Concepts, Structures, and Goals: Redefining Ill-Definedness

Autor/inn/en	Lynch, Collin; Ashley, Kevin D.; Pinkwart, Niels; Aleven, Vincent
Titel	Concepts, Structures, and Goals: Redefining Ill-Definedness
Quelle	In: International Journal of Artificial Intelligence in Education, 19 (2009) 3, S.253-266 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1560-4292
Schlagwörter	Definitions; Artificial Intelligence; Problem Solving; Educational Research; Barriers; Misconceptions; Instructional Design; Educational Technology; Intelligent Tutoring Systems; Computer System Design; Programming; Computer Software; Electronic Learning; Web Based Instruction; Computer Assisted Instruction + Suchen Sie Ihr Suchwort? Begriffsbestimmung; Künstliche Intelligenz; Problemlösen; Bildungsforschung; Pädagogische Forschung; Missverständnis; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Intelligentes Tutorsystem; Programmierung; Web Based Training; Computer based training; Computerunterstützter Unterricht
Abstract	In this paper we consider prior definitions of the terms "ill-defined domain" and "ill-defined problem". We then present alternate definitions that better support research at the intersection of Artificial Intelligence and Education. In our view both problems and domains are ill-defined when essential concepts, relations, or criteria are un- or underspecified, open-textured, or intractable requiring a solver to "recharacterize" them. This definition focuses on the core structural and pedagogical features that make problems and domains ill-defined while providing a consistent and functional frame of reference for this special issue and for future work in this area. The concept of ill-definedness is an "open-textured concept" where no single static definition exists. We present the most suitable definition for the present goals of facilitating research in AI and Education, and addressing the pedagogical need to focus learners on addressing this ambiguity. (Contains 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10