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In Special Issue of Learning Systems for Science & Technology. IEEE Transactions on Learning Technologies ((in press))
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In Proceedings of the Workshop on Intelligent Support for Exploratory Environments 2012: Exploring, Collaborating and Learning Together at the 11th International Conference on Intelligent Tutoring Systems (ITS 2012) (2012)
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Journal of Research and Practice in Information Technology (in press), pp. 103-116
Abstract
Exploratory learning environments (ELEs) can have a positive effect on learning as long as they have proper support. However, the difficulty of supporting exploration and unstructured interaction means that there are few systems with intelligent computer-based support. The paper presents a divide-and-conquer strategy to approach the difficult tasks of development and evaluation of intelligent support in ELEs. The strategy considers three parts, each one focusing on the three most important questions related to support at any given moment: (i) what is the situation now? (evidence), (ii) ...
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In Annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
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In Advances in User Modeling: Selected papers from UMAP 2011 Workshops (2012), pp. 18-30
Abstract
http://www.springer.com/computer/hci/book/978-3-642-28508-0 ...
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Abstract
This review paper presents a case study of using Transana to assist the qualitative analysis of data from students interaction with an exploratory computer-based learning environment. After presenting our particular use case, the paper demonstrates how Transana enablesa thorough and indepth analysis and concludes with some insights and lessons learned about the usage of CAQDAS for investigating computer-mediated interactions. ...
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posted to bayesian-networks edm ijait
by mavrikis
on 2011-11-21 01:11:22
Abstract
Human-Computer Interaction modelling can benefit from machine learning. This paper presents a case study of the use of machine learning for the development of two interrelated Bayesian Networks for the purposes of modelling student interactions within Intelligent Learning Environments. The models predict (a) whether a given student's interaction is effective in terms of learning and (b) whether a student can answer correctly questions in an intelligent learning environment without requesting help. After discussing the requirements for these models, the paper presents ...
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Abstract
This paper charts the design and application of a system to support 11-14 year old students’ learning of algebraic generalisation, presenting students with the means to develop their understanding of the meaning of generality, see its power for mathematics and develop algebraic ways of thinking. We focus squarely on design, while taking account of both technical and pedagogical issues and challenges, and provide an account of how we have designed and built a system with a very close fit to our ...
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International Journal of Social Research Methodology., Vol. 14, No. 3. (2011), pp. 245-252
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Abstract
In this paper, we seek to broaden the sense in which the word ‘dynamic’ is applied to computational media. Focussing exclusively on the problem of design, the paper describes work in progress, which aims to build a computational system that supports students’ engagement with mathematical generalisation in a collaborative classroom environment by helping them to begin to see its power and to express it for themselves and for others. We present students’ strengths and challenges in appreciating structure and expressing generalities ...
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(June 2005)
posted to mm-aeid07
by mavrikis
on 2010-09-24 15:14:54
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(2007)
posted to mm-aeid07
by mavrikis
on 2010-09-24 15:14:54
Note (first note only)
On preparation
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Submitted to User Modeling and User-Adapted Interaction (2006)
posted to mm-aeid07
by mavrikis
on 2010-09-24 15:14:53
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In Proceedings of the Tenth International Conference on Intelligent Tutoring Systems: Bridges to Learning, Vol. 6094 (2010), pp. 105-114, doi:10.1007/978-3-642-13388-6_15
Abstract
This paper focuses on microworlds, a special type of Exploratory Learning Environment, where students freely interact with the system to create their own models and constructions. Most microworlds developed so far provide integrated scaffolds to help studentsâ learning process, but the nature of the interaction makes it difficult to design, develop and evaluate explicit adaptive support according to studentsâ needs. Building on previous work in the field, this paper proposes a layered approach that simplifies the development and allows both formative ...
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(2005)
posted to deliverable
by mavrikis
on 2009-12-30 03:12:31
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posted to deliverable
by mavrikis
on 2009-12-30 03:06:08
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(2008)
posted to proceedings
by mavrikis
on 2009-12-30 02:52:26
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In Electronic Proceedings of WebALT 2006. First WebALT Conference and Exhibition (2006)
posted to webalt
by mavrikis
on 2009-12-30 02:34:42
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In AAAI Fall Symposium on Education Informatics: Steps Toward the International Internet Classroom
posted to aaai
by mavrikis
on 2009-12-30 02:06:15
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In PME 33: International Group for the Psychology of Mathematics Education 19th -24th of July 2009, Thessaloniki, Vol.3,, pp. 49-56
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In 3rd Hellenic Conference on Artificial Intelligence (EETN) - proceedings companion volume (May 2004), pp. 365-375
posted to setn
by mavrikis
on 2009-12-30 01:13:25
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posted to ectel
by mavrikis
on 2009-12-29 23:57:10
Abstract
This paper presents a method for the design of intelligent support for Technology Enhanced Learning (TEL) systems. In particular it deals with challenges that arise from the need to elicit precise, concise, and operationalised knowledge from ‘experts’ as a means of informing the design of intelligent components of TEL systems. We emphasise that theory development and design of such systems should rely on a process, which we refer to as bandwidth and freedom ‘tapering’. We present the application of the methodology ...
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Special Issue of The International Journal on Mathematics Education (ZDM): Transforming Mathematics Education through the Use of Dynamic Mathematics Technologies, Vol. 41, No. 4. (2009), pp. 493-503, doi:10.1007/s11858-009-0182-8
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In CERME 6, Sixth Conference of European Research in Mathematics Education (January 2009)
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Research in Mathematics Education, Vol. 11, No. 1. (2009), pp. 73-74
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Abstract
We present a brief description of the design of a diagram- based system that supports the development of thinking about mathematical generalisation. Within the software, the user constructs a dependency graph that explicitly shows the relationships between components of a task. Using this dependency graph, the user manipulates graphical visualisations of component attributes which helps them move from the specific case to the general rule. These visualisations provide the user with an intermediate representation of generality and facilitate movement between the ...
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Advanced Learning Technologies, 2008. ICALT '08. Eighth IEEE International Conference on In 2008 IEEE International Conference on Advanced Learning Technologies (ICALT) (July 2008), pp. 74-76, doi:10.1109/icalt.2008.281
Abstract
Although the notion of generality is central in mathematics and science, beingable to identify and express general patterns and/or articulate structures is one of the main difficulties for children when they learn mathematics. This paper presents a step towards a set of tools that addresses this problem by encouraging students to connect between actual activities within the task and expressions of generality. The paper introduces a novel tool - ShapeBuilder - and describes how it can be used in the context ...
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Abstract
This paper presents a methodology for the design of intelligent learning environments. We recognise that in the educational technology field, theory development and system-design should be integrated and rely on an iterative process that addresses: (a) the difficulty to elicit precise, concise, and operationalised knowledge from ‘experts’ and (b) the crucial differences between the communication modalities that experts can relate to, and those that are available to a computer-based system. Inspired by the well-known wizard-of-Oz methodology we discuss the need for ...
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Abstract
We present an exercise description language suitable for the representation of interactive exercises which involve mathematical entities, and have complex structures. One of the goals of the language is to provide primitives for support of interactive environments where adaptive presentation of steps and feedback is required. Using this scheme, exercises can be generated from static documents, in what can be seen as a layered scheme: the interactivity layer is applied over the static layer, yielding an interactive version of the content. ...
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posted to bayesian help-seeking
by mavrikis
on 2009-05-20 06:47:14
Abstract
This paper discusses the data-driven development of a model which predicts whether a student could answer a question correctly without requesting help. This model contributes to a broader piece of research, the primary goal of which was to predict affective characteristics of students working in ILEs. The paper presents the bayesian network which provides adequate predictions, and discusses how its accuracy is taken into account when the model is integrated in an ILE. Future steps to improve the results are briefly ...
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In 1st International Conference on Educational Data Mining (EDM08) (June 2008), pp. 87-96
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In Artificial Intelligence in Education: Building Technology Rich Learning Contexts that Work (Proceedings of the 13th International Conference on Artificial Intelligence in Education, AIED2007), Vol. 158 (2007), pp. 169-176
posted to aied edm-chapter
by mavrikis
on 2009-01-18 14:31:42
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In Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology (Proceedings of the 12th International Conference on Artificial Intelligence in Education, AIED2005), Vol. 125 (2005)
posted to edm logging
by mavrikis
on 2009-01-18 14:31:42
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(2008)
posted to edm edm-chapter
by mavrikis
on 2009-01-18 14:31:42
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Abstract
In this paper we explore human tutors’ inferences in relation to learners’ affective states and the relationship between those inferences and the actions that tutors take as their consequence. At the core of the investigations presented in this paper lie fundamental questions associated with the role of affective considerations in computer-mediated educational interactions. Theory of linguistic politeness is used as the basis for determining the contextual factors relevant to human tutors’s actions, with special attention being dedicated to learner affective states. ...
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In Proceeding of the British Society for Research into Learning Mathematics, Vol. 28 (June 2008)
posted to mathed
by mavrikis
on 2008-09-08 11:37:05
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In Proceedings of Third European Conference on Technology Enhanced Learning (2008)
posted to ectel
by mavrikis
on 2008-09-08 11:37:05
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(2008)
posted to proceedings
by mavrikis
on 2008-09-08 11:37:05
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In 3rd Hellenic Conference on Artificial Intelligence (SETN) - proceedings companion volume (2004), pp. 260-269
posted to no-tag
by mavrikis
on 2008-09-08 11:37:04
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In Proceedings of the 12th International Conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology, Volume 125 Frontiers in Artificial Intelligence and Applications (2005), pp. 869-871
posted to aied
by mavrikis
on 2008-09-06 23:44:03
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In Intelligent Tutoring Systems (2004), pp. 827-829
posted to its
by mavrikis
on 2008-09-06 23:44:03
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In 3rd Hellenic Conference on Artificial Intelligence (SETN) - proceedings companion volume (2004), pp. 260-269
posted to dante setn
by mavrikis
on 2008-09-06 23:44:03
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In Young Researchers Track of the 11th International Conference on Artificial Intelligence in Education (AIED-2003), Sydney Australia. (2003)
posted to aied
by mavrikis
on 2008-09-06 23:44:03
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Electronic Proceedings of WebALT 2006. First WebALT Conference and Exhibition. (2006)
posted to wallis webalt
by mavrikis
on 2008-09-06 23:44:03
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In Workshop of Advanced Technologies for Mathematics Education in 11th International Conference on Artificial Intelligence in Education, Sydney Australia (2003)
posted to aied wallis
by mavrikis
on 2008-09-06 23:44:03
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In Intelligent Tutoring Systems : 6th International Conference, ITS 2002, Biarritz, France and San Sebastian, Spain, June 2-7, 2002. Proceedings (2002), pp. 719-728
posted to its
by mavrikis
on 2008-09-06 23:44:02
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(July 1994)
posted to file-import-08-09-06
by mavrikis
on 2008-09-06 23:44:00
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