人工智慧在數位學習研究之應用.ppt

人工智慧在數位學習研究之應用;突破時空限制 提供個別化教學指導 提高學習興趣 促成同學互動 建立完整的教學管理機制;數位學習的發展現況;將在數位學習的研究由應用層次(Alessi, S.M. Trollip, S.R. 1991)提昇到功能層次 應用層次 建構測驗：試題的組合及題庫的共享 實施測驗：利用電腦作為考試媒介 功能層次 被動(Chou, C. 1996)：記錄學習過程，統計、保存、報告學習評量之結果 主動(Kumar, D.D., Helgeson, S.L. White, A.L. 1994)：分析學習狀態、引導學生學習、偵查學習迷思，並預防學生犯錯;個人化學習路徑之規劃 線上學習過程之記錄 線上學習行為之分析;個人化學習路徑之規劃 ;線上學習行為分析 藉由模糊專家系統來推論出此學習者的學習狀態，並給予適當的幫助 學習效率(Efficiency of Learning) 學習意願(Willingness) 耐心度(Patience) 專心度(Concentration) 閒置(Idleness) 理解度(Comprehension) 聊天(Chat);(1) 學習意願分析;(2) 耐心度分析;(3) 專心度分析;(4) 聊天狀態分析;Gwo-Jen Hwang (1998), “A tutoring strategy supporting system for distance learning on computer networks”, IEEE Transactions on Education, Vol. 41, No. 4, pp. 343. (SCI EI);人工智慧應用(2) ： 多專家教學知識擷取與整合系統;模糊專家系統知識擷取;Step 2: Elicit attributes ( properties or fuzzy variables).;Step 3: Fill all of the [concept, attribute] entries of the grid. A 7-scale (-3 to +3) rating and the degree of certainty(“S”,”N”).;Step 4: the first column of the above fuzzy table is translated to the following rule: IF boiling point is MORE OR LESS LOW, and atom radius is NARROW, and metalloid is MORE OR LESS STRONG, and negative charge is VERY WEAK THEN the element could be Li TRUTH = 0.8 TRUTH = ;多專家知識擷取與整合的問題;A. Interactive knowledge elicitation unit;NEGOTIATOR:Please give a set of elements(concepts to be learned or decisions to be made). EDUCATOR: Li, K, Fr, F, Cl, I. . . . NEGOTIATOR: Select a set of fuzzy values for fuzzy variable “boiling point”: 1. LOW/MIDDLE/HIGH 2. SHORT/MIDDLE/TALL 3. LIGHT/NORMAL/HEAVY 4. SMALL/MIDDLE/BIG 0. Other (user-defined) EDUCATOR: 1 NEGOTIATOR: Select a set of fuzzy values for fuzzy variable “atom radius”: 1. LOW/MIDDLE/HIGH 2. SHORT/MIDDLE/TALL 3. LIGHT/NORMAL/HEAVY 4. SMALL/MIDDLE/B