Zobrazeno 1 - 10
of 47
pro vyhledávání: '"Nguyen-Thinh Le"'
Autor:
Nguyen-Thinh Le
Publikováno v:
Frontiers in Education, Vol 4 (2019)
This paper reviews existing computer-supported learning systems that have claimed to adopt Socratic methods for enhancing critical thinking. Several notions of Socratic methods are differentiated: the critical thinking framework of Paul and Elder (20
Externí odkaz:
https://doaj.org/article/14ead21ceb5840358639015332a97580
Autor:
Nguyen-Thinh Le
Publikováno v:
Systems, Vol 4, Iss 2, p 22 (2016)
Over the last three decades, many educational systems for programming have been developed to support learning/teaching programming. In this paper, feedback types that are supported by existing educational systems for programming are classified. In or
Externí odkaz:
https://doaj.org/article/d2f32280709d4785a7ed058b7595e83f
Publikováno v:
Research & Practice in Technology Enhanced Learning; 1/1/2024, Vol. 19, p1-33, 33p
Publikováno v:
Research and Practice in Technology Enhanced Learning. 19:007
Educational chatbots have been shown to be useful assistants in computer-supported learning settings. However, how does feedback of an educational chatbot impact on the learner’s attention? Thus, this paper proposes a study to measure changes in hu
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5ff9ef45130930392794dff92fc45ad5
https://doi.org/10.58459/rptel.2024.19007
https://doi.org/10.58459/rptel.2024.19007
Autor:
Ronald Paucar-Curasma, Klinge Villalba-Condori, Dennis Arias-Chavez, Nguyen-Thinh Le, Gino Garcia-Tejada, Ismar Frango-Silveira
Publikováno v:
Education in the Knowledge Society (EKS). 23
The Development of Computational Thinking skills in elementary school students can be done through different activities, with or without the use of computers or technological devices. In this sense, the use of programmable robots brings many of the a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::402e950c9eedd5d107cb8434fa2ba40a
https://doi.org/10.14201/eks.26161
https://doi.org/10.14201/eks.26161
Publikováno v:
Education and Information Technologies
In everyday life, people seek, evaluate, and use online sources to underpin opinions and make decisions. While education must promote the skills people need to critically question the sourcing of online information, it is important, more generally, t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::5dfa2443ee9889e21f6991d6c431822a
https://doi.org/10.1007/s10639-020-10345-7
https://doi.org/10.1007/s10639-020-10345-7
Autor:
Melanie Bleck, Nguyen-Thinh Le
Publikováno v:
The Multimodal Learning Analytics Handbook ISBN: 9783031080753
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7e6a7518a59c0c642187db9c69a5c7f5
https://doi.org/10.1007/978-3-031-08076-0_10
https://doi.org/10.1007/978-3-031-08076-0_10
A Concurrent Validity Approach for EEG-Based Feature Classification Algorithms in Learning Analytics
Publikováno v:
Computational Collective Intelligence ISBN: 9783030630065
ICCCI
ICCCI
Learning analytics applications exploit data about learners. In addition to cognitive and physical data about learners, recent research is motivated by the correlation between data on the physiological dimension and the cognitive performance. In orde
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::17cbd081e91740a46a338f20919de6e0
https://doi.org/10.1007/978-3-030-63007-2_44
https://doi.org/10.1007/978-3-030-63007-2_44
Autor:
Laura Wartschinski, Nguyen-Thinh Le
Publikováno v:
International Journal of Human-Computer Studies. 117:45-54
Cognitive Assistants support humans and enhance their capabilities in solving a wide variety of complex tasks. In this paper, we introduce a Cognitive Assistant named LIZA that is developed as a pedagogical agent and aims at improving the reasoning a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::63b7bed3ea0cacf16102f8be4d433f51
https://doi.org/10.1016/j.ijhcs.2018.02.005
https://doi.org/10.1016/j.ijhcs.2018.02.005
Autor:
Kristy Elizabeth Boyer, Sergey Sosnovsky, Sharon I-Han Hsiao, Nguyen-Thinh Le, Tiffany Barnes
Publikováno v:
International Journal of Artificial Intelligence in Education. 27:1-4
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0b8787c600999bf932baaf8ed507e95f
https://doi.org/10.1007/s40593-016-0123-y
https://doi.org/10.1007/s40593-016-0123-y