Design an intelligent problem solver in solid geometry based on knowledge model about relations

Author(s):  
Hien D. Nguyen ◽  
Diem Nguyen ◽  
Vuong T. Pham
Author(s):  
Nhon V. Do ◽  
Hien D. Nguyen ◽  
Ali Selamat

Knowledge about relations plays a crucial role in human’s knowledge. Different methods for representing this type of knowledge have been proposed. However, due to the lack of theoretical foundations, these methods cannot guarantee criteria in knowledge representation such as formality, universality, usability and practicality. They are not adequate to represent the knowledge domains in practice which have many components. Based on formal ontology approach, a knowledge model about relations, called Rela-model, is presented in this paper. It has the components such as concepts, relations between concepts, and rules. The concepts in this model consist of attributes, facts and rules of itself. Each object in a concept has also equipped its behavior to solve problems on it. The methods for solving problems based on Rela-model are also studied. The general problems on this model are the following: Given some objects and facts on them, determine the closure of set of attributes and facts on the objects or determine an object or consider a relation between the objects. The algorithms to solve problems are designed and their properties, such as finiteness, effectiveness, have also been proved. Besides the solid mathematical foundation, Rela-model also has a simple specification language which can effectively represent the knowledge, thus it can be used in many real situations. Our approach is also applied to build two systems: the intelligent problem solver about solid geometry in high school mathematics, and the expert system to diagnose diseases in diabetic microvascular complication.


Author(s):  
Hien D. Nguyen ◽  
◽  
Dung A. Tran ◽  
Huan P. Do ◽  
Vuong T. Pham ◽  
...  

Nowadays, intelligent systems have been applied in many real-word domains. The Intelligent chatbot is an intelligent system, it can interact with the human to tutor how to work some activities. In this work, we design an architecture to build an intelligent chatbot, which can tutor to solve problems, and construct scripts for automatically tutoring. The knowledge base of the intelligent tutoring chatbot is designed by using the requirements of an Intelligent Problem Solver. It is the combination between the knowledge model of relations and operators, and the structures of hint questions and sample problems, which are practical cases. Based on the knowledge base and tutoring scripts, a tutoring engine is designed. The tutoring chatbot plays as an instructor for solving real-world problems. It simulates the working of the instructor to tutor the user for solving problems. By utilizing the knowledge base and reasoning, the architecture of the intelligent chatbot are emerging to apply in the real-world. It is used to build an intelligent chatbot to support the learning of high-school mathematics and a consultant system in public administration. The experimental results show the effectiveness of the proposed method in comparison with the existing systems.


2020 ◽  
Vol 2020 ◽  
pp. 1-14
Author(s):  
Hien D. Nguyen ◽  
Nhon V. Do ◽  
Nha P. Tran ◽  
Xuan Hau Pham ◽  
Vuong T. Pham

Nowadays, building intelligent systems for science, technology, engineering, and math (STEM) education is necessary to support the studying of learners. Intelligent problem solver (IPS) is a system that can be able to solve or tutor how to solve the problems automatically. Learners only declare hypothesis and goal of problems based on a sufficient specification language. They can request the program to solve it automatically or to give instructions that help them to solve it themselves. Knowledge representation plays a vital role in these kinds of intelligent systems. There are various methods for knowledge representation; however, they do not meet the requirements of an IPS in STEM education. In this paper, we propose the criteria of a knowledge model for an IPS in education. These criteria orient to develop a method for knowledge representation to meet actual requirements in practice, especially pedagogical requirements. For proving the effectiveness of these criteria, a knowledge model is also constructed. This model can satisfy these criteria and be applied to build IPS for courses, such as mathematics and physics.


2021 ◽  
Author(s):  
Hien D. Nguyen ◽  
Linh Nguyen ◽  
Nha P. Tran ◽  
Van-Thanh Nguyen-Le ◽  
Sang Vu

1941 ◽  
Vol 25 (264) ◽  
pp. 118
Author(s):  
C. V. Dueell
Keyword(s):  

2003 ◽  
Vol 42 (03) ◽  
pp. 203-211 ◽  
Author(s):  
J. L. G. Dietz ◽  
A. Hasman ◽  
P. F. de Vries Robbé ◽  
H. J. Tange

Summary Objectives: Many shared-care projects feel the need for electronic patient-record (EPR) systems. In absence of practical experiences from paper record keeping, a theoretical model is the only reference for the design of these systems. In this article, we review existing models of individual clinical practice and integrate their useful elements. We then present a generic model of clinical practice that is applicable to both individual and collaborative clinical practice. Methods: We followed the principles of the conversation-for-action theory and the DEMO method. According to these principles, information can only be generated by a conversation between two actors. An actor is a role that can be played by one or more human subjects, so the model does not distinguish between inter-individual and intra-individual conversations. Results: Clinical practice has been divided into four actors: service provider, problem solver, coordinator, and worker. Each actor represents a level of clinical responsibility. Any information in the patient record is the result of a conversation between two of these actors. Connecting different conversations to one another can create a process view with meta-information about the rationale of clinical practice. Such process view can be implemented as an extension to the EPR. Conclusions: The model has the potential to cover all professional activities, but needs to be further validated. The model can serve as a theoretical basis for the design of EPR-systems for shared care, but a successful EPR-system needs more than just a theoretical model.


1989 ◽  
Author(s):  
Sandra P. Marshall ◽  
Kathryn E. Barthuli ◽  
Margaret A. Brewer ◽  
Frederic E. Rose
Keyword(s):  

Sign in / Sign up

Export Citation Format

Share Document