AI Magazine - Special issue on achieving human-level AI through integrated systems and research
Interacting with Computers
Toward Meta-cognitive Tutoring: A Model of Help Seeking with a Cognitive Tutor
International Journal of Artificial Intelligence in Education
Serious Games for Language Learning: How Much Game, How Much AI?
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Innovative integrated architecture for educational games: challenges and merits
Transactions on edutainment V
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Metacognition, defined as active control over cognitive processes during learning, is a critical component in the development of intercultural competence. Progression through stages of intercultural development requires self-assessment, self-monitoring, predictive, planning, and reflection skills. Modern virtual learning environments now provide a level of immersion that enable meaningful practice of cultural skills, both in terms of visual and experiential fidelity. This paper discusses their potential role in intercultural training, and the use of intelligent tutoring and experience manipulation techniques to support metacognitive and intercultural development. Techniques for adapting the behaviors of virtual humans to promote cultural learning are discussed along with the role of explicit feedback. The paper concludes with several suggestions for future research, including the use of existing intercultural development metrics for evaluating learning in immersive environments and on the balance between implicit and explicit feedback to establish optimal conditions for acquiring intercultural competence.