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Consequences of a cognitive-affective intervention in an Intelligent Learning System (ILS)
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, , , Departamento de Sistemas, Universidad Autónoma Metropolitana-A, Mexico ; , Posgrado en Ciencia e Ingeniería de la Computación-UNAM, Mexico

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

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Abstract

This article describes the analysis, design and development of an Intelligent Learning System (ILS). The design of the ILS is based on a multi-agent architecture. This architecture includes reactive agents which represent the expertise of each of the necessary sub-skills in learning the application domain, which in the case study is structured programming. The ILS utilizes artificial intelligence techniques to implement the teaching-learning process using an inference engine based on a general didactic model. As a result, this system is termed “Intelligent Learning System with Learning Objects (ProgEst)”. ProgEst is carried out with the objective of providing the user with self-regulated learning strategies in addition to the knowledge of a determined domain. The case study includes situations related to: learning styles, knowledge domain (errors made) and affective-motivational state. The assessments shall determine: 1) what is to be explained, 2) level of detail and timing, 3) how and when to interrupt the student and 4) the information to provide during the interaction.

Citation

Sánchez-Guerrero, L., Laureano-Cruces, A.L., Ramirez-Rodriguez, J. & Mora-Torres, M. (2012). Consequences of a cognitive-affective intervention in an Intelligent Learning System (ILS). In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 1280-1289). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 20, 2022 from .

© 2012 Association for the Advancement of Computing in Education (AACE)

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References

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