Conversation Theory Conceptualized in E-Learning Environments

2008 ◽  
pp. 80-90
Author(s):  
Janet Holland ◽  
Marcus Childress
Keyword(s):  
Artificial Intelligence ◽  
Knowledge Acquisition ◽  
Learning Environments ◽  
Current Literature ◽  
Exchange Of Information ◽  
E Learning ◽  
Vital Component ◽  
Conversation Theory

This chapter examines Gordon Pask’s Conversation Theory, comparing his approach to the current literature about the growing field of E-learning as a vital component for knowledge acquisition. For this chapter, conversation and dialogue are simply defined as an exchange of information between students and instructors. This exchange can be informal like a conversation or more formal like a dialogue (Merriam-Webster’s, 1974). Pask developed his Conversation Theory based primarily on an exchange of information between a human and an artificial intelligence, i.e. a computer

Affective Agents in E-Learning Platforms

2012 ◽  
pp. 1225-1233
Author(s):  
Christos N. Moridis ◽  
Anastasios A. Economides
Keyword(s):  
Artificial Intelligence ◽  
Learning Environments ◽  
Intelligent Agents ◽  
Intelligent Agent ◽  
Human Learning ◽  
Human Reasoning ◽  
Conversational Agents ◽  
Emotional Aspects ◽  
E Learning ◽  
Learning Platforms

During recent decades there has been an extensive progress towards several Artificial Intelligence (AI) concepts, such as that of intelligent agent. Meanwhile, it has been established that emotions play a crucial role concerning human reasoning and learning. Thus, developing an intelligent agent able to recognize and express emotions has been considered an enormous challenge for AI researchers. Embedding a computational model of emotions in intelligent agents can be beneficial in a variety of domains, including e-learning applications. However, until recently emotional aspects of human learning were not taken into account when designing e-learning platforms. Various issues arise when considering the development of affective agents in e-learning environments, such as issues relating to agents’ appearance, as well as ways for those agents to recognize learners’ emotions and express emotional support. Embodied conversational agents (ECAs) with empathetic behaviour have been suggested to be one effective way for those agents to provide emotional feedback to learners’ emotions. There has been some valuable research towards this direction, but a lot of work still needs to be done to advance scientific knowledge.

scholarly journals Developing Smart Learning Environments in Line with the Future Requirements of Artificial Intelligence: Saudi Universities

2022 ◽  
pp. 1-8
Author(s):  
Salim Alanazy
Keyword(s):  
Artificial Intelligence ◽  
Systematic Review ◽  
Educational Technology ◽  
Learning Environments ◽  
Smart Learning ◽  
Smart Learning Environments ◽  
Study Results ◽  
The Future ◽  
Challenges And Opportunities ◽  
E Learning

The current study aims to develop smart learning environments in Saudi universities in line with the future requirements of artificial intelligence. To achieve this goal, a systematic review was conducted on studies published on Scopus and Google Scholar databases from 1990 until 2021 on the development of e-learning in the light of artificial intelligence (in addition to the relevant Arab studies). First, a list of challenges and opportunities for developing smart learning environments according to the future requirements of artificial intelligence was composed. Then, a questionnaire was prepared and reviewed by several academic experts in educational technology in Saudi universities. The study results include many challenges expected to be encountered in the smart learning environments in Saudi universities concerning the future preconditions for artificial intelligence. It also presented a number of opportunities and procedures for facing such challenges and exploiting the opportunities. Finally, some recommendations and suggestions were presented.

scholarly journals Computer-Human Interaction and Collaboration: Challenges and Prospects

Electronics ◽  
2021 ◽  
Vol 10 (5) ◽  
pp. 616
Author(s):  
Manuel Ortega
Keyword(s):  
Artificial Intelligence ◽  
Augmented Reality ◽  
Learning Environments ◽  
Learning Systems ◽  
Human Interaction ◽  
Collaborative Systems ◽  
Learner Support ◽  
La Mancha ◽  
E Learning ◽  
The University

Through a series of projects carried out by the Computer–Human Interaction and COllaboration (CHICO) group of the University of Castilla-La Mancha, some proposals are presented to improve the current e-Learning systems by making use of different paradigms of human-computer interaction. Synchronous and asynchronous collaborative systems, ubiquitous computing, and augmented reality can improve the current learning environments. The use of artificial intelligence mechanisms for both learner support and assessment complements these techniques. Emphasis is also placed on the use of automatic application generation techniques using models.

scholarly journals A new approach to identify dropout learners based on their performance-based behavior

2021 ◽  
Vol 27 (10) ◽  
pp. 1001-1025
Author(s):  
Rochdi Boudjehem ◽  
Yacine Lafifi
Keyword(s):  
Artificial Intelligence ◽  
Distance Learning ◽  
Learning Environments ◽  
Intelligent Systems ◽  
Dynamic Models ◽  
Distributed Artificial Intelligence ◽  
Struggling Learners ◽  
New Approach ◽  
Academic Tasks ◽  
E Learning

Distance learning environments are increasingly offering more comfort to both learners and teachers, allowing them to carry out their academic tasks remotely, especially in critical times where it is difficult, or even dangerous, to bring these actors together in one physical place. Nevertheless, These same environments are complaining about the massive dropout numbers among their learners. Therefore, designing new intelligent systems capable of reducing these numbers becomes imperative. This paper proposes a new approach capable of identifying and assisting endangered learners experiencing difficulties by monitoring and analyzing their behavior inside the e-learning environment. By building dynamic models to follow the learners’ current situation, the proposed approach could intervene autonomously to save learners identified as struggling. Relying on distributed artificial intelligence instead of humans to closely monitor learners within distance learning environments can be very effective when identifying struggling learners. Furthermore, targeting these learners with early enough and carefully designed interventions can reduce the number of dropouts.

scholarly journals A Survey of Artificial Intelligence Techniques Employed for Adaptive Educational Systems within E-Learning Platforms

2017 ◽  
Vol 7 (1) ◽  
pp. 47-64 ◽  
Author(s):  
Khalid Colchester ◽  
Hani Hagras ◽  
Daniyal Alghazzawi ◽  
Ghadah Aldabbagh
Keyword(s):  
Artificial Intelligence ◽  
Learning Environments ◽  
Learning Process ◽  
Adaptive Learning ◽  
Educational Systems ◽  
Artificial Intelligence Techniques ◽  
Learning Capabilities ◽  
E Learning ◽  
Learning Platforms ◽  
Adaptive Educational Systems

Abstract The adaptive educational systems within e-learning platforms are built in response to the fact that the learning process is different for each and every learner. In order to provide adaptive e-learning services and study materials that are tailor-made for adaptive learning, this type of educational approach seeks to combine the ability to comprehend and detect a person’s specific needs in the context of learning with the expertise required to use appropriate learning pedagogy and enhance the learning process. Thus, it is critical to create accurate student profiles and models based upon analysis of their affective states, knowledge level, and their individual personality traits and skills. The acquired data can then be efficiently used and exploited to develop an adaptive learning environment. Once acquired, these learner models can be used in two ways. The first is to inform the pedagogy proposed by the experts and designers of the adaptive educational system. The second is to give the system dynamic self-learning capabilities from the behaviors exhibited by the teachers and students to create the appropriate pedagogy and automatically adjust the e-learning environments to suit the pedagogies. In this respect, artificial intelligence techniques may be useful for several reasons, including their ability to develop and imitate human reasoning and decision-making processes (learning-teaching model) and minimize the sources of uncertainty to achieve an effective learning-teaching context. These learning capabilities ensure both learner and system improvement over the lifelong learning mechanism. In this paper, we present a survey of raised and related topics to the field of artificial intelligence techniques employed for adaptive educational systems within e-learning, their advantages and disadvantages, and a discussion of the importance of using those techniques to achieve more intelligent and adaptive e-learning environments.

Considering Students' Emotions in Computer-Mediated Learning Environments

2006 ◽  
pp. 122-138 ◽  
Author(s):  
Patrícia A. Jaques ◽  
Rosa M. Viccari
Keyword(s):  
Artificial Intelligence ◽  
Human Computer Interaction ◽  
Learning Environments ◽  
State Of The Art ◽  
Learning Systems ◽  
New Work ◽  
Mediated Learning ◽  
Current State ◽  
Computer Mediated ◽  
E Learning

This text aims to present the current state of the art of the e-learning systems that consider the student’s affect. It presents the perspectives adopted by researchers for the solution of problems (for example, which kind of tools we might use to recognize users’ emotions) and also some better-known works in order to exemplify. It also describes the necessary background to understand these studies, including some concepts in the fields of Artificial Intelligence, Computers in Education, and Human-Computer Interaction, and a brief introduction on the main theories about emotion. The authors conclude the chapter by presenting challenges and the main difficulties of research in affectivity in e-learning systems and ideas on some new work on the matter.

scholarly journals MAPSS: An Intelligent Architecture for the Pedagogical Support

2019 ◽  
Vol 14 (14) ◽  
pp. 19
Author(s):  
Najoua Hrich ◽  
Mohamed Lazaar ◽  
Mohamed Khaldi
Keyword(s):  
Artificial Intelligence ◽  
Learning Environments ◽  
Theoretical Foundation ◽  
Multi Agent Systems ◽  
Agent Systems ◽  
E Learning ◽  
Multi Agent ◽  
Learning Platforms ◽  
The Subject ◽  
Competency Evaluation

The multi-agent systems (MAS) are a part of artificial intelligence (AI), they have emerged today in the development of major e-learning platforms. Their integration has given new impetus to learning environments by the possibility of integrating new parameters (psychological, pedagogical, ergonomic…) favoring a better adaptation to the learner. In addition, the multiagent approach offers the possibility to design flexible solutions based on a set of agents which are in continuous communication to accomplish the tasks entrusted to them. In this paper, we propose a model of pedagogical support based on a coupling of ontology and multi-agent systems for a synergy of their forces and the important contribution they can make to improve the learning-teaching process. Previous work has been the subject of theoretical foundation related to competency evaluation, and development of an ontology and an algorithm for evaluating competency. As a continuity, we present the design of Multiagent Pedagogical Support System (MaPSS) and the different scenarios of its utilization.

Culturally-Sensitive E-Learning Practices for Library Education

2013 ◽  
Author(s):  
Leslie Farmer
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Culturally Sensitive ◽  
Cultural Dimensions ◽  
Educational Model ◽  
Cultural Impact ◽  
Online Learning Environments ◽  
Library Education ◽  
Learning Practices ◽  
E Learning

With globalization, library educators should address culturally-sensitive instruction design and curriculum, particularly in online learning environments. Hofstede’s cultural dimensions and Bigg’s educational model provide frameworks for addressing cultural impact on library education. Specific techniques are suggested for handling language and online learning issues.Avec la mondialisation, les professeurs de bibliothéconomie devraient incorporer les différences culturelles dans leurs cours ainsi que dans le cursus, notamment en milieu d'apprentissage en ligne. Les dimensions culturelles de Hofstede et le modèle éducatif de Bigg offrent un cadre permettant de traiter de l'impact culturel sur l'éducation. Seront présentées différentes techniques pour aborder les questions de langue et d'apprentissage en ligne.

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