Six instructional approaches supported in AIED systems.

Autor/inn/en	Aleven, Vincent; Mavrikis, Manolis; McLaren, Bruce; Nguyen, Huy A.; Olsen, Jennifer K.; Rummel, Nikol
Titel	Six instructional approaches supported in AIED systems.
Quelle	Aus: DuBoulay, Benedict (Hrsg.); Mitrovic, Antonija (Hrsg.); Yacef, Kalina (Hrsg.): Handbook of artificial intelligence in education. Cheltenham u.a.: Edward Elgar Publishing (2023) S. 184-228 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Elgar handbooks in education
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-1-80037-540-6; 978-1-80037-541-3
DOI	10.4337/9781800375413.00019
Schlagwörter	Bildung; Problemlösen; Künstliche Intelligenz; Spiel; Lernen; Beispiel; Lernen durch Lehren; Unterrichtsziel; Kollaboration; Unterstützung
Abstract	This chapter reviews AIED implementations of six well-known instructional approaches, namely learning from problem-solving practice, learning from examples, exploratory learning, collaborative learning, game-based learning and learning-by-teaching. We explore the advantages of using AI in implementing these approaches. In our analysis, we take guidance from two complementary conceptual frameworks: first, the "S/vL framework" (Soller et al., 2005; VanLehn, 2016), which focuses on the level of assistance given to learners, and second, the "Adaptivity Grid" (Aleven et al., 2017), which distinguishes the ways this assistance can adapt to learners. Our review finds many variations of adaptive coaching within AIED systems. As well, many systems support multiple instructional goals. By providing assistance and adaptivity, AIED technologies help make feasible the use of the instructional approaches reviewed in this chapter in many educational settings. The great variability in adaptive coaching within AIED systems indicates a need for more conceptual work and a fine-grained taxonomy of coaching. (übernommen).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2025/2