基于人工智能的HICAI

本文通过将人工智能技术应用于CAI,探讨CAI系统的智能化的构建的两个模型:智能CAI教学系统ICAI和超文本智能计算机辅助教学HICAI。     

基于人工智能的HICAI

本文通过将人工智能技术应用于CAI，探讨CAI系统的智能化的构建的两个模型：智能CAI教学系统ICAI和超文本智能计算机辅助教学HICAI。     

人工智能技术在教育中的应用

计算机科学与技术在教育事业中的应用是多方面的,例如教学管理、成绩统计分析等。让计算机象一个高水平的人类导师那样,通过直接与学生的相互对话进行教学,是最近发展起来的计算机辅助教学(CAI:Computer-Assisted Instruction)的研究目标,而人工智能的理论和方法,在计算机辅助教学中,得到了广泛的应用。计算机辅助教学的程序系统(CAI 系统)可以向学生提供出适当的教材,然后提出一些结合教材要求简短问答的问题。教材和问题通常是事先精心准备好的。学生回答     

智能计算机辅助教学系统的实现研究

随着计算机和网络的不断发展,智能计算机辅助教学(ICAI)也逐步发展起来,智能计算机辅助教学系统改变了传统CAI系统的教学方式,为学生创造了一种新的教学环境。同时智能计算机辅助教学系统克服了传统计算机辅助教学的一些缺点,在一定程度上提高了教学质量和教学效率。     

基于网格服务的计算机辅助教学系统

提出了基于网格服务的计算机辅助教学(CAI)系统框架,探讨了不同种类CAI系统的功能和应用,指出了基于网格服务CAI系统的特点和实现的关键技术。系统实现了多网格应用的集成,促进了网格技术在CAI系统领域的应用研究和相关CAI技术与网格技术的结合研究。     

CAI中图形交互技术的研究与实现

研究了计算机图形交互技术在计算机辅助教学 (CAI)软件设计中的重要意义和关键技术 ,设计了不同操作平台间图形交互系统的结构和算法。     

智能计算机辅助教学系统的实现研究

随着人工智能技术的引入,计算机辅助教学(CAI)发展成为智能计算机辅助教学(ICAI)。ICAI不但克服了传统CAI的许多弱点,而且大大地提高和改善了教学的效果和效率。本文首先对智能计算机辅助教学系统的特性和功能进行分析和研究,并在此基础上给出一种相应的实现框架。     

高中数学中计算机辅助教学初探

计算机辅助教学(Computer-AssistedInstruction,简称CAI)是利用计算机来帮助教师执行教学功能。随着现代化教学手段的发展和普及,CAI犹如雨后春笋,已成为当前课堂教学的热点,在高中数学课堂中也得到广泛的运用。越来越多的学校加强了硬件和软件的建设,建起多媒体教室;各级教育行政部门也出台相应政策,鼓励教师学计算机,用计算机;教师们在教学活动中也更多地使用计算机进行教学。CAI课件应用于教学可以分为两大类型,一种是辅助式,一种是主体式。目前,高中数学教学中普遍运用的是辅助式CAI课件,即计算机在教学过程中的某一个或几个环节,…     

分层干扰推理学生模型

1.引言计算机辅助教学(CAI)向智能化发展乃大势所趋。一般来说,智能计算机辅助教学(ICAI)系统应该有三个基本成分:专家模块、学生模块和教学模块。专家棋块是 ICAI 系统中教授一门专业知识的专家系统,用于向学生传授知识并灵活地回答学生的问题。学生模块是 ICAI 系统特有的用于教学过程的模块,主要功能是:     

工程图学计算机辅助教学实践与思考

随着计算机技术的迅猛发展和工程图学课程教学改革的深入开展,计算机 辅助教学(CAI)已经成为最重要的现代教学手段之一,其在课堂教学的应用已受到社会各界 的普遍关注。论文通过对工程图学计算机辅助教学的实践,分析其利与弊,提出了一些合理 使用CAI 教学的方法和认识。     

超媒体计算机教学系统的设计

本文首先分析当前超媒体教学系统的不足,并在此基础上给出超媒体计算机辅助教学系统HICAI的设计思想、体系结构及各组成模块的功能。     

X射线衍射分析CAI软件

本文介绍了Ｘ射线衍射分析辅助教学软件的设计思想和设计方法。     

Make computer assisted instruction smarter

It is argued in this paper that the quality of computer assisted instruction can only increase if more research is directed towards the development of generative intelligent CAI systems. Characteristics of these systems are described and the state-of-the-art is assessed. Finally the design of one such future system is presented.     

智能计算机辅助教学系统VFPLTS

论文主要探讨了智能化VFP(Visual FoxPro)语言的计算机辅助教学系统的设计与实现方法,以及人工智能理论、个别化理论、认知学理论在计算机辅助教学中的应用。     

Proteus VSM辅助教学的体会

本文针对计算机及相关专业硬件类课程存在的问题,结合本人在教学过程中引入Proteus虚拟系统仿真模型的教学成果与体会,阐述在数字系统设计、计算机组成原理、单片机技术以及其他硬件课程中全面引入Proteus虚拟系统仿真模型进行辅助教学的必要性与可行性。     

A portable program to present courseware on microcomputers

In computer assisted instruction, certain main functions which have to be carried out by the computer can he distinguished. The performance of these functions will have different software and hardware requirements in different educational environments and both the requirements and the technology to implement them will change over time. It is therefore advantageous to make CAI systems as adaptable as possible. One approach to this is to divide the systems into independent modules each designed to achieve good portability both for software and for hardware. This paper describes such a module which is part of the Modular CAI System Delft. The program makes it possible to present on different types of microcomputers courseware designed using other modules of the system. The program is implemented in Pascal to yield maximum portability on modern microcomputers. Its future and portability are discussed.     

The effectiveness of a computer‐assisted math learning program

Computer‐assisted instruction (CAI) programs are considered as a way to improve learning outcomes of students. However, little is known on the schools who implement such programs as well as on the effectiveness of similar information and communication technology programs. We provide a literature review that pays special attention to the existing causal evidence of computer‐assisted programs on learning outcomes. The paper relies on a rich data set consisting of (i) pupil‐level information on the use of a Dutch computer‐assisted program and (ii) detailed school‐level information on, among others, outcomes on national exams. The results suggest that schools with lower educational attainments use more frequently CAI programs. This suggests that they use CAI programs to catch up on learning outcomes. Moreover, using an instrumental variable design, we argue that given the participation in the CAI program, making more exercises leads to higher test results. Working with a CAI program seems therefore effective.     

Cost-effectiveness considerations in the use of computer assisted instruction for adult basic education

What does it cost to provide adult basic education (ABE) with computer assisted instruction (CAI) and how do we know when we are “getting our money's worth” from such technology? This paper examines these issues in the context of data drawn from a community based adult literacy project employing extensive CAI in a Technology for Literacy Center (TLC). The study reported in this paper was undertaken as part of a larger formative and summative evaluation project of TLC. It illustrates an accounting framework for estimating costs in ABE, presents some benchmark cost data for making inter-project comparisons, and offers some preliminary observations on the cost-effectiveness of CAI in both TLC and ABE.     

A computer assisted instruction system for digital engineering education

A computer assisted instruction (CAI) system has been developed at the Twente University of Technology. Holland, for use in association with a first course in digital engineering. It is written in the general purpose high level language. APL, and is designed to be modular in nature and thus easily extendible. The generality and flexibility of the CAI-system structure is such that applications in other branches of engineering or scientific education can readily be accommodated.