An instructional strategy to teach a cognitive strategy via intelligent computer-assisted instruction: A design

1992 ◽  
pp. 195-212
Author(s):  
Harold F. O’Neil ◽  
Anat Jacoby ◽  
Terence G. Craig
Keyword(s):  
Instructional Strategy ◽  
Cognitive Strategy ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Assisted Instruction ◽  
Intelligent Computer

An Intelligent Computer-Assisted Instruction System Designed for Rural Health Workers in Developing Countries

1992 ◽  
Vol 31 (03) ◽  
pp. 193-203 ◽  
Author(s):  
B. Auvert ◽  
V. Gilbos ◽  
F. Andrianiriana ◽  
W. E. Bertrand ◽  
X. Emmanuelli ◽  
...  
Keyword(s):  
Developing Countries ◽  
Decision Support ◽  
Rural Health ◽  
Health Workers ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Instruction System ◽  
Knowledge Based ◽  
Assisted Instruction ◽  
Intelligent Computer

Abstract:This paper describes an intelligent computer-assisted instruction system that was designed for rural health workers in developing countries. This system, called Consult-EAO, includes an expert module and a coaching module. The expert module, which is derived from the knowledge-based decision support system Tropicaid, covers most of medical practice in developing countries. It allows for the creation of outpatient simulations without the help of a teacher. The student may practice his knowledge by solving problems with these simulations. The system gives some initial facts and controls the simulation during the session by guiding the student toward the most efficient decisions. All student answers are analyzed and, if necessary, criticized. The messages are adapted to the situation due to the pedagogical rules of the coaching module. This system runs on PC-compatible computer.

Design of the Intelligent Computer Assisted Instruction System

2014 ◽  
Vol 687-691 ◽  
pp. 2565-2568
Author(s):  
Shao Hua Nie
Keyword(s):  
Artificial Intelligence ◽  
Teaching Quality ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Instruction System ◽  
Artificial Intelligence Technology ◽  
Assisted Instruction ◽  
Intelligent Computer ◽  
Analysis And Study

With the introduction of artificial intelligence technology, Intelligent Computer Assisted Instruction (ICAI) not only overcomes many weaknesses of the traditional CAI. But also greatly enhance and improve the teaching quality and efficiency. In this paper, it firstly analysis and study the characteristics and structure of the ICAI, then proposed the method to achieve ICAI system.

Automated Speech Processing in Military Team Training

1980 ◽  
Vol 24 (1) ◽  
pp. 544-548
Author(s):  
C. Mazie Knerr ◽  
Beverly A. Popelka
Keyword(s):  
Speech Processing ◽  
Team Training ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Speech Technology ◽  
Communication And Coordination ◽  
Assisted Instruction ◽  
Intelligent Computer

Automated speech technology and intelligent computer assisted instruction offer unique solutions to problems of training teams in communication and coordination skills. At this point in the emergence of automated speech technology, scientists have only begun to explore its training uses. This report reviews the goals and accomplishments of automated speech processing and its application to training, especially military team training.

Intelligent Computer Assisted Instruction Systems: The Nature of Learner Control

1986 ◽  
Vol 2 (3) ◽  
pp. 379-393 ◽  
Author(s):  
Philippe Duchastel
Keyword(s):  
Natural Language ◽  
Knowledge Base ◽  
Learner Control ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Potential Danger ◽  
Natural Language Interface ◽  
Instructional Adaptation ◽  
Assisted Instruction ◽  
Intelligent Computer

Learner control, which is contrary in spirit to the design philosophy underlying traditional CAI systems, is an important feature of most intelligent computer assisted instruction (ICAI) systems, as revealed through the learning dialogues they support. Such learner control is made possible by the natural language interface and the type of knowledge base incorporated in these systems. Such systems, it is argued, because they enable unplanned interactions with the learner and capitalize on student curiosity and motivation, can attain a much finer grain of individualization than traditional CAI systems can. The conceptual and affective requirements of instructional adaptation indicate the desirability of substantial learner control as well as the potential danger of overly strong tutorial guidance.

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