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Original version: March 25th, 2014 BY A.A.
- to be updated for 2015/16
See important changes to classes 19 & 20
Course material can be divided into three categories:
-Any reading marked as "required"
-The content of the lectures and any in-class activities
-The content of the student-led seminars
-General information about the domains, goals, user groups, methods,
and evaluations of the four "core systems" (Crystal Island, Autotutor/
Autotutor emotions, the family of Cognitive Tutors, and the Betty's
Brain teachable agent).
BE AWARE that you are assumed to have have read and understood this material, and have sought help from your classmates or the lecturer if you do not understand it.
BE AWARE that you are assumed to be keeping up with the assigned readings as the course progresses, not leaving them all until the end of the semester. It is considerable amount of reading; don't put it off! You will get much less out of the course if you do this. The lectures are a relatively short overview of concepts without the time and space to go into much detail-- the point of the readings is to provide the detailed examples, rationale, and discussion of the material introduced in class. Lectures may reference the required readings assigned for that day or preceding days, and class activities will sometimes involve discussion of readings, or other pursuits that draw on the readings.
BE AWARE that all of the essential material is directly examinable, and that the examination will ask you to support your work with details!
This material supports the essential material. It will be indicated as "suggested readings", and should help improve your overall understanding of the course systems and concepts, giving additional examples which may help you to complete your assignments and answer the exam questions. Some suggested readings will cover systems other than the four "core" systems, or address topic-unit concepts (e.g. user modelling) across a range of systems or over time.
This category includes general resources, such as books or paper collections where you can find a range of information, project websites, other references from lectures (that are not assigned readings), etc etc etc.
(READ THIS FIRST!) Underwood, J. and Luckin, R. (2011) What is AIED and why does Education need it?
Available from:
http://www.tel.ac.uk/personalisation/artificial-intelligence-in-education/what-is-aied-and-why-does-education-need-it/
Pages 7-15 and 17-21 of: Shute, V. J, & Zapata-Rivera, D. (2012) Chapter 1: Adaptive Educational Systems. In Durlach, Paula J., and Alan M. Lesgold, eds. Adaptive Technologies for Training and Education. Cambridge: Cambridge University Press. See below for e-books information Table 1.3 may be an especially useful "cheat sheet" of some approaches to adaptation.
Self, J. (1999). The defining characteristics of intelligent tutoring systems research: ITSs care, precisely. International Journal of Artificial Intelligence in Education (1999), 10, 350-364
Section 2.3 on Learning Theories (pages 34-41), in Woolf, B. P. (2009), Building Intelligent Interactive Tutors: Student-centered strategies for revolutionizing e-learning, Morgan Kaufmann Publishers/Elsevier.See below for e-books information
Reference list for previous years' ALE courses, compiled by Helen Pain. This gives an extremely long list of materials, partly organised by topic and partly by system. Note that the list HAS NOT BEEN UPDATED for this year. Newer readings will not be listed, and some links may no longer work.
Several recent textbooks about this area:
Durlach, Paula J., and Alan M. Lesgold, eds. Adaptive Technologies
for Training and Education. 1st ed. Cambridge: Cambridge University
Press, 2012. Cambridge Books Online.Web. 11 January 2014.
http://dx.doi.org/10.1017/CBO9781139049580
This textbook is very up-to-date, generally quite readable, and
available as an e-book through the uni library. You can download the
chapters you need as PDFs.
Woolf, B. P. (2009), Building Intelligent Interactive Tutors:
Student-centered strategies for revolutionizing e-learning, Morgan
Kaufmann Publishers/Elsevier.
This textbook is available as an e-book through the uni library. You can download the chapters you need as PDFs.
This
gives background to many systems and techniques used in Artificial
Intelligence and Education. It is a good starting point for researching
previous work in the field. It has chapters devoted to both machine
learning (7) and web-based learning environments (9) which are not
well-covered in the Durlach & Lesgold text.
Another more recent text is:
Nkambou, R., Mizoguchi, R. and Bourdeau, J. (editors) (2010)
Advances in Intelligent Tutoring Systems (Studies in Computational
Intelligence) Springer.
Two earlier texts that provide good summaries of classic systems (and are both available in the uni library): Sleeman, D. & Brown, J.S. (eds.) (1982), Intelligent Tutoring Systems, Academic Press.
Wenger, E. (1987) Artificial intelligence and tutoring systems:
computational and cognitive approaches to the communication of
knowledge. San Francisco: Morgan Kaufmann.
This book is available in the Uni library (mult. copies)
Reports written for the UK's TLRP Technology Enhanced Learning AIED Theme. May 2011.
Underwood, J. and Luckin, R. (2011) Themes and trends in AIED research, 2000 to 2010
Available from:
http://www.tel.ac.uk/personalisation/artificial-intelligence-in-education/themes-and-trends-in-aied-research-2000-to-2010/
Underwood, J. and Luckin, R. (2011) Supporting Integration, Synthesis, Uptake & Reuse of AIED Research http://www.tel.ac.uk/personalisation/artificial-intelligence-in-education/supporting-integration-synthesis-uptake-reuse-of-aied-research/
The third TLPR report ("What is AIED and why does Education need it?") is listed above, as a required general reading for the course.
Some other useful links:
The International Journal of Artificial Intelligence in Education (IJAIED) is the official journal of the International AIED Society. IJAIED publishes papers and other items concerned with the application of artificial intelligence techniques and concepts to the design of systems to support learning.
The main conferences in the area are the AIED conference and the ITS conference - see the papers form these (usually published by Springer) for the most recent work in the area. Other organisations that have journals and conferences of interest include User Modelling, Adaptation and Personalization, and Educational Data Mining. Also see the International Society of the Learning Sciences which has various affiliated journals and conferences, such as Computer Supported Collaborative Learning, and Learning Sciences.
Organised by system
Andes physics tutor
Note: We will discuss this system several more times over the course
of the semester, and spend more time on how it actually works, and the
results of its evaluations.
Required:
-Gertner, A. S., & VanLehn, K. (2000). Andes: A coached problem
solving environment for physics. In Intelligent Tutoring Systems (pp.
133-142). Springer Berlin Heidelberg.
Suggested:
- VanLehn et al. (2010). The Andes Physics Tutoring System: An
Experiment in Freedom. In Advances in Intelligent Tutoring Systems:
Studies in Computational Intelligence Volume 308, 2010, pp 421-443.
- VanLehn, K., Lynch, C., Schulze, K., Shapiro, J.A., Shelby, R.,
Taylor, L., Treacy, D., Weinstein, A., and Wintersgill, M. (2005).
The Andes Physics Tutoring System: Lessons Learned.
International Journal of Artificial Intelligence and Education, 15
(3).
Yes, this paper is about 50 pages long, but could be considered
THE definitive paper on ANDES. if you have a question about the system,
the answer is probably in there.
Other Materials:
-TRY ANDES! If you know anything about physics or just want to click around, you can try Andes here.
-The Andes project webpage, with additional publications
Bird Hero teachable agent for number sense
Note: We will probably not discuss this system again later in the
course, though it is a very recent example of "learning by teaching", a
concept which we WILL discuss in some detail when we look at the Betty's
Brain teachable agent.
Required: NONE
Suggested:
- Anderberg, E., Axelsson, A., Bengtsson, S., Hakansson, M. &
Lindberg, L. (2013). Exploring the use of a teachable agent in a
mathematical computer game for preschoolers. In C. Balkenius, A. Gulz,
M. Haake & B. Johansson (Eds.), Intelligent, socially oriented
technology (Vol. 154, pp. 161-171). Lund: Lund University Cognitive
Studies.
- Axelsson, A., Anderberg, E., & Haake, M. (2013). Can
Preschoolers Profit from a Teachable Agent Based Play-and-Learn Game in
Mathematics?. In K. Yacef et al. (Eds.): AIED 2013, LNAI 7926, pp.
289-298. Springer-Verlag Berlin Heidelberg
WHY system
Note: We will not discuss this system later in the course. You don't
need to spend a lot of time on it unless you are particularly
interested in early systems. Or rainfall in the Amazon.
Required: NONE
Suggested: pages 39-45 (beginning with section 3.3) in:
Wenger, E. (1987) Artificial intelligence and tutoring systems:
Computational and cognitive approaches to the communication of
knowledge. San Francisco: Morgan Kaufmann.
Ambient Wood
Note: We may discuss this system again (briefly) at the end of the course, as an example of a non-classroom ALE.
Required: NONE
Suggested:
- Randell, C; Phelps, T; Rogers, Y; (2003) Ambient Wood:
Demonstration of a digitally enhanced field trip for school children.
In: (Proceedings) Adjunct Proc. UbiComp 2003. (pp. 100 - 104).
- Y. Rogers, S. Price, G. Fitzpatrick, R. Fleck, E. Harris, H.
Smith, C. Randell, H. Muller, C. O'Malley, D. Stanton, M. Thompson, and
M. Weal. 2004. Ambient wood: designing new forms of digital augmentation
for learning outdoors. In Proceedings of the 2004 conference on
Interaction design and children: building a community (IDC '04). ACM,
New York, NY, USA, 3-10. DOI=10.1145/1017833.1017834
Crystal Island-Outbreak (SAME AS LECTURE 2; some readings will overlap with Topic Unit B)
Note: This is one of our core systems. We will return to it
repeatedly to illustrate different course concepts. There will be more
assigned reading later. There is also a Unit 1 seminar/assignment option
that focuses on this system.
Required
-Jonathan Rowe, Lucy Shores, Bradford Mott, and James Lester.
Integrating Learning, Problem Solving, and Engagement in
Narrative-Centered Learning Environments. International Journal of
Artificial Intelligence in Education, 21(1-2), 115-133, 2011.
-Jennifer Sabourin, Jonathan Rowe, Bradford Mott, and James Lester.
Exploring Inquiry-based Problem-Solving Strategies in Game-based
Learning Environments. Proceedings of the Eleventh International
Conference on Intelligent Tutoring Systems, Crete, Greece, pp. 470-475,
2012.
Other Materials
See also: The Intellimedia Group project and publications pages: http://www.intellimedia.ncsu.edu/
QUEST tutor for electrical circuits
Note: We will not discuss this system later in the course. You don't
need to spend a lot of time on it unless you are particularly
interested in early systems. Or electrical circuits.
Required: NONE
Suggested: pages 88-97 (beginning with section 5.2) in:
Wenger, E. (1987) Artificial intelligence and tutoring systems:
Computational and cognitive approaches to the communication of
knowledge. San Francisco: Morgan Kaufmann.
Materials are organised by system, and tagged as required or suggested within that system.
Crystal Island-Outbreak (SAME AS LECTURE 1; some readings will overlap with Topic Unit B)
Note: This is one of our core systems. We will return to it
repeatedly to illustrate different course concepts. There will be more
assigned reading later. There is also a Unit 1 seminar/assignment option
that focuses on this system.
Required
-Jonathan Rowe, Lucy Shores, Bradford Mott, and James Lester.
Integrating Learning, Problem Solving, and Engagement in
Narrative-Centered Learning Environments. International Journal of
Artificial Intelligence in Education, 21(1-2), 115-133, 2011.
-Jennifer Sabourin, Jonathan Rowe, Bradford Mott, and James Lester.
Exploring Inquiry-based Problem-Solving Strategies in Game-based
Learning Environments. Proceedings of the Eleventh International
Conference on Intelligent Tutoring Systems, Crete, Greece, pp. 470-475,
2012.
Other Materials
See also: The Intellimedia Group project and publications pages: http://www.intellimedia.ncsu.edu/
Autotutor and Autotutor Emotions (some readings will overlap with Topic Units)
Note: This is one of our core systems. We will return to it
repeatedly to illustrate different course concepts. There will be more
assigned reading later. There is also a Unit 1 seminar/assignment option
that focuses on this system.
Required
-D'mello, S., & Graesser, A. (2012). AutoTutor and affective
AutoTutor: Learning by talking with cognitively and emotionally
intelligent computers that talk back. ACM Transactions on Interactive
Intelligent Systems (TiiS), 2(4), 23.
Only sections 1, 3-6 are required for this course. Other sections are suggested.
Other Materials:
-Look at the Autotutor project website
to get a sense of the many projects that have spun out of the original
autotutor, including some which are being commercialised. They cover a
range of domains.
-Dr. Art Graesser (University of Memphis) is a key member of the Autotutor projects and lists a huge number of publications on his website,
organised by year.
-See Appendix of this paper for an example of a full curriculum script
for Autotutor: Person, N. K., Graesser, A. C., Kreuz, R. J., &
Pomeroy, V. (2003). Simulating human tutor dialog moves in AutoTutor.
International Journal of Artificial Intelligence in Education (IJAIED),
12, 23-39.
Cognitive Tutors (some readings will overlap with Topic Units)
Note: This is one of our core systems. We will return to it
repeatedly to illustrate different course concepts. There will be more
assigned reading later. There is also a Unit 1 seminar/assignment option
that focuses on this system.
Required (some readings overlap with Topic Unit A)
-Read the web page with general info on the ACT-R cognitive architecture, which underpins the Cognitive Tutor systems: http://act-r.psy.cmu.edu/about/
-Any other resources you need in order to understand the idea of
ACT-R (you do NOT need to know any equations, or how to implement it--
we are talking here about its purpose and principles).
-Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier,
R. (1995). Cognitive tutors: Lessons learned. The journal of the
learning sciences, 4(2), 167-207.
Only some sections of this paper are required: Pages 167-173 (up
to "interacting with LISP Tutor"), pages 178-182 (principles), pages
191-204, paying particular attention to pages 192 and 202-204. The rest
of the paper is suggested. This same paper also assigned for classes 4/5 on knowledge representation and user modelling.
Other (General) Materials related to L2:
-For general information on MODELS in cognitive science and on
PRODUCTION RULES, see Chapter 1 of the textbook Modelling High-level
Cognitive Processes (Cooper, Yule, Fox, & Glasspool 2002). There is
also a 2013 edition which probably has similar content, though I have
not checked.
Betty's Brain teachable agent
Note: This is one of our core systems. We will return to it
repeatedly to illustrate different course concepts. There will be more
assigned reading later. There is also a Unit 1 seminar/assignment option
that focuses on this system.
Required
-Gautam Biswas, Krittaya Leelawong, Daniel Schwartz, Nancy Vye &
The Teachable Agents Group at Vanderbilt (2005) LEARNING BY TEACHING: A
NEW AGENT PARADIGM FOR EDUCATIONAL SOFTWARE, Applied Artificial
Intelligence: An International Journal, 19:3-4, 363-392,DOI:
10.1080/08839510590910200
Suggested
-Kinnebrew, J. S., Biswas, G., Sulcer, B., & Taylor, R. S.
(2013). Investigating Self-Regulated Learning in Teachable Agent
Environments. In R. Azevedo and V. Aleven (eds.), International Handbook
of Metacognition and Learning Technologies, 451. Springer International
Handbooks of Education 26, DOI 10.1007/978-1-4419-5546-3_29.
-Chase, C. C., Chin, D. B., Oppezzo, M. A., & Schwartz, D. L.
(2009). Teachable agents and the protege effect: Increasing the effort
towards learning. Journal of Science Education and Technology, 18(4),
334-352.
Knowledge representation
Required:
-Pages 1-8 of: Lynch, C., Ashley, K. D., Pinkwart, N., & Aleven,
V. (2009). Concepts, structures, and goals: Redefining ill-definedness.
International Journal of Artificial Intelligence in Education, 19(3),
253-266.
-COGNITIVE TUTORS: Anderson, J. R., Corbett, A. T., Koedinger, K.
R., & Pelletier, R. (1995). Cognitive tutors: Lessons learned. The
journal of the learning sciences, 4(2), 167-207.
Also assigned for class 2 on core systems. Only some sections of
this paper are required for Topic Unit A: Pages 167-173 (up to
"interacting with LISP Tutor"), pages 178-182 (principles). The rest of
the paper is suggested.
Suggested:
-Rest of Lynch et al. paper on ill-definedness
Other Materials:
-Floryan, M., & Woolf, B. P. (2013). Authoring Expert Knowledge
Bases for Intelligent Tutors through Crowdsourcing. In Artificial
Intelligence in Education (pp. 640-643). Springer Berlin Heidelberg.
User modelling/ student modelling
Required: Ch 3 on "Student Knowledge" (pages 49-60 and 79-94) in
Woolf, B. P. (2009), Building Intelligent Interactive Tutors:
Student-centered strategies for revolutionizing e-learning, Morgan
Kaufmann Publishers/Elsevier.Remember, you can get the PDF of this chapter through the uni library!
Suggested:
-BETTY'S BRAIN: Sections on use of Hidden Markov Models in
Kinnebrew, J. S., Biswas, G., Sulcer, B., & Taylor, R. S. (2013).
Investigating Self-Regulated Learning in Teachable Agent Environments.
In R. Azevedo and V. Aleven (eds.), International Handbook of
Metacognition and Learning Technologies, 451. Springer International
Handbooks of Education 26, DOI 10.1007/978-1-4419-5546-3_29.
-BUGGY:Chapter 8 "Bugs in procedural skills..." in in Wenger, E.
(1987) Artificial intelligence and tutoring systems: Computational and
cognitive approaches to the communication of knowledge. San Francisco:
Morgan Kaufmann.
-Kay, J. & Kummerfeld, B. (2012). Chapter 7 - Lifelong Learner
Modeling. In Durlach, Paula J., and Alan M. Lesgold, eds. Adaptive
Technologies for Training and Education. 1st ed. Cambridge: Cambridge
University Press, 2012. Cambridge Books Online.Remember, you can get the PDF of this chapter through the uni library!
Required: Read the materials produced by each seminar group (slides, key points, etc.). These will be posted online shortly after the seminars. Suggested: Read the papers for SSS1, as listed on the Unit 1 page.
Required:
-Section 5.5 on "NATURAL LANGUAGE COMMUNICATION" and 5.6 on
"LINGUISTIC ISSUES IN NATURAL LANGUAGE PROCESSING" (pages 158-181) in
Woolf, B. P. (2009), Building Intelligent Interactive Tutors:
Student-centered strategies for revolutionizing e-learning, Morgan
Kaufmann Publishers/Elsevier.Remember, you can get the PDF of this chapter through the uni library!
If you already have done other courses on NLP and dialogue
systems, you may not need to read most of this. However, do have a look
to see if there are any sub-sections that sound unfamiliar, such as ones
that deal with specifically educational concerns. I leave it up to your
judgement!
-AUTOTUTOR: D'Mello, S. & Graesser, A. (2012). Chapter 6:
Emotions during Learning with AutoTutor. In Durlach, Paula J., and Alan
M. Lesgold, eds. Adaptive Technologies for Training and Education. 1st
ed. Cambridge: Cambridge University Press, 2012. Cambridge Books Online.Remember, you can get the PDF of this chapter through the uni library!
Suggested:
-Sections 1-4 of chapter 4 on SOPHIE, in Wenger, E. (1987)
Artificial intelligence and tutoring systems: Computational and
cognitive approaches to the communication of knowledge. San Francisco:
Morgan Kaufmann.
-AUTOTUTOR: D'Mello, S., Graesser, A., & Picard, R. W. (2007).
Toward an affect-sensitive AutoTutor. Intelligent Systems, IEEE, 22(4),
53-61.
-Pages 197 to 213 of: du Boulay, B., Avramides, K., Luckin, R.,
Martinez-Miron, E., Mendez, G. R., & Carr, A. (2010). Towards
systems that care: a conceptual framework based on motivation,
metacognition and affect. International Journal of Artificial
Intelligence in Education, 20(3), 197-229.
-BETTY'S BRAIN: Chase, C. C., Chin, D. B., Oppezzo, M. A., &
Schwartz, D. L. (2009). Teachable agents and the protege effect:
Increasing the effort towards learning. Journal of Science Education and
Technology, 18(4), 334-352.
-Finkelstein, S., Yarzebinski, E., Vaughn, C., Ogan, A., &
Cassell, J. (2013, January). The Effects of Culturally Congruent
Educational Technologies on Student Achievement. In Artificial
Intelligence in Education (pp. 493-502). Springer Berlin Heidelberg.
This paper has a different take on dialogue; the authors are
interested in manipulating the dialect of tutorial dialogues (between
mainstream American English and African-American vernacular English) to
look at whether cultural congruence affects students' learning. A really
interesting read, and winner of best paper at this year's AIED
conference.
Other Materials:
-Website with project summaries for the Affective Computing lab at MIT (i.e. Rosalind Picard and her team).
Metacognition
Required:
-Chapter 1 "Definitions and empirical foundations". Hacker, D.J.
(1998). In Hacker, D. J., Dunlosky, J. E., & Graesser, A. C.
Metacognition in educational theory and practice. Lawrence Erlbaum
Associates Publishers.
-BETTY'S BRAIN: Segedy, J.R., Kinnebrew, J.S., & Biswas, G.
(2011). Modeling Learner's Cognitive and Metacognitive Strategies in an
Open-Ended Learning Environment. In AAAI Fall Symposium on Advances in
Cognitive Systems. Arlington, VA.
Boekaerts paper CHANGED to suggested.
Suggested:
-BETTY'S BRAIN:Kinnebrew, J. S., Biswas, G., Sulcer, B., &
Taylor, R. S. (2013). Investigating Self-Regulated Learning in Teachable
Agent Environments. In R. Azevedo and V. Aleven (eds.), International
Handbook of Metacognition and Learning Technologies, 451. Springer
International Handbooks of Education 26, DOI
10.1007/978-1-4419-5546-3_29.
Also listed for classes 3, 4, 5
-Flavell, J. H. (1979). Metacognition and cognitive monitoring: A
new area of cognitive-developmental inquiry. American psychologist,
34(10), 906.
A short classic paper, frequently considered the work that helped start this research area.
-Zimmerman, B. J. (1995) Self-regulation involves more than metacognition: A social cognitive
perspective, Educational Psychologist, 30:4, 217-221, DOI: 10.1207/s15326985ep3004_8
-Pages 1-10 of: Boekaerts, M. (1999). Self-regulated learning: Where
we are today. International journal of educational research, 31(6),
445-457
Help-seeking and feedback
Required
-Aleven, V., & Koedinger, K. R. (2000, January). Limitations of
student control: Do students know when they need help?. In Intelligent
Tutoring Systems (pp. 292-303). Springer Berlin Heidelberg.
Jackson & Graesser CHANGED to suggested
Suggested
-Porayska-Pomsta, K., & Pain, H. (2004). Providing cognitive and
affective scaffolding through teaching strategies: applying linguistic
politeness to the educational context. In Intelligent Tutoring Systems
(pp. 77-86). Springer Berlin Heidelberg.
-Aleven, V., Stahl, E., Schworm, S., Fischer, F., & Wallace, R.
(2003). Help seeking and help design in interactive learning
environments. Review of Educational Research, 73(3), 277-320.
There is good general information at the beginning of this before
it starts to get into detailed subtopics. You are welcome to
cherry-pick the sections that best supplement your other readings.
-Jackson, G. T., & Graesser, A. C. (2007). Content matters: An
investigation of feedback categories within an ITS. FRONTIERS IN
ARTIFICIAL INTELLIGENCE AND APPLICATIONS, 158, 127.
It may be difficult to get this one as a PDF, but it is on Google Books as part of a collection.
Required: Read the materials produced by each seminar group
(slides, key points, etc.). These will be posted online shortly after
the seminars.
Suggested: Read at lest one reference suggested by each
seminar topic group. Remember that you will need to incorporate one of
the SSS2 techniques into assignment 2 part B, and will need to justify
this decision and support it with references!
Required:
Slide set on system evaluations in AIED, by Sharon Ainsworth
Slide set on formative evaluation and summative evaluation, from previous years' ALE course materials, by Helen Pain
Suggested: Ch 6 on "Evaluation" (pages 182-220) in Woolf, B. P.
(2009), Building Intelligent Interactive Tutors: Student-centered
strategies for revolutionizing e-learning, Morgan Kaufmann
Publishers/Elsevier.Remember, you can get the PDF of this chapter through the uni library!
No readings.
No NEW readings. Please see papers already assigned about the core systems, websites for core projects.
Required: NOTE THAT THIS HAS CHANGED AS OF MARCH 25TH.
-COACH MIKE: Lane, H. C., Noren, D., Auerbach, D., Birch, M., &
Swartout, W. (2011, January). Intelligent tutoring goes to the museum in
the big city: a pedagogical agent for informal science education. In
Artificial Intelligence in Education (pp. 155-162). Springer Berlin
Heidelberg.
-NEW READING ON "FUTURE WORLDS": Rowe, J. P., Lobene, E. V., Mott,
B. W., & Lester, J. C. (2014). Play in the Museum: Designing
Game-Based Learning Environments for Informal Education Settings. To
appear in Proceedings of the Ninth International Conference on the
Foundations of Digital Games, Fort Lauderdale, Florida.
Suggested:
-COACH MIKE: Lane, H. C., Cahill, C., Foutz, S., Auerbach, D.,
Noren, D., Lussenhop, C., & Swartout, W. (2013, January). The
Effects of a Pedagogical Agent for Informal Science Education on Learner
Behaviors and Self-efficacy. In Artificial Intelligence in Education
(pp. 309-318). Springer Berlin Heidelberg.
This paper provides an "update" to the 2011 paper above, with a
specific focus on some metacognitive behaviours and some comparison of
conditions at the Robot Park exhibit.
-CHESS PROJECT: Keil, J., Pujol, L., Roussou, M., Engelke, T.,
Schmitt, M., Bockholt, U., & Eleftheratou, S. (2013). A Digital Look
at Physical Museum Exhibits: Designing Personalized Stories with
Handheld Augmented Reality in Museums. In Digital Heritage International
Congress 2013 (pp. 685-688). Marseille, France: IEEE.
doi:978-1-4799-3169-9/13
The video in the "Other materials" section gives more information
on this and related projects, with plenty of videos of user
interactions.
Other materials:
-Video of Maria Roussou's keynote speech
on the CHESS project and "Users at the center of designing informal
learning experiences"(~70 min, from the Artificial Intelligence in
Education conference 2013, in Memphis Tenn.)
I have included this video because I was there for the actual
talk and really enjoyed it. Dr. Roussou talks about developing
interactive guides, narratives, and augmented reality content for the
Acropolis Museum in Athens, and for the Cite de l'espace in France,
along with bits about earlier projects.
Required:NOTE THAT THIS HAS CHANGED AS OF MARCH 25TH-- NOW ONLY ONE REQUIRED
-TACTICAL LANGUAGE: Johnson, W. L., & Valente, A. (2008, July).
Tactical Language and Culture Training Systems: Using Artificial
Intelligence to Teach Foreign Languages and Cultures. In AAAI (pp.
1632-1639).
Suggested:
-TACTICAL LANGUAGE: Johnson, W.L., Friedlanc, L., Watson, A. M.,
& Surface, E. A. (2012). The art and science of developing
intercultural competence. Adaptive Technologies for Training and
Education, 261. In In Durlach, Paula J., and Alan M. Lesgold, eds.
Adaptive Technologies for Training and Education. 1st ed. Cambridge:
Cambridge University Press, 2012. Cambridge Books Online.Remember, you can get the PDF of this chapter through the uni library!
-STEAMER SYSTEM: All of section 5.1 (pages 79-88) in Wenger, E.
(1987) Artificial intelligence and tutoring systems: Computational and
cognitive approaches to the communication of knowledge. San Francisco:
Morgan Kaufmann.
-INDUSTRIAL CONTEXTS: Lesgold, A. M. (2012). Practical issues in the
deployment of new training technology. Adaptive Technologies for
Training and Education. In Durlach, Paula J., and Alan M. Lesgold, eds.
Adaptive Technologies for Training and Education. 1st ed. Cambridge:
Cambridge University Press, 2012. Cambridge Books Online.Remember, you can get the PDF of this chapter through the uni library!
This paper has a number of thoughtful reflections on how training
technologies need to fit into an entire organisational context. He
suggests some good parallels to formal classroom education.
Other materials:
-Video on a version of the Tactical Language system (version circa 2008)
-Video of a related Tactical-Language type system, VCAT (newer and with way cooler graphics!)
-Bienkowski, M. (2012) Chapter 17 - Exploring Design-Based Research
for Military Training Environments. In Durlach, Paula J., and Alan M.
Lesgold, eds. Adaptive Technologies for Training and Education. 1st ed.
Cambridge: Cambridge University Press, 2012. Cambridge Books Online. Remember, you can get the PDF of this chapter through the uni library!
BILAT negotation training system is another good and fairly current
example of a system in this area-- Just Google Scholar it for several
examples.
No new readings, lucky you!
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