Adaptive Technologies for Training and Education

Adaptive Technologies for Training and Education

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This edited volume provides an overview of the latest advancements in adaptive training technology. Intelligent tutoring has been deployed for well-defined and relatively static educational domains such as algebra and geometry. However, this adaptive approach to computer-based training has yet to come into wider usage for domains that are less well defined or where student-system interactions are less structured, such as during scenario-based simulation and immersive serious games. In order to address how to expand the reach of adaptive training technology to these domains, leading experts in the field present their work in areas such as student modeling, pedagogical strategy, knowledge assessment, natural language processing and virtual human agents. Several approaches to designing adaptive technology are discussed for both traditional educational settings and professional training domains. This book will appeal to anyone concerned with educational and training technology at a professional level, including researchers, training systems developers and designers.show more

Product details

  • Electronic book text
  • CAMBRIDGE UNIVERSITY PRESS
  • Cambridge University Press (Virtual Publishing)
  • Cambridge, United Kingdom
  • 86 b/w illus. 6 tables
  • 1139215825
  • 9781139215824

Review quote

"The book is invaluable, interesting, and relatively easy to read. It combines ideas we have studied for decades with applications that are emerging daily. The book is highly recommended." G. Abramson, Computing Reviews "Durlach and Lesgold's informative, significant, and (you read it here) highly recommended book covers adaptive instructional technologies that adjust instruction to the needs, abilities, knowlede, skills, interests, aspirations, etc of individual learners." J.D. Fletcher, Educational Technology "This is a very good book. It should be required reading for all of us who wished that instructional psychology could effectively use the numerous affordances provided by computers and computer science. Every chapter is worth reading since it demonstrates that the gap between the affordances provided by computers and computer science and our ability to use these in instructional contexts is narrowing." Sigmund Tobias, Educational Research journalshow more

Table of contents

1. Adaptive educational systems Valerie Shute and Diego Zapata-Rivera; 2. Adaptive expertise as acceleration of future learning: a case study Kurt VanLehn and Min Chi; 3. Adaptive hypermedia for education and training Peter Brusilovsky; 4. Progress in assessment and tutoring of lifelong learning skills: an intelligent tutor agent that helps students become better help seekers Vincent Aleven, Ido Roll and Kenneth R. Koedinger; 5. Student modeling and intelligent tutoring beyond coached problem solving Cristina Conati; 6. Emotions during learning with autotutor Sidney D'Mello and Art Graesser; 7. Lifelong learner modelling Judy Kay and Bob Kummerfeld; 8. Training decisions from experience with decision-making games Cleotilde Gonzalez; 9. Ill-defined domains and adaptive tutoring technologies Collin Lynch, Kevin D. Ashley, Niels Pinkwart and Vincent Aleven; 10. Individualized cultural and social skills learning with virtual humans H. Chad Lane and Bob Wray; 11. Emergent assessment opportunities: a foundation for configuring adaptive training environment Phillip M. Mangos, Gwendolyn Campbell, Matthew Lineberry and Ami E. Bolton; 12. Semantic adaptive training John Flynn; 13. Speech and language processing for adaptive training Diane J. Litman; 14. The art and science of developing intercultural competence W. Lewis Johnson, LeeEllen Friedland, Aaron Watson and Eric Surface; 15. Practical issues in the deployment of new training technology Alan Lesgold; 16. A model-driven instructional strategy: the benchmarked experiential system for training (BEST) Georgiy Levchuk, Wayne Shebilske and Jared Freeman; 17. Exploring design-based research for military training environments Marie Bienkowski; 18. Conclusion Paula Durlach and Alan Lesgold.show more

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