| Project/Area Number |
07458070
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Intelligent informatics
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| Research Institution | Osaka University |
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Principal Investigator |
TOYODA Jun'ichi Osaka University, I.S.I.R., Professor, 産業科学研究所, 教授 (00029456)
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| Co-Investigator(Kenkyū-buntansha) |
HIRASHIMA Tsukasa Osaka University, I.S.I.R., Assistant Professor, 産業科学研究所, 講師 (10238355)
山田 誠二 大阪大学, 産業科学研究所, 講師 (50220380)
柏原 昭博 大阪大学, 産業科学研究所, 助手 (10243263)
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| Project Period (FY) |
1995 – 1996
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| Project Status |
Completed (Fiscal Year 1996)
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| Budget Amount *help |
¥3,600,000 (Direct Cost: ¥3,600,000)
Fiscal Year 1996: ¥1,600,000 (Direct Cost: ¥1,600,000)
Fiscal Year 1995: ¥2,000,000 (Direct Cost: ¥2,000,000)
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| Keywords | Educational Communication / Ontology / Cognitive Model / Computer Aided Learning / Intelligent Educational System / Knowledge Engineering / 教授 |
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| Research Abstract |
Regarding intelligent tutoring systems as mediators between a tutor and a number of learners, we have addressed an issue of how to elicit knowledge of tutoring from the tutor. In general, it is not so easy for a tutor to externalize his/her knownledge by himself/herself. In order to facilitate the knowledge externalization, we have accordingly provided fundamental vocabularies which are primitives to describe tutoring knowledge. In this approach, these vocabularies are required to appropriately represent learning process and to be helpful in describing knowledge. First, we have built up and refined learning models in the domains such as understanding computer vocabulary, programming, and physics. We have then extracted fundamental vocabularies from the models. Second, we have provided an outline of describing tutoring knowledge with the extracted vocabularies, restricting tutoring purposes to two which are to facilitate and to reinforce learning. Third, we have examined whether the fundamental vocabularies allow us to describe problems and explanations in text books. As a result, most of them could be described. We have also ascertained that tutoring information not included in the text books, which can be described with the vocabularies, is effective in facilitating and reinforcing learning. The fundamental vocabularies enable a tutor to amplify his/her capability of communicating with learners. We have already published the research results in international conferences related to artificial intelligent and educational engineering, and in national and international journals.
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