“…Learning companions (Chan and Baskin 1988;Ragnemalm 1996) can help address the coaching issues our PROPA ITS and other ITSs face by portraying a number of different roles. Students benefit from a more complete learning experience when the instructional software can play the role of a collaborator for the student in addition to the traditional tutor role (Self 1985).…”
Section: Discussionmentioning
confidence: 99%
“…Although CSCL systems at the time of our paper provided suitable learning environments, they did not offer students the type of individualized assistance and guidance available in an ITS, and they required at least two human participants willing to collaborate while they are studying. A simulated learning companion 1 (Self 1986;Chan and Baskin 1988;VanLehn et al 1994;Chan 1995Chan , 1996Ragnemalm 1996), acting as a peer in an intelligent tutoring environment ensures the availability of a collaborator and encourages the human student to learn cooperatively, while utilizing the instructional advantages that ITSs provide.…”
Our 1998 paper BEncouraging Student Reflection and Articulation using a Learning Companion^(Goodman et al. 1998) was a stepping stone in the progression of learning companions for intelligent tutoring systems (ITS). A simulated learning companion, acting as a peer in an intelligent tutoring environment ensures the availability of a collaborator and encourages the student to learn collaboratively, while drawing upon the instructional advantages that ITSs provide. This paper is a commentary on our 1998 paper, reflecting on that research and some of the subsequent relevant research by others and us since then in Learning Companions, Intelligent Tutoring Systems, and Collaborative Learning.
“…Learning companions (Chan and Baskin 1988;Ragnemalm 1996) can help address the coaching issues our PROPA ITS and other ITSs face by portraying a number of different roles. Students benefit from a more complete learning experience when the instructional software can play the role of a collaborator for the student in addition to the traditional tutor role (Self 1985).…”
Section: Discussionmentioning
confidence: 99%
“…Although CSCL systems at the time of our paper provided suitable learning environments, they did not offer students the type of individualized assistance and guidance available in an ITS, and they required at least two human participants willing to collaborate while they are studying. A simulated learning companion 1 (Self 1986;Chan and Baskin 1988;VanLehn et al 1994;Chan 1995Chan , 1996Ragnemalm 1996), acting as a peer in an intelligent tutoring environment ensures the availability of a collaborator and encourages the human student to learn cooperatively, while utilizing the instructional advantages that ITSs provide.…”
Our 1998 paper BEncouraging Student Reflection and Articulation using a Learning Companion^(Goodman et al. 1998) was a stepping stone in the progression of learning companions for intelligent tutoring systems (ITS). A simulated learning companion, acting as a peer in an intelligent tutoring environment ensures the availability of a collaborator and encourages the student to learn collaboratively, while drawing upon the instructional advantages that ITSs provide. This paper is a commentary on our 1998 paper, reflecting on that research and some of the subsequent relevant research by others and us since then in Learning Companions, Intelligent Tutoring Systems, and Collaborative Learning.
“…This is evidenced from the fact that an important aspect of collaboration is information gathering from the dialogue between the collaborating parties. Such information can be exploited by the agent to recognize the desires, motivations, needs and expertise of the user [20,21], to share goals, to act jointly and in coordination with him, and to provide helpful behavior when this is needed. In an analogous way, such information can be exploited by the user to inspect and further guide the agent's hypotheses, motivations and intentions for providing helpful behavior.…”
This paper describes the implementation of intelligent collaborative interface agents using the intelligent collaborative agent (ICAGENT) development framework. In particular, the paper presents the implementation of a collaborative interface agent that acts as a tutor in the context of an educational software application. The agent deliberates socially with users following the SharedPlans model of collaborative activity. Social deliberation requires interface agents to make their desires and intentions clear to the application users, being in constant communication with them, to understand the context of their activity and to reconcile their own and users' desires in the overall context of action. Reconciliation of users' desires allows agents to recognize the situations where users need help. The paper briefly presents the ICAGENT development framework, describes the implementation of the interface agent, and discusses an example of the behavior of the agent during a collaboration session.
“…Όταν αναθέτει ο χρήστης σε ένα πράκτορα τη πραγματοποίηση μίας εργασίας πρέπει να πιστεύει ότι ο πράκτορας έχει την ικανότητα να τη πραγματοποιήσει, έχει κατανοήσει τί πραγματικά θέλει να πετύχει ο χρήστης και ότι θα τον βοηθήσει χωρίς οι ενέργειές του να έρχονται σε σύγκρουση με τους στόχους του χρήστη. [Ortiz and Grosz, 2002;Ragnemalm, 1996], να μοιράζεται τους στόχους και τα πλάνα του με τον χρήστη έτσι ώστε να μπορεί να ενεργεί επιτυχώς είτε για λογαριασμό του χρήστη είτε από κοινού όποτε αυτό είναι αναγκαίο. Με ανάλογο τρόπο, ο διάλογος μπορεί να αξιοποιηθεί από τον χρήστη για να επιθεωρήσει και να καθοδηγήσει περαιτέρω τις υποθέσεις του πράκτορα καθώς και για να τον ενημερώσει για τις προθέσεις του και τα κίνητρα του.…”
Section: το πρόβλημα ανάπτυξης πρακτόρων για περιβάλλοντα επιφανειών διεπαφήςunclassified
This thesis presents extended research on the development of intelligent collaborative agents for dynamic and unpredictable environments. In complex, resource bounded environments, agents face inherent limitations with respect to their perception, reasoning, performance and cooperation abilities: They cannot be fully aware of the changes vi
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