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The controversy in the relationship between item memory and source memory is a focus of episodic memory. Some studies show the trade-off between item memory and source memory, some show the consistency between them, and others show the independence between them. This review attempts to point out the connection-strength model, implying the different types and strengths of the important role of the item–source connections in the relationship between item memory and source memory, which is based on the same essence in the unified framework. The logic of the model is that when item memory and source memory share the same or relevant connection between item and source, they positively connect, or they are independently or negatively connected. This review integrates empirical evidence from the domains of cognition, cognitive neuroscience, and mathematical modeling to validate our hypothesis.

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With the rapid development of information technology, e-books have become convenient for students to improve their learning performance, especially when learning complicated concepts. However, research showed that acceptance of e-books by teachers is fragmented, due to several factors including the e-book design. Therefore, this study combined the potential positive impacts of openness and interaction on learning to design an open and interactive e-book for teaching K-12 students AI. It then applied a mixed method to investigate the factors that affect teachers’ acceptance of this open and interactive e-book based on the technology acceptance model (TAM) and interviews. The obtained results showed that teachers’ intention to continue using this e-book is significantly influenced by their perceived usefulness and attitude towards this e-book. Additionally, both the interactive and openness features were very helpful for teachers in using this e-book in their teaching plans. However, some of them raised several concerns like the interactive coding platform should be personalized based on students’ age. The findings of this study could help different stakeholders (e.g., instructional designers, teachers, policymakers) in facilitating the design and adoption of open and interactive e-books.

Live-action training simulations with expert facilitators are considered by many to be the gold-standard in training environments. However, these training environments are expensive, provide many logistical challenges, and may not address the individual’s learning needs. Fortunately, advances in distance-based learning technologies have provided the foundation for inexpensive and effective learning environments that can simultaneously train and educate students on a much broader scale than live-action training environments. Specifically, intelligent tutoring systems (ITSs) have been proven to be very effective in improving learning outcomes. The Virtual Civilian Aeromedical Evacuation Sustainment Training (VCAEST) interface takes advantage of both of these technologies by enhancing a virtual world with a web-based ITS, AutoTutor LITE (Learning in Interactive Training Environments). AutoTutor LITE acts as a facilitator in the virtual world by providing just-in-time feedback, presenting essential domain knowledge, and by utilizing tutoring dialogues that automatically assess user input. This paper will discuss the results of an experimental evaluation of the VCAEST environment compared to an expert-led live-action training simulation.

Reading comprehension is often assessed by having students read passages and administering a test that assesses their understanding of the text. Shorter assessments may fail to give a full picture of comprehension ability while more thorough ones can be time consuming and costly. This study used data from a conversational intelligent tutoring system (AutoTutor) to assess reading comprehension ability in 52 low-literacy adults who interacted with the system. We analyzed participants' accuracy and time spent answering questions in conversations in lessons that targeted four theoretical components of comprehension: Word, Textbase, Situation Model, and Rhetorical Structure. Accuracy and answer response time were analyzed to track adults' proficiency for comprehension components, and we analyzed whether the four components predicted reading grade level. We discuss the results with respect to the advantages that a conversational intelligent tutoring system assessment may provide over traditional assessment tools and the linking of theory to practice in adult literacy.

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