By Janet Metcalfe (auth.), Gautam Biswas, Susan Bull, Judy Kay, Antonija Mitrovic (eds.)
This ebook constitutes the refereed lawsuits of the fifteenth foreign convention on man made Intelligence in schooling, AIED 2011, held in Auckland, New Zealand in June/July 2011.
The forty nine revised complete papers provided including 3 invited talks and prolonged abstracts of poster displays, younger researchers contributions and interactive structures reviews and workshop experiences have been conscientiously reviewed and chosen from a complete of 193 submissions. The papers document on technical advances in and cross-fertilization of techniques and ideas from the various topical parts that make up this hugely interdisciplinary box of analysis and improvement together with synthetic intelligence, agent know-how, computing device technological know-how, cognitive and studying sciences, schooling, academic know-how, online game layout, psychology, philosophy, sociology, anthropology and linguistics.
Read Online or Download Artificial Intelligence in Education: 15th International Conference, AIED 2011, Auckland, New Zealand, June 28 – July 2011 PDF
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Extra info for Artificial Intelligence in Education: 15th International Conference, AIED 2011, Auckland, New Zealand, June 28 – July 2011
G. what proportion of time a student engaged in each behavior). Our data features consisted of the following behaviors (the prime notation connotes a feature closely related to the previous feature): 1) Help avoidance ; 1') Requesting help on relatively poorly known skills; 2) Long pauses after receiving bug messages (error messages given when the student’s behavior indicates a known misconception), which may indicate self-explanation; 2') Short pauses after receiving bug messages, indicating failure to self-explain; 3) Long pauses after reading hint messages; 4) Long pauses after reading hint message(s) and then getting the next action right [cf.
Qualitative data yielded insight into more general questions about the children’s interaction with the system. The current study also provides crucial formative evaluation of ECHOES with the target user group  which fed back to the design of the full system. It was not intended as an intervention in its own right, but as a means to explore how joint attention and gaze-following skills might be elicited and supported in a VE. 1 The Autism Spectrum and Joint Attention Joint attention is a key skill targeted by many intervention programmes for ASD, as its improvement seems to lead to lasting benefit in many areas, including language .
Each trial involved three flowers1 (two distractors and a target) to which Paul tried to direct the child’s attention. A virtual character can initiate attention with the child and the object in the same way as would a human partner, by first looking into their partner's eyes (mutual gaze). Paul looking out from the screen gives an illusion of looking “at” 1 One flower of each colour (red, yellow, blue) was presented per trial, with colour and screen position of the target counterbalanced across trials.