• International Journal of Computer Science & Network Security
• /
• v.22 no.2
• /
• pp.159-166
• /
• 2022

Artificial Intelligence has stimulated every aspect of today's life. Human thinking quality is trying to be involved through digital tools in all research areas of the modern era. The education industry is also leveraging artificial intelligence magical power. Uses of digital technologies in pedagogical paradigms are being observed from the last century. The widespread involvement of artificial intelligence starts reshaping the educational landscape. Adaptive learning is an emerging pedagogical technique that uses computer-based algorithms, tools, and technologies for the learning process. These intelligent practices help at each learning curve stage, from content development to student's exam evaluation. The quality of information technology students and professionals training has also improved drastically with the involvement of artificial intelligence systems. In this paper, we will investigate adopted digital methods in the education sector so far. We will focus on intelligent techniques adopted for information technology students and professionals. Our literature review works on our proposed framework that entails four categories. These categories are communication between teacher and student, improved content design for computing course, evaluation of student's performance and intelligent agent. Our research will present the role of artificial intelligence in reshaping the educational process.

• International Journal of Contents
• /
• v.16 no.1
• /
• pp.25-33
• /
• 2020

We develop a simulation method that affords very high variability of virtual pedagogical situations involving many independent plans, still achieves authoring (or implementation) scalability. While each individual plan would be coherently drawn up by an agent for its respective goal, those independently-made plans might be coincidentally intertwined in their execution. The inevitable non-determinism involved in this multi-event plan encompassing pre-planned and unforeseen events is resolved by (multi-phase) dynamic planning and articulated sequencing of events in contrast to static planning and monolithic authoring in conventional narrative systems. Connections between events are dictated by their associated rules and their actual connections are dynamically determined in execution time by current conditions of background-world. This unified connection scheme across pre-planned and unforeseen events allows a multi-plan, multi-agent situation to be coherently planned and executed in a global scale. To further the variability of a situation, the inter-event coupling is made in a fine level of action along with a limited episteme of each agent involved. We confirm analytically the viability of our approach with respect to the situation variability and authoring scalability, and demonstrate its practicality with an implementation of a composite situation.

• Journal of The Korean Association of Information Education
• /
• v.9 no.4
• /
• pp.673-684
• /
• 2005

In this research, we have developed a "computer tutor" that mimics the human tutor with animated tutoring dialog agent and the agent was integrated to teaching-learning material for elementary science subject. The developed system is a natural language based teaching-learning system using one-to-one dialogue. The developed pedagogical dialogue teaching-learning system analysis student's answer then provides appropriate answer or questions after comparing the student's answer with elementary school level achievement. When the agent gives either question or answer it uses the TTS(Text-to-Speech) function. Also the agent has an animated human tutor face for providing more human like feedback. The developed dialogue interface has been applied to 64 6th grade students. The test results show that the test group's average score is higher than the control group by 10.797. This shows that unlike conventional web courseware, our approach that "ask-answer" process and the animated character, which has human tutor's emotional expression, attracts students and helps to immerse to the courseware.

• Language and Information
• /
• v.8 no.2
• /
• pp.131-147
• /
• 2004

the two Korean causal conjunctive suffixes, -nula(ko) and -nun palamey, based on corpus linguistic analysis. Many of the linguistic accounts available, both in pedagogical reference and in the literature on linguistics, provide incomplete analyses of these suffixes, based on fabricated linguistic data. Using naturally occurring, real linguistic data, this paper examines the syntactic and semantic structures of the two causal suffixes through a consideration of three areas of corpus linguistic analysis: token frequencies, collocations, and semantic prosody. An analysis based on concordance data reveals that the two causal connectives, -nula(ko) and -nun palamey, have more differences than similarities in terms of syntactic and semantic constraints. The idiosyncratic structures of the two suffixes are discussed in terms of same subject condition, verb selection, same agent condition, synchronicity condition, and negative semantic prosody.