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Research on visualization of discussion structure for knowledge co-possession and self learning

知识共享与自学讨论结构可视化研究

基本信息

批准号：
09680375
负责人：
OTSUKI Setsuko
金额：
$ 1.6万
依托单位：
Hiroshima City University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1997
资助国家：
日本
起止时间：
1997 至 1998
项目状态：
已结题

项目摘要

We have proposed multi-agent environment which assists students in discussing on a topic in a logically distinct field like physics and mathematics. The special feature of the system is as follows.1) All students join in the discussion via each individual client computer. The student writes his/her opinion on each private window which no other student can read. The opinion is able to be transferred to a common window if he/she wants, which all participants can read.2) An agent is assigned to each student in client site and plays a role of intelligent tutor in ITS, i. e. the ITS agent constructs a student model by using domain knowledge and teachidg knowledge.3) Students' opinion is displayed on the windows which constitutes a node of a graph with attributes of proposition, agreement, etc. The arc of the graph consists of an arrow expressing relations between two opinions in both ends, e.g. causality, discrepancy, **stantiation, generalization, question, refutation and so on. The graph … More is referredas "discussion graph"4) Another agent, a moderator, is introduced into the server site. The moderator constructs a "group model" which is composed of the following two constituents ; one is a logical sum of all correct knowledge in all student models. The sum expresses a scope of topics which is able to be correctly inferred by students themselves. The other is the logical difference of the sum from the domain knowledge which expresses a missing knowledge of the group.5) The moderator generates its opinion on the common window only if the discussion comes to a deadlock because of the missing knowledge.6) The ITS agents generates a question on the common window if the pertinent student has lost the way because of the student's missing or incorrect knowledge, or if the pertinent student has written nothing on the window more than a predefined interval. If an ITS agent generates plural questions, it selects a best one from a viewpoint of tutoring. If questions of plural iTS agents coincide, they select the best one by negosiation from the instructinal view point. Thus the ITS agents have two functions of assisting the pertinent students. One is to correct misunderstanding and the other is to activate the discussion by inviting the inactive student into the discussion. Less

我们提出了多智能体环境，帮助学生在一个逻辑上不同的领域，如物理和数学的主题进行讨论。该系统的特点如下：1）所有学生通过每台客户机参加讨论。学生在每个私人窗口上写下他/她的意见，其他学生无法阅读。2）在客户端为每个学生分配一个Agent，Agent在智能教学系统中扮演智能导师的角色。e.智能体利用领域知识和教学知识构建学生模型; 3）学生的意见显示在窗口上，窗口构成一个图的节点，节点具有命题、一致等属性，图的弧由一个箭头组成，表示两端两个意见之间的关系，如因果关系、矛盾关系、陈述关系、概括关系、疑问关系、反驳关系等;图的 ...更多信息 4）在服务器站点中引入另一个代理，即版主。主持人构建了一个“小组模型”，它由以下两个组成部分组成：一个是所有学生模型中所有正确知识的逻辑和。这个和表达了一个主题的范围，学生自己能够正确地推断。另一个是与领域知识之和的逻辑差，它表示了群体的缺失知识。5）只有当讨论由于缺失知识而陷入僵局时，主持人才在公共窗口上生成其意见。6）如果相关学生由于学生的缺失或不正确的知识而迷路，ITS代理在公共窗口上生成问题，或者如果相关学生在窗口上没有书写超过预定间隔的内容。如果ITS代理生成多个问题，则从辅导的角度选择最佳问题。当多个智能体的问题重合时，从决策者的角度出发，通过协商选择最优智能体。因此，ITS代理人有两个功能，帮助相关的学生。一个是纠正误解，另一个是通过邀请不积极的学生参加讨论来激活讨论。少