By Janet Metcalfe (auth.), Gautam Biswas, Susan Bull, Judy Kay, Antonija Mitrovic (eds.)
This publication constitutes the refereed complaints of the fifteenth foreign convention on synthetic Intelligence in schooling, AIED 2011, held in Auckland, New Zealand in June/July 2011.
The forty nine revised complete papers provided including 3 invited talks and prolonged abstracts of poster shows, younger researchers contributions and interactive structures experiences and workshop experiences have been conscientiously reviewed and chosen from a complete of 193 submissions. The papers document on technical advances in and cross-fertilization of methods and concepts from the numerous topical parts that make up this hugely interdisciplinary box of study and improvement together with synthetic intelligence, agent know-how, computing device technology, cognitive and studying sciences, schooling, academic know-how, online game layout, psychology, philosophy, sociology, anthropology and linguistics.
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Extra info for Artificial Intelligence in Education: 15th International Conference, AIED 2011, Auckland, New Zealand, June 28 – July 2011
The use and understanding of virtual environments by adolescents with autistic spectrum disorders. Journal of Autism and Developmental Disorders 34(4), 449–466 (2004) 5. : Playing with virtual peers: bootstrapping contingent discourse in children with autism. In: ICLS 2008: Proceedings of the 8th International Conference for the Learning Sciences, pp. 382–389. International Society of the Learning Sciences (2008) 6. : Supporting Children’s Social Communication Skills through Interactive Narratives with Virtual Characters.
To understand the effect of a complex learning environment, we believe that both approaches are valuable. While students are generally required to use (and continue using) educational software introduced in a formal learning setting, no such obligation governs use of educational software by self-directed learners. In order to be capable of impacting learning for these students, a system must be both sufficiently engaging for students to continue using it and effective. Different people find different learning contexts and activities engaging, so Grockit chose to introduce and leverage variety – learner choice and control over how, when, and with whom one learns – to address the assorted needs and preferences of self-directed learners.
The combination of mean accuracy and the experimenters’ qualitative observations indicate that young children with ASD successfully—often enthusiastically—engaged with Paul and followed his joint attentional bids to complete the flower selection task. ” and expressing surprise or curiosity when Paul did not respond to being poked or could not “hear” them. Paul greeting each child by name seemed to be a major factor in generating liking for his character, and in indicating that his actions were both responsive and directed specifically to the child.
Artificial Intelligence in Education: 15th International Conference, AIED 2011, Auckland, New Zealand, June 28 – July 2011 by Janet Metcalfe (auth.), Gautam Biswas, Susan Bull, Judy Kay, Antonija Mitrovic (eds.)