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 man made Intelligence in schooling, AIED 2011, held in Auckland, New Zealand in June/July 2011.

The forty nine revised complete papers provided including 3 invited talks and prolonged abstracts of poster shows, younger researchers contributions and interactive platforms reviews and workshop studies have been conscientiously reviewed and chosen from a complete of 193 submissions. The papers record on technical advances in and cross-fertilization of techniques and ideas from the numerous topical parts that make up this hugely interdisciplinary box of study and improvement together with synthetic intelligence, agent expertise, laptop technological know-how, cognitive and studying sciences, schooling, academic know-how, video 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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Of these components, three involve actions that are addressed separately in below. Beyond the practical logistics of time necessary to engage in these activities, the reviews serve to distribute skill practice over time (rather than to compress all practice into the initial practice session), an approach that seems to be supported by data on the spacing-effect [4]. watched video: Watched an instructional video about the skill. Watching an instructor explain a concept and work example problems is one of the primary modes 2 Based on item responses from 10/1/2010 - 12/31/2010 from people studying for the GMAT.

2 Qualitative Analysis and Observation The video data collected in this study has yet to be fully analysed, but preliminary analysis has been fruitful. The combination of mean accuracy and the experimenters’ qualitative observations indicate that young children with ASD successfully—often enthusiastically—engaged with Paul and followed his joint attentional bids to complete the flower selection task. ” and expressing surprise or curiosity when Paul did not respond to being poked or could not “hear” them.

Observational and video data collected in the course of the study illuminate the more general, exploratory questions regarding how children with ASD interact with the interface and the virtual character, and whether they perceive him as intentional and mutually-directed. Given the lack of existent research in this area, no specific predictions were made about these questions. The study results will inform the design of the full ECHOES system by highlighting which character behaviours are effective at directing attention, lead to perceived intentionality, and are fun and engaging for young users with ASD.

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