users in a didactically suitable design of the tutoring process. Requirements for the realization of Goal Based Scenarios are fulfilled by a number of implemented add-ons.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114761441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1185890
Yoshitaka Fujiwara, Buntaro Matsuzawa, S. Okada
This paper proposes a new production system (PS) with a self-adaptive function based on the Java language, in order to realize a knowledge-base (KB) development environment featuring platform independence and no requirement for special software tools. This new PS, called Adaptive Java Production System (A-JPS) in this paper also features a user profile evaluation mechanism using a causal network (CN) allowing general DAG structures. By means of experiments using an experimental learning assistance KB based on A-JPS, it is demonstrated that the proposed self-adaptation method is effective.
{"title":"Learning assistance expert system based on Java production system with a self-adaptive function","authors":"Yoshitaka Fujiwara, Buntaro Matsuzawa, S. Okada","doi":"10.1109/CIE.2002.1185890","DOIUrl":"https://doi.org/10.1109/CIE.2002.1185890","url":null,"abstract":"This paper proposes a new production system (PS) with a self-adaptive function based on the Java language, in order to realize a knowledge-base (KB) development environment featuring platform independence and no requirement for special software tools. This new PS, called Adaptive Java Production System (A-JPS) in this paper also features a user profile evaluation mechanism using a causal network (CN) allowing general DAG structures. By means of experiments using an experimental learning assistance KB based on A-JPS, it is demonstrated that the proposed self-adaptation method is effective.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114698513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186006
J. Plass, B. Homer
Two experiments are presented that examined the role of individual differences on cognitive load in multimedia learning. In Experiment 1, 103 students using a German multimedia software were allowed to look up visual and verbal annotations for unknown words. In Experiment 2, 152 students were assigned to one of four treatments in which they could use either verbal or visual annotations, both, or none. Providing a choice of annotation type resulted in increased learning, while assigning an annotation type led to higher cognitive load, resulting in reduced learning for low-ability learners. Results are in line with a Generative Theory of Multimedia Learning and Cognitive Load Theory, and have implications for the design of Web-based and multimedia learning environments.
{"title":"Cognitive load in multimedia learning: the role of learner preferences and abilities","authors":"J. Plass, B. Homer","doi":"10.1109/CIE.2002.1186006","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186006","url":null,"abstract":"Two experiments are presented that examined the role of individual differences on cognitive load in multimedia learning. In Experiment 1, 103 students using a German multimedia software were allowed to look up visual and verbal annotations for unknown words. In Experiment 2, 152 students were assigned to one of four treatments in which they could use either verbal or visual annotations, both, or none. Providing a choice of annotation type resulted in increased learning, while assigning an annotation type led to higher cognitive load, resulting in reduced learning for low-ability learners. Results are in line with a Generative Theory of Multimedia Learning and Cognitive Load Theory, and have implications for the design of Web-based and multimedia learning environments.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114906446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1185853
R. Luckin
This papers explores the theme of the conference: "Learning communities on the Internet-pedagogy in implementation". It discusses the changing nature of both interactive educational content and the technology that can engage and connect learners to knowledge resources both human and artefact. This exploration of technological and user diversity combined with the possibilities afforded by interactive learning resources is used to specify an underlying pedagogical framework that can guide the creation of effective learning experiences across different communities of practice.
{"title":"Peer to peer convergence: designing a pedagogical framework for personal learning networks","authors":"R. Luckin","doi":"10.1109/CIE.2002.1185853","DOIUrl":"https://doi.org/10.1109/CIE.2002.1185853","url":null,"abstract":"This papers explores the theme of the conference: \"Learning communities on the Internet-pedagogy in implementation\". It discusses the changing nature of both interactive educational content and the technology that can engage and connect learners to knowledge resources both human and artefact. This exploration of technological and user diversity combined with the possibilities afforded by interactive learning resources is used to specify an underlying pedagogical framework that can guide the creation of effective learning experiences across different communities of practice.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115991227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186114
Y. Matsubara, T. Yamasaki
This paper presents a VR-based ILE, which integrates virtual reality (VR) technology into interactive learning environment (ILE). It is said that ILE is composed of intelligent tutoring system (ITS) and micro world. ILE supports a student's discovery learning activity and fosters his/her creativity and adaptability. Moreover, we integrate VR technology into ILE and build discovery learning environments with reality. Using VR-based ILE, it is possible for a student to relate knowledge to skills and to acquire both of them. A student gains confidence and experience with reality. We apply the VR-based ILE to a training system to power plant operators.
{"title":"VR-based interactive learning environment for power plant operator","authors":"Y. Matsubara, T. Yamasaki","doi":"10.1109/CIE.2002.1186114","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186114","url":null,"abstract":"This paper presents a VR-based ILE, which integrates virtual reality (VR) technology into interactive learning environment (ILE). It is said that ILE is composed of intelligent tutoring system (ITS) and micro world. ILE supports a student's discovery learning activity and fosters his/her creativity and adaptability. Moreover, we integrate VR technology into ILE and build discovery learning environments with reality. Using VR-based ILE, it is possible for a student to relate knowledge to skills and to acquire both of them. A student gains confidence and experience with reality. We apply the VR-based ILE to a training system to power plant operators.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"156 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116181027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1185860
Sung-Eun Kim, R. Lee, Changjoon Park, In-Ho Lee
The authors describe a real-time 3D computer vision system called MIMIC (Motion Interface & Motion Information Capture system) that can capture and save the motion of an actor. This system analyzes input images from vision sensors and searches feature information like a head, hands, and feet. Moreover, this estimates intermediated joints as an elbow and knee using feature information and makes a 3D human model having 20 joints. This virtual human model mimics the motion of an actor in realtime. Therefore this system can realize the movement of an actor unaffectedly because of making intermediated joint for complete human body contrary to other marker-free motion capture systems.
{"title":"MIMIC: real-time marker-free motion capture system to create an agent in the virtual space","authors":"Sung-Eun Kim, R. Lee, Changjoon Park, In-Ho Lee","doi":"10.1109/CIE.2002.1185860","DOIUrl":"https://doi.org/10.1109/CIE.2002.1185860","url":null,"abstract":"The authors describe a real-time 3D computer vision system called MIMIC (Motion Interface & Motion Information Capture system) that can capture and save the motion of an actor. This system analyzes input images from vision sensors and searches feature information like a head, hands, and feet. Moreover, this estimates intermediated joints as an elbow and knee using feature information and makes a 3D human model having 20 joints. This virtual human model mimics the motion of an actor in realtime. Therefore this system can realize the movement of an actor unaffectedly because of making intermediated joint for complete human body contrary to other marker-free motion capture systems.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"189 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116336178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186040
C. H. Lai, Per Magne Bjornerud, K. Akahori, Shoji Hayashi
This paper presents a learning system named clickEcomic. ClickEcomic specializes in producing multimedia based language learning material developed for foreign Japanese learners. Two multimedia comic books were given to beginner, intermediate and advanced Japanese language learners. Feedback was gathered through an open ended questionnaire, informal interviews and through observing subjects behavior. The results generated by this study suggest that students found both packages interesting and informative however the package that dealt with 'day-to-day' language items received a slightly more favorable response from language learners of all abilities.
{"title":"The design and evaluation of language learning materials based on comic stories and comic strips","authors":"C. H. Lai, Per Magne Bjornerud, K. Akahori, Shoji Hayashi","doi":"10.1109/CIE.2002.1186040","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186040","url":null,"abstract":"This paper presents a learning system named clickEcomic. ClickEcomic specializes in producing multimedia based language learning material developed for foreign Japanese learners. Two multimedia comic books were given to beginner, intermediate and advanced Japanese language learners. Feedback was gathered through an open ended questionnaire, informal interviews and through observing subjects behavior. The results generated by this study suggest that students found both packages interesting and informative however the package that dealt with 'day-to-day' language items received a slightly more favorable response from language learners of all abilities.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116386835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186297
JangHyeon Baek, Sehee Jang, Yungsik Kim
We have designed and realized a formation evaluation system which provides two types of corrective feedback to understand the difference in the study achievement degree and to find the best appropriate method in accordance with the types of the web-based corrective feedback at this point of time when the importance of feedback is being clearly brought out, as well as the formation evaluation, in the teaching-learning process. In this research work, we have designed and realized a corrective feedback which suggests similar questions repetitively and a corrective feedback which suggest the results, leading to apply the two types to real lectures to verify the effects. It is expected that the two types can be used effectively in correcting students' errors and providing them with correct information in the web-based formation evaluation process.
{"title":"A research on the types of the web based corrective feedback","authors":"JangHyeon Baek, Sehee Jang, Yungsik Kim","doi":"10.1109/CIE.2002.1186297","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186297","url":null,"abstract":"We have designed and realized a formation evaluation system which provides two types of corrective feedback to understand the difference in the study achievement degree and to find the best appropriate method in accordance with the types of the web-based corrective feedback at this point of time when the importance of feedback is being clearly brought out, as well as the formation evaluation, in the teaching-learning process. In this research work, we have designed and realized a corrective feedback which suggests similar questions repetitively and a corrective feedback which suggest the results, leading to apply the two types to real lectures to verify the effects. It is expected that the two types can be used effectively in correcting students' errors and providing them with correct information in the web-based formation evaluation process.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"254 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116488957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1185869
C. Hue, Chien-Huei Kao, Ming Lo, Chien-Chi Chiang, LiongYu Tu, W. Hsu
The present article describes how scaffolding is implemented in an intelligent tutorial system call NTUs (number transcoding tutorial system), and what are the results of the system tested empirically on a group of grade students in fostering their number concepts. To use NTUs the system first analyzes a user's errors on a number transcoding task, and the results of analysis are used to infer the user's zone of proximal development (ZPD). A scaffolding process which vas designed with inspiration from how people learn Chinese calligraphy is provided next in the user's ZPD. An empirical test indicates that NTUs can not only foster students' number concepts, but can also attract them to use it.
{"title":"NTUs: an intelligent tutorial system fosters number concepts through computational scaffolding","authors":"C. Hue, Chien-Huei Kao, Ming Lo, Chien-Chi Chiang, LiongYu Tu, W. Hsu","doi":"10.1109/CIE.2002.1185869","DOIUrl":"https://doi.org/10.1109/CIE.2002.1185869","url":null,"abstract":"The present article describes how scaffolding is implemented in an intelligent tutorial system call NTUs (number transcoding tutorial system), and what are the results of the system tested empirically on a group of grade students in fostering their number concepts. To use NTUs the system first analyzes a user's errors on a number transcoding task, and the results of analysis are used to infer the user's zone of proximal development (ZPD). A scaffolding process which vas designed with inspiration from how people learn Chinese calligraphy is provided next in the user's ZPD. An empirical test indicates that NTUs can not only foster students' number concepts, but can also attract them to use it.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123624787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186144
M. Alagic, Kay Gibson, Connie Haack
Research and experience suggest that structured reflections and metacognitive thinking positively influence prospective teachers' pedagogical content knowledge (PCK), and beliefs and attitudes (dispositions) about mathematics and science learning and teaching. To provide a motivating learning environment for such activities, prospective teachers from different educational cultures will be paired in a global learning project. They will (1) engage in interactive (online) reflective journaling based on experiences that combine content and pedagogy, and (2) have an opportunity to design a sequence of activities to teach a mathematics and science concept that will be displayed on joint web pages. The project is guided by a series of questions about the effects of cross-cultural shared experiences on the development of specific PCK and on prospective teachers' dispositions?.
{"title":"Learning to teach elementary mathematics and science: a global learning dimension","authors":"M. Alagic, Kay Gibson, Connie Haack","doi":"10.1109/CIE.2002.1186144","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186144","url":null,"abstract":"Research and experience suggest that structured reflections and metacognitive thinking positively influence prospective teachers' pedagogical content knowledge (PCK), and beliefs and attitudes (dispositions) about mathematics and science learning and teaching. To provide a motivating learning environment for such activities, prospective teachers from different educational cultures will be paired in a global learning project. They will (1) engage in interactive (online) reflective journaling based on experiences that combine content and pedagogy, and (2) have an opportunity to design a sequence of activities to teach a mathematics and science concept that will be displayed on joint web pages. The project is guided by a series of questions about the effects of cross-cultural shared experiences on the development of specific PCK and on prospective teachers' dispositions?.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121863430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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