By Janet Metcalfe (auth.), Gautam Biswas, Susan Bull, Judy Kay, Antonija Mitrovic (eds.)
This booklet constitutes the refereed court cases of the fifteenth overseas 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 displays, younger researchers contributions and interactive platforms stories and workshop reviews have been conscientiously reviewed and chosen from a complete of 193 submissions. The papers file on technical advances in and cross-fertilization of ways and concepts from the numerous topical parts that make up this hugely interdisciplinary box of analysis and improvement together with man made intelligence, agent expertise, machine technology, cognitive and studying sciences, schooling, academic know-how, video game layout, psychology, philosophy, sociology, anthropology and linguistics.
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Additional info for Artificial Intelligence in Education: 15th International Conference, AIED 2011, Auckland, New Zealand, June 28 – July 2011
Sample text
M. T. Corbett 5') Long pauses that are not off-task; 6) Long pauses on skills assessed as known; 7) Gaming the system [4]; 7') Fast actions that do not involve gaming; 8) Carelessness, detected as contextual slip [3]; 9) Learning spikes [5]. Three of these features were incorporated into the final model predicting transfer: 1, 2’ and 7’. We will discuss our model development process in a subsequent section, but in brief, no additional feature both achieved better cross-validated performance than zero on its own, and also improved cross-validated predictive power in a model already containing these three features.
Biswas et al. ): AIED 2011, LNAI 6738, pp. 23–30, 2011. d. M. T. Corbett transfer. , 3, 8, 10, 19], a very limited form of transfer. For instance, Bayesian Knowledge Tracing models of student knowledge have been shown to predict this type of post-test performance [8], but with a small but consistent tendency to overestimate students’ average post-test performance, systematic error that can be corrected by incorporating pretest measures of students’ conceptual knowledge into the knowledge tracing model [9].
Typically developing (TD) individuals frequently initiate joint attention for the purpose of social sharing, finding the reciprocal interest and affect strongly motivating. Closely related is social referencing, an attentional initiation in which an infant or young child looks towards a parent for information when faced with a novel event or object. Attentional initiations through gaze and pointing are inherently ambiguous, and the two social partners must share a context in order for the respondent to understand the motivation for that initiation and infer the appropriate response (if any).