A qualitative physics based on confluences
Artificial Intelligence - Special volume on qualitative reasoning about physical systems
Artificial Intelligence - Special volume on qualitative reasoning about physical systems
The persona effect: affective impact of animated pedagogical agents
Proceedings of the ACM SIGCHI Conference on Human factors in computing systems
The design of guided learner-adaptable scaffolding in interactive learning environments
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Smart Machines in Education
Qualitative modeling in education
AI Magazine
Affective Learning — A Manifesto
BT Technology Journal
Mindstorms: children, computers, and powerful ideas
Mindstorms: children, computers, and powerful ideas
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
Knowledgeable feedback via a cast of virtual characters with different competences
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
Support options provided and required for modeling with DynaLearn--A case study
Education and Information Technologies
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Scaffolding is a well-known approach to bridge the gap between novice and expert capabilities in a discovery-oriented learning environment. This paper discusses a set of knowledge representations referred to as Learning Spaces (LSs) that can be used to support learners in acquiring conceptual knowledge of system behaviour. The LSs are logically self-contained, meaning that models created at a specific LS can be simulated. Working with the LSs provides scaffolding for learners in two ways. First, each LS provides a restricted set of representational primitives to express knowledge, which focus the learner's knowledge construction process. Second, the logical consequences of an expression derived upon simulating, provide learners a reflective instrument for evaluating the status of their understanding, to which they can react accordingly. The work presented here is part of the DynaLearn project, which builds an Interactive Learning Environment to study a constructive approach to having learners develop a qualitative understanding of how systems behave. The work presented here thus focuses on tools to support educational research. Consequently, user-oriented evaluation of these tools is not a part of this paper.