메뉴 건너뛰기




Volumn , Issue , 2014, Pages 705-728

Multimedia learning with intelligent tutoring systems

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84947500479     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1017/CBO9781139547369.035     Document Type: Chapter
Times cited : (8)

References (77)
  • 6
    • 0008057063 scopus 로고    scopus 로고
    • What role do cognitive architectures play in intelligent tutoring systems?
    • D. Klahr & S. M. Carver (Eds.), Hillsdale, NJ: Lawrence Erlbaum
    • Anderson, J. R., & Gluck, K. (2001). What role do cognitive architectures play in intelligent tutoring systems? In D. Klahr & S. M. Carver (Eds.), Cognition & instruction: Twenty-five years of progress(pp. 227-262). Hillsdale, NJ: Lawrence Erlbaum.
    • (2001) Cognition & Instruction: Twenty-Five Years of Progress , pp. 227-262
    • Anderson, J.R.1    Gluck, K.2
  • 8
    • 84896452041 scopus 로고    scopus 로고
    • The effectiveness of pedagogical agents’ prompting and feedback in facilitating co-adapted learning with MetaTutor
    • S. A. Cerri, & B. Clancey (Eds.), Berlin: Springer
    • Azevedo, R., et al.(2012). The effectiveness of pedagogical agents’ prompting and feedback in facilitating co-adapted learning with MetaTutor. In S. A. Cerri, & B. Clancey (Eds.), Proceedings of Intelligent Tutoring Systems (ITS) 2012(pp. 256-261). Berlin: Springer.
    • (2012) Proceedings of Intelligent Tutoring Systems (ITS) 2012 , pp. 256-261
    • Azevedo, R.1
  • 10
    • 76649103360 scopus 로고    scopus 로고
    • Better to be frustrated than bored: The incidence, persistence, and impact of learners’ cognitive-affective states during interactions with three different computer-based learning environments
    • Baker, R. S., D’Mello, S. K., Rodrigo, M. T., & Graesser, A.C. (2010). Better to be frustrated than bored: The incidence, persistence, and impact of learners’ cognitive-affective states during interactions with three different computer-based learning environments. International Journal of Human-Computer Studies,68(2), 223-241.
    • (2010) International Journal of Human-Computer Studies , vol.68 , Issue.2 , pp. 223-241
    • Baker, R.S.1    D’Mello, S.K.2    Rodrigo, M.T.3    Graesser, A.C.4
  • 15
    • 79953685164 scopus 로고    scopus 로고
    • Does it really matter whether students’ contributions are spoken versus typed in an intelligent tutoring system with natural language?
    • D’Mello, S. K., Dowell, N., & Graesser, A. (2011). Does it really matter whether students’ contributions are spoken versus typed in an intelligent tutoring system with natural language? Journal of Experimental Psychology-Applied,17(1), 1-17.
    • (2011) Journal of Experimental Psychology-Applied , vol.17 , Issue.1 , pp. 1-17
    • D’Mello, S.K.1    Dowell, N.2    Graesser, A.3
  • 16
    • 83555174971 scopus 로고    scopus 로고
    • Dynamics of affective states during complex learning
    • D’Mello, S. K., & Graesser, A. C. (2012). Dynamics of affective states during complex learning. Learning and Instruction,22(2), 145-157.
    • (2012) Learning and Instruction , vol.22 , Issue.2 , pp. 145-157
    • D’Mello, S.K.1    Graesser, A.C.2
  • 19
    • 33645973956 scopus 로고    scopus 로고
    • Opportunities for new “smart” learning environments enabled by next-generation web capabilities
    • Dodds, P., & Fletcher, J. D. (2004). Opportunities for new “smart” learning environments enabled by next-generation web capabilities. Journal of Educational Multimedia and Hypermedia,13(4), 391-404.
    • (2004) Journal of Educational Multimedia and Hypermedia , vol.13 , Issue.4 , pp. 391-404
    • Dodds, P.1    Fletcher, J.D.2
  • 20
    • 73149110688 scopus 로고    scopus 로고
    • Evaluating spatial representations and skills in a simulator-based tutoring system
    • Fournier-Viger, P., Nkambou, R., & Mayers, A. (2008). Evaluating spatial representations and skills in a simulator-based tutoring system. IEEE Transactions on Learning Technologies,1(1), 63-74.
    • (2008) IEEE Transactions on Learning Technologies , vol.1 , Issue.1 , pp. 63-74
    • Fournier-Viger, P.1    Nkambou, R.2    Mayers, A.3
  • 21
  • 22
    • 28444460773 scopus 로고    scopus 로고
    • AutoTutor: An intelligent tutoring system with mixed-initiative dialogue
    • Graesser, A. C., Chipman, P., Haynes, B., & Olney, A. (2005). AutoTutor: An intelligent tutoring system with mixed-initiative dialogue. IEEE Transactions on Education,48(4), 612-618.
    • (2005) IEEE Transactions on Education , vol.48 , Issue.4 , pp. 612-618
    • Graesser, A.C.1    Chipman, P.2    Haynes, B.3    Olney, A.4
  • 23
    • 84860285428 scopus 로고    scopus 로고
    • Intelligent tutoring systems
    • K. R. Harris, S. Graham, T. Urdan, A. G. Bus, S. Major, & H. L. Swanson (Eds.), Washington, DC: American Psychology Association
    • Graesser, A. C., Conley, M. W., & Olney, A. (2012). Intelligent tutoring systems. In K. R. Harris, S. Graham, T. Urdan, A. G. Bus, S. Major, & H. L. Swanson (Eds.), APA educational psychology handbook, vol. 3: Application to learning and teaching(pp. 451-473). Washington, DC: American Psychology Association.
    • (2012) APA Educational Psychology Handbook , pp. 451-473
    • Graesser, A.C.1    Conley, M.W.2    Olney, A.3
  • 25
    • 47249142036 scopus 로고    scopus 로고
    • Agent technologies designed to facilitate interactive knowledge construction
    • Graesser, A. C., Jeon, M., & Dufty, D. (2008). Agent technologies designed to facilitate interactive knowledge construction. Discourse Processes,45(4-5), 298-322.
    • (2008) Discourse Processes , vol.45 , Issue.4-5 , pp. 298-322
    • Graesser, A.C.1    Jeon, M.2    Dufty, D.3
  • 27
    • 33144481491 scopus 로고    scopus 로고
    • Scaffolding deep comprehension strategies through Point&Query, AutoTutor, and iSTART
    • Graesser, A. C., McNamara, D. S., & VanLehn, K. (2005). Scaffolding deep comprehension strategies through Point&Query, AutoTutor, and iSTART. Educational Psychologist,40(4), 225-234.
    • (2005) Educational Psychologist , vol.40 , Issue.4 , pp. 225-234
    • Graesser, A.C.1    McNamara, D.S.2    Vanlehn, K.3
  • 30
    • 84861345534 scopus 로고    scopus 로고
    • Operation ARA: A computerized learning game that teaches critical thinking and scientific reasoning
    • Halpern, D. F., Millis, K., Graesser, A. C., Butler, H., Forsyth, C., & Cai, Z. (2012). Operation ARA: A computerized learning game that teaches critical thinking and scientific reasoning. Thinking Skills and Creativity,7(2), 93-100.
    • (2012) Thinking Skills and Creativity , vol.7 , Issue.2 , pp. 93-100
    • Halpern, D.F.1    Millis, K.2    Graesser, A.C.3    Butler, H.4    Forsyth, C.5    Cai, Z.6
  • 31
    • 73149112427 scopus 로고    scopus 로고
    • Feedback specificity and the learning of intercultural communication skills
    • V. Dimitrova, R. Mizoguchi, B. DuBoulay, & A. Graesser (Eds.), Amsterdam: IOS Press
    • Hays, M., Lane, H. C., Auerbach, D., Core, M. G., Gomboc, D., & Rosenberg, M. (2009). Feedback specificity and the learning of intercultural communication skills. In V. Dimitrova, R. Mizoguchi, B. DuBoulay, & A. Graesser (Eds.), Proceedings of Artificial Intelligence in Education (AIED) 2009(pp. 391-398). Amsterdam: IOS Press.
    • (2009) Proceedings of Artificial Intelligence in Education (AIED) 2009 , pp. 391-398
    • Hays, M.1    Lane, H.C.2    Auerbach, D.3    Core, M.G.4    Gomboc, D.5    Rosenberg, M.6
  • 33
    • 1042268287 scopus 로고    scopus 로고
    • The roles of mental animations and external animations in understanding mechanical systems
    • Hegarty, M., Kriz, S., & Cate, C. (2003). The roles of mental animations and external animations in understanding mechanical systems. Cognition and Instruction,21(4), 209-249.
    • (2003) Cognition and Instruction , vol.21 , Issue.4 , pp. 209-249
    • Hegarty, M.1    Kriz, S.2    Cate, C.3
  • 35
    • 4444228039 scopus 로고    scopus 로고
    • Human Use Regulatory Affairs Advisor (HURAA): Learning about research ethics with intelligent learning modules
    • Hu, X., & Graesser, A. C. (2004). Human Use Regulatory Affairs Advisor (HURAA): Learning about research ethics with intelligent learning modules. Behavior Research Methods, Instruments, and Computers,36(2), 241-249.
    • (2004) Behavior Research Methods, Instruments, and Computers , vol.36 , Issue.2 , pp. 241-249
    • Hu, X.1    Graesser, A.C.2
  • 36
    • 79959312590 scopus 로고    scopus 로고
    • Short and long term benei ts of enjoyment and learning within a serious game
    • G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Berlin: Springer
    • Jackson, G. T., Dempsey, K. B., & McNamara, D. S. (2011). Short and long term benei ts of enjoyment and learning within a serious game. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Proceedings of Artificial Intelligence in Education (AIED) 2011(pp. 139-146). Berlin: Springer.
    • (2011) Proceedings of Artificial Intelligence in Education (AIED) 2011 , pp. 139-146
    • Jackson, G.T.1    Dempsey, K.B.2    McNamara, D.S.3
  • 40
  • 44
    • 84862504414 scopus 로고    scopus 로고
    • The effects of adaptive sequencing algorithms on player engagement within an online game
    • S. A. Cerri & B. Clancey (Eds.), Berlin: Springer
    • Lomas, D., Stamper, J., Muller, R., Patel, K., & Koedinger, K. R. (2012). The effects of adaptive sequencing algorithms on player engagement within an online game. In S. A. Cerri & B. Clancey (Eds.), Proceedings of Intelligent Tutoring Systems (ITS) 2012(pp. 588-590). Berlin: Springer.
    • (2012) Proceedings of Intelligent Tutoring Systems (ITS) 2012 , pp. 588-590
    • Lomas, D.1    Stamper, J.2    Muller, R.3    Patel, K.4    Koedinger, K.R.5
  • 46
    • 84892365115 scopus 로고    scopus 로고
    • Design requirements, student perception indicators and validation metrics for intelligent exploratory learning environments
    • Noss, Springer OnlineFirst
    • Mavrikis, M., Gutierrez-Santos, S., Geraniou, E., & Noss (2012). Design requirements, student perception indicators and validation metrics for intelligent exploratory learning environments. Personal and Ubiquitous Computing. Springer OnlineFirst. doi: 10.1007/s00779-012-0524-3, 1-16.
    • (2012) Personal and Ubiquitous Computing , pp. 1-16
    • Mavrikis, M.1    Gutierrez-Santos, S.2    Geraniou, E.3
  • 47
    • 0003781450 scopus 로고    scopus 로고
    • 2d ed.). New York: Cambridge University Press
    • Mayer, R. E. (2009). Multimedia learning (2d ed.). New York: Cambridge University Press.
    • (2009) Multimedia Learning
    • Mayer, R.E.1
  • 50
    • 84860649284 scopus 로고    scopus 로고
    • Operation ARIES! A serious game for teaching scientific inquiry
    • M. Ma, A. Oikonomou, & J. Lakhmi (Eds.), London: Springer
    • Millis, K, Forsyth, C., Butler, H., Wallace, P., Graesser, A., & Halpern, D. (2011). Operation ARIES! A serious game for teaching scientific inquiry. In M. Ma, A. Oikonomou, & J. Lakhmi (Eds.), Serious games and edutainment applications(pp. 169-196). London: Springer.
    • (2011) Serious Games and Edutainment Applications , pp. 169-196
    • Millis, K.1    Forsyth, C.2    Butler, H.3    Wallace, P.4    Graesser, A.5    Halpern, D.6
  • 51
    • 14844300793 scopus 로고    scopus 로고
    • Role of guidance, rel ection, and interactivity in an agent-based multimedia game
    • Moreno, R., & Mayer, R. E (2005). Role of guidance, rel ection, and interactivity in an agent-based multimedia game. Journal of Educational Psychology,97(1), 117-128.
    • (2005) Journal of Educational Psychology , vol.97 , Issue.1 , pp. 117-128
    • Moreno, R.1    Mayer, R.E.2
  • 52
    • 34548590079 scopus 로고    scopus 로고
    • Interactive multimodal learning environments
    • Moreno, R., & Mayer, R. E. (2007). Interactive multimodal learning environments. Educational Psychology Review,19(3), 309-326.
    • (2007) Educational Psychology Review , vol.19 , Issue.3 , pp. 309-326
    • Moreno, R.1    Mayer, R.E.2
  • 53
    • 84952643812 scopus 로고    scopus 로고
    • The role of simulations and games in science assessment
    • M. A. Honey & M. Hilton (Eds.), Washington, DC: National Academies Press
    • National Research Council (2010). The role of simulations and games in science assessment. In M. A. Honey & M. Hilton (Eds.), Learning science through computer games and simulations(pp. 87-104). Washington, DC: National Academies Press.
    • (2010) Learning Science through Computer Games and Simulations , pp. 87-104
    • National Research Council1
  • 57
    • 79957506952 scopus 로고    scopus 로고
    • Hints: Is it better to give or wait to be asked?
    • V. Aleven, J. Kay, & J. Mostow (Eds.), Berlin: Springer
    • Razzaq, L., & Heffernan, N. T. (2010). Hints: Is it better to give or wait to be asked? In V. Aleven, J. Kay, & J. Mostow (Eds.) Proceedings of Intelligent Tutoring Systems (ITS)2010(pp. 349-358). Berlin: Springer.
    • (2010) Proceedings of Intelligent Tutoring Systems (ITS) , vol.2010 , pp. 349-358
    • Razzaq, L.1    Heffernan, N.T.2
  • 59
    • 78650147310 scopus 로고    scopus 로고
    • Improving students’ help-seeking skills using metacognitive feedback in an intelligent tutoring system
    • Roll, I., Aleven, V., McLaren, B. M., & Koedinger, K. R. (2011). Improving students’ help-seeking skills using metacognitive feedback in an intelligent tutoring system. Learning and Instruction,21(2), 267-280.
    • (2011) Learning and Instruction , vol.21 , Issue.2 , pp. 267-280
    • Roll, I.1    Aleven, V.2    McLaren, B.M.3    Koedinger, K.R.4
  • 62
    • 0037400254 scopus 로고    scopus 로고
    • Construction and interference in learning from multiple representation
    • Schnotz, W., & Bannert, M. (2003). Construction and interference in learning from multiple representation. Learning and instruction,13(2), 141-156.
    • (2003) Learning and Instruction , vol.13 , Issue.2 , pp. 141-156
    • Schnotz, W.1    Bannert, M.2
  • 63
    • 84858701989 scopus 로고    scopus 로고
    • Zero tolerance cue angle analysis and its effect on successive sink rate of a low cost billiard reposition control tutoring system
    • Shih, C. (2012). Zero tolerance cue angle analysis and its effect on successive sink rate of a low cost billiard reposition control tutoring system. Knowledge-Based Systems,30, 17-34.
    • (2012) Knowledge , vol.30 , pp. 17-34
    • Shih, C.1
  • 66
    • 79959323636 scopus 로고    scopus 로고
    • Feedback during web-based homework: The role of hints
    • G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Berlin: Springer
    • Singh, R., et al. (2011). Feedback during web-based homework: The role of hints. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Proceedings of Artificial Intelligence in Education (AIED) 2011(pp. 328-336). Berlin: Springer.
    • (2011) Proceedings of Artificial Intelligence in Education (AIED) 2011 , pp. 328-336
    • Singh, R.1
  • 67
    • 84952660849 scopus 로고    scopus 로고
    • A meta-analysis of the effectiveness of intelligent tutoring systems on college students’ academic learning
    • press
    • Steenbergen-Hu, S., & Cooper, H. (in press). A meta-analysis of the effectiveness of intelligent tutoring systems on college students’ academic learning. Journal of Educational Psychology.
    • Journal of Educational Psychology
    • Steenbergen-Hu, S.1    Cooper, H.2
  • 72
    • 82755170505 scopus 로고    scopus 로고
    • The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems
    • VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist,46(4), 197-221.
    • (2011) Educational Psychologist , vol.46 , Issue.4 , pp. 197-221
    • Vanlehn, K.1
  • 74
    • 84860326165 scopus 로고    scopus 로고
    • The Andes physics tutoring system: Five years of evaluations
    • G. I. McCalla and C.-K. Looi (Eds.), Amsterdam: IOS Press
    • VanLehn, K., et al. (2005). The Andes physics tutoring system: Five years of evaluations. In G. I. McCalla and C.-K. Looi (Eds.), Proceedings of the Artificial Intelligence in Education (AIED) 2005(pp. 678-685). Amsterdam: IOS Press.
    • (2005) Proceedings of the Artificial Intelligence in Education (AIED) 2005 , pp. 678-685
    • Vanlehn, K.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.