By Janet Metcalfe (auth.), Gautam Biswas, Susan Bull, Judy Kay, Antonija Mitrovic (eds.)

This booklet constitutes the refereed court cases of the fifteenth overseas convention on synthetic Intelligence in schooling, AIED 2011, held in Auckland, New Zealand in June/July 2011.

The forty nine revised complete papers offered including 3 invited talks and prolonged abstracts of poster displays, younger researchers contributions and interactive structures stories and workshop reviews have been conscientiously reviewed and chosen from a complete of 193 submissions. The papers record on technical advances in and cross-fertilization of ways and ideas from the numerous topical components that make up this hugely interdisciplinary box of study and improvement together with man made intelligence, agent know-how, laptop technology, cognitive and studying sciences, schooling, academic know-how, online game layout, psychology, philosophy, sociology, anthropology and linguistics.

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Extra info for Artificial Intelligence in Education: 15th International Conference, AIED 2011, Auckland, New Zealand, June 28 – July 2011

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The difficulty of the second item (second difficulty) has a statistically significant effect on the second response accuracy, as was expected. 05 level), one had a statistically 5 Item difficulty is estimated based on a three-parameter item response theory model. A Comparison of the Effects of Nine Activities 21 Table 2. Model coefficients from the Generalized Linear Mixed Model. 98). 05 level. (Intercept) reviewed explanation read discussed questioned watched video viewed textbook question comment tutor led with tutor second difficulty Estimate Std.

Each trial involved three flowers1 (two distractors and a target) to which Paul tried to direct the child’s attention. A virtual character can initiate attention with the child and the object in the same way as would a human partner, by first looking into their partner's eyes (mutual gaze). Paul looking out from the screen gives an illusion of looking “at” 1 One flower of each colour (red, yellow, blue) was presented per trial, with colour and screen position of the target counterbalanced across trials.

The use and understanding of virtual environments by adolescents with autistic spectrum disorders. Journal of Autism and Developmental Disorders 34(4), 449–466 (2004) 5. : Playing with virtual peers: bootstrapping contingent discourse in children with autism. In: ICLS 2008: Proceedings of the 8th International Conference for the Learning Sciences, pp. 382–389. International Society of the Learning Sciences (2008) 6. : Supporting Children’s Social Communication Skills through Interactive Narratives with Virtual Characters.

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Artificial Intelligence in Education: 15th International by Janet Metcalfe (auth.), Gautam Biswas, Susan Bull, Judy Kay,
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