| Project/Area Number |
63890012
|
|---|
| Research Category |
Grant-in-Aid for Developmental Scientific Research (B).
|
| Allocation Type | Single-year Grants |
|---|
| Research Field |
広領域
|
|---|
| Research Institution | Kyushu Institute of Technology |
|---|
Principal Investigator |
OTSUKI Setsuko Kyushu Institute of Technology, Dept. of Artificial Intelligence, Prof., 情報工学部, 教授 (70037745)
|
|---|
| Co-Investigator(Kenkyū-buntansha) |
YOSIDA Takaichi Kyushu Institute of Tech., Dept. of Artificial Intelligence, Assoc. Prof., 情報工学部, 助教授 (70200996)
TAKEUCHI Akira Kyushu Institute of Tech., Dept. of Artificial Intelligence, Assoc. Prof., 情報工学部, 助教授 (00117152)
KONDOU Hiroki Saga University, Dept. of Information Science, Prof., 理工学部, 教授 (10039266)
|
|---|
| Project Period (FY) |
1988 – 1990
|
| Project Status |
Completed (Fiscal Year 1990)
|
| Budget Amount *help |
¥7,600,000 (Direct Cost: ¥7,600,000)
Fiscal Year 1990: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 1989: ¥1,200,000 (Direct Cost: ¥1,200,000)
Fiscal Year 1988: ¥5,700,000 (Direct Cost: ¥5,700,000)
|
|---|
| Keywords | Intelligent CAI / ITS / Microworld / Highly Individualized Learning / Teaching Expertise / Teaching Paradigm / マイクロワ-ルド / 教援パラダイム / ソフトシナリオ / 教授戦略 / 多方主導対話 / 双方主尊対話 / オーサリングシステム / 教材知識 |
|---|
| Research Abstract |
In the first year of the project, fundamental techniques of implementing Intelligent CAI systems were investigated by using the following methods, which we had already proposed before. They are "Multi-hierarchical Knowledge Model" used for representing a domain expertise, "Perturbation Method" used for diagnosing students' error origins and constructing student models, and a method to determine teaching strategy realizing various tutoring paradigms to give a hint, a counter example, an refutation, an explanation, a suitable problem, verification of accounts, etc.
In the second year of the project, we proposed a method to generate "soft scenario", which plans content and expression of discourse between a student and the system pliably according to the student comprehension level, intention, request, etc. We also proposed a method to determine when and how to intervene the student learning process.
Last year, we constructed a framework of intelligent CAI based on the above methods. Three systems, "ITS : Recognizing the context and guiding reduction processes for fractional calculation", "Thinking Tool : Improving Student's Reasoning Abilities" and "Intelligent CAI for English" have been implemented in the framework. These systems were exhibited publicly at the international conference "Advanced Research on Computers in Education".
|
