Design an Intelligent Problem Solver in Mathematics based on Integrated-Knowledge Model

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.

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A new integrated knowledge model in supplier selection

Education Business and Society Contemporary Middle Eastern Issues ◽

10.1108/ebs-07-2014-0035 ◽

2014 ◽

Vol 7 (4) ◽

pp. 333-368 ◽

Cited By ~ 5

Author(s):

Peyman Akhavan ◽

Behin Elahi ◽

Mostafa Jafari

Keyword(s):

Supply Chain ◽

Supplier Selection ◽

Structural Equation ◽

Equation Modeling ◽

Regression Equations ◽

Knowledge Model ◽

Content Type ◽

Top Managers ◽

Protection And Utilization ◽

Integrated Knowledge

Purpose – This paper aims to empirically explore the effects of intellectual capital (IC) on supplier selection (SS) and, consequently, investigates the consecutive impacts on an Asian automotive supply chain performance (SCP). Design/methodology/approach – A questionnaire-oriented survey obtained from top managers and expert employees from three different Asian automotive industries, all of which exist in the same supply chain, was utilized for factor analysis and structural equation modeling (SEM). Findings – The findings indicate that some dimensions of IC containing human capital, relational capital and structural capital sufficiently influence evaluation and selection of optimal suppliers which lead to more efficient performance of the supply chain. Research limitations/implications – First, as the research analyzes the findings extracted from three important Asian automotive companies which exist in the same supply chain, the results may not be applicable to other industries in different countries. Second, gathering data from other elements of the supply chain like wholesalers and retailers could enrich the research conducted. Besides, more advanced statistical methods could be utilized to evaluate the regression equations and SEM. Practical implications – With a comprehensive view on IC that takes into account its creation, protection and utilization, IC plays an essential role in selecting and assessing optimal suppliers which enhance competitive advantage, especially in knowledge-based organizations. IC will also increase the SCP efficiently and effectively. Originality/value – This study develops an integrated knowledge model for a SS issue based on IC, and focuses on the effects of its various elements. It offers assistance to managers who tend to select optimal suppliers effectively.

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Some Criteria of the Knowledge Representation Method for an Intelligent Problem Solver in STEM Education

Applied Computational Intelligence and Soft Computing ◽

10.1155/2020/9834218 ◽

2020 ◽

Vol 2020 ◽

pp. 1-14

Author(s):

Hien D. Nguyen ◽

Nhon V. Do ◽

Nha P. Tran ◽

Xuan Hau Pham ◽

Vuong T. Pham

Keyword(s):

Knowledge Representation ◽

Stem Education ◽

Intelligent Systems ◽

Vital Role ◽

Specification Language ◽

Problem Solver ◽

Knowledge Model ◽

Science Technology ◽

Representation Method ◽

Mathematics And Physics

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.

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Knowledge-Based Model of Expert Systems Using Rela-Model

International Journal of Software Engineering and Knowledge Engineering ◽

10.1142/s0218194018500304 ◽

2018 ◽

Vol 28 (08) ◽

pp. 1047-1090 ◽

Cited By ~ 9

Author(s):

Nhon V. Do ◽

Hien D. Nguyen ◽

Ali Selamat

Keyword(s):

High School ◽

Formal Ontology ◽

Problem Solver ◽

Mathematical Foundation ◽

High School Mathematics ◽

Knowledge Model ◽

Knowledge Domains ◽

Knowledge Based ◽

Solid Geometry ◽

Theoretical Foundations

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.

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A Generic Model of Clinical Practice

Methods of Information in Medicine ◽

10.1055/s-0038-1634245 ◽

2003 ◽

Vol 42 (03) ◽

pp. 203-211 ◽

Cited By ~ 5

Author(s):

J. L. G. Dietz ◽

A. Hasman ◽

P. F. de Vries Robbé ◽

H. J. Tange

Keyword(s):

Clinical Practice ◽

Theoretical Model ◽

Action Theory ◽

Human Subjects ◽

Shared Care ◽

Patient Record ◽

Generic Model ◽

Problem Solver ◽

Record Keeping ◽

Process View

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.

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A Qur’anic Methodology for Integrating Knowledge and Education

American Journal of Islamic Social Sciences ◽

10.35632/ajiss.v32i2.262 ◽

2016 ◽

Vol 32 (2) ◽

pp. 1-30

Author(s):

Sidek Bin Baba ◽

Mohamad Johdi Salleh ◽

Tareq M Zayed ◽

Ridwan Harris

Keyword(s):

University Students ◽

Learning Process ◽

Teaching Methods ◽

School Students ◽

Types Of Knowledge ◽

Teaching Learning ◽

Teacher Centered ◽

Integrated Knowledge

Integrating knowledge and education has become a major issue in Malaysia in the context of globalization. This study develops a teacher-centered Qur’anic methodology based on the integration of acquired (‘aqlī) and revealed (naqlī) knowledge as regards content, as well as the integration of teachers’ role in a teaching-learning process designed to empower students to manage “self” and “system.” It further investigates the existing curriculum and institutional efforts to integrate these two types of knowledge, students’ understanding of the integrated knowledge and its learning process, as well as how the teachers and lecturers understand this integrated knowledge and apply it to their teaching methods. Data collected through interviews and surveys of participating school students and teachers, as well as university students and lecturers, revealed several issues that need to be addressed.

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