A Personal Intelligent Mentor for Promoting Metacognition in Solving Logic Word Puzzles.

Autor/inn/en	Baylor, Amy L.; Kozbe, Barcin
Titel	A Personal Intelligent Mentor for Promoting Metacognition in Solving Logic Word Puzzles.
Quelle	(1998), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Artificial Intelligence; Computer Assisted Instruction; Computer System Design; Computer Uses in Education; Critical Thinking; High School Students; High Schools; Intelligent Tutoring Systems; Learning Strategies; Man Machine Systems; Mathematical Logic; Mathematics Skills; Mentors; Metacognition; Problem Solving + Suchen Sie Ihr Suchwort? Künstliche Intelligenz; Computer based training; Computerunterstützter Unterricht; Computernutzung; Kritisches Denken; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Intelligentes Tutorsystem; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mensch-Maschine-System; Mathematical logics; Mathematische Logik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Problemlösen
Abstract	This paper describes a Personal Intelligent Mentor (PIM) that facilitates metacognitive development in the domain of solving logic word puzzles. Metacognition is an important aspect for critical thinking skills. High school students must develop logical and critical thinking abilities as a prerequisite for higher-level math and computer programming classes. There is substantial interest at present in the development and use of software agents. They are being deployed in large and increasing numbers to assist users in finding and managing information. This research focuses on how intelligent agents can help students to improve their problem solving skills. The paper first motivates the utility and need for agents for education. Using this motivation as a guide, requirements are derived for the formation of a PIM as a cognitive tool. The paper then describes possible tasks for the Personal Intelligent Mentor and discusses how the PIM will interact with other agents, its environment, and users to improve its capabilities. (Contains 19 references.) (Author/AEF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01