Steps Toward a Theoretical Foundation for Complex, Knowledge-based CAI.
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| Title: | Steps Toward a Theoretical Foundation for Complex, Knowledge-based CAI. |
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| Authors: | Brown, John S., Bolt, Beranek and Newman, Inc., Cambridge, MA. |
| Peer Reviewed: | N |
| Page Count: | 148 |
| Publication Date: | 1975 |
| Sponsoring Agency: | Army Research Inst. for the Behavioral and Social Sciences, Arlington, VA. Navy Personnel Research and Development Center, San Diego, CA. |
| Contract Number: | DAHC-19-74-C-0060 |
| Report Number: | BBN R-3135 ICAI R-2 |
| Document Type: | Reports - Research |
| Descriptors: | Cognitive Processes, Computer Assisted Instruction, Computer Science, Display Systems, Educational Games, Input Output Devices, Programed Instruction, Programed Tutoring, Programing Languages, Research Projects, Tutoring |
| Abstract: | This report describes research directed at designing and evaluating computer assisted instructional (CAI) systems capable of inferring structural models of a student's reasoning strategies and identifying his underlying misconceptions. Several prototype systems using representative domains of knowledge were constructed. From these an information processing framework comprising models of expert reasoners, adaptive tutors, and students, have evolved. Section 1 describes two paradigmatic instructional systems involving a decision making and a gaming environment. Section 2 explores issues of building intelligent instructional systems over more complex domains of knowledge. Section 3 describes research related to the design of robust intelligent systems. (Author/WBC) |
| Journal Code: | RIEJUL1977 |
| Entry Date: | 1977 |
| Accession Number: | ED135365 |
| Database: | ERIC |
| Abstract: | This report describes research directed at designing and evaluating computer assisted instructional (CAI) systems capable of inferring structural models of a student's reasoning strategies and identifying his underlying misconceptions. Several prototype systems using representative domains of knowledge were constructed. From these an information processing framework comprising models of expert reasoners, adaptive tutors, and students, have evolved. Section 1 describes two paradigmatic instructional systems involving a decision making and a gaming environment. Section 2 explores issues of building intelligent instructional systems over more complex domains of knowledge. Section 3 describes research related to the design of robust intelligent systems. (Author/WBC) |
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