Grant-in-Aid for Co-operative Research (A)
|Allocation Type||Single-year Grants |
|Research Institution||Science University of Tokyo (1989)|
The University of Tokyo (1988)
ITOH Kohji Univ. of Tokyo, Industrial Science and Technology, Professor, 基礎工学部, 教授 (20013683)
MIZOGUCHI Riichiro Osaka Univ., Inst. Industrial Science, Associate Professor, 産業科学研究所, 助教授 (20116106)
ANZAI Uichiro Keio Univ., Science and Engineering, Professor, 理工学部, 教授 (40051875)
OKAMOTO Toshio Tokyo Gakugei Univ., Education, Associate Professor, 教育学部, 助教授 (60125094)
WATANABE Shigeyoshi Gunma Univ., Engineering, Associate Professor, 工学部, 助教授 (90008532)
OTSUKI Setsuko Kyushu Inst. of Technology, Information Engineering, Professor, 情報工学部, 教授 (70037745)
|Project Period (FY)
1988 – 1989
Completed (Fiscal Year 1989)
|Budget Amount *help
¥4,500,000 (Direct Cost: ¥4,500,000)
Fiscal Year 1989: ¥2,000,000 (Direct Cost: ¥2,000,000)
Fiscal Year 1988: ¥2,500,000 (Direct Cost: ¥2,500,000)
|Keywords||computer-based education / intelligent CAI / problem-solver's assistant / knowledge-based system / student model / intstructional strategy / human interface / object-oriented system / コンピュ-タ利用教育 / ヒュ-マンインタフェイス / 指導エキスパートシステム / 工学教育|
The project group held 9 closed conferences during the 2 years of the grant period. Reflecting the discussions in the project and with the group as the key members of the program and local committees, the international conference on "Advanced Research on Computers in Education" took place in July 1990 in Tokyo ending in a great success.
The now published report of the project, based on the group research activities and arguments during and after the grant period until 1992, proposes and elaborates the following issues to be focussed on in developing intelligent computer systems in education to come.
(1) Providing media-oriented work bench metaphor on which the student can project his/er mental model processes in discovering problem-solving strategies and knowledge structures,
(2) Scaffolding the processes with knowledge base constituents well discriminating between conceptual frame hierarchy, domain knowledge and knowledge for knowledge processing,
(3) Strategy-oriented guidance of knowledge retrieval and it's application to problem contexts,
(4) Session management enabling the student to experiment plurality of ways of solution in parallel,
(5) Student modeling techniques depending upon knowledge types and instructional scheduling based on the student models,
(6) Strategies for guiding discovery of knowledge structures and problem-solving strategies,
(7) Natural language processing for understanding and generating discourses in an integrated framework, thus enabling the system flexibilly to respond to ambiguous and error-afflicted messages by students.
(8) A software architecture with a domain-independent core part surrounded by domaindependent modules evolutionally to be added on.
In the report, for the convenience of surveyors, there are also included a reference list and a collection of copies of milestone papers by Japanese researchers in the field.