COGNITIVE DIALOG GAMES AS COGNITIVE ASSISTANTS: TRACKING AND ADAPTING KNOWLEDGE AND INTERACTIONS IN STUDENT’S DIALOGS
Journal Title: International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) - Year 2018, Vol 6, Issue 1
Abstract
Tis study introduces a system design in a form of cognitive dialog game (DiaCog) to support pedagogical factors and student learning model ideas. Te purpose of the study is to describe how such a design achieves tracking and adapting students’ knowledge and mastery learning levels as a cognitive assistant. Also, this study shows alternative ways for supporting intelligent personal learning, tutoring systems, and MOOCS. Tis paper explains method called DiaCog that uses structure for students` thinking in an online dialog by tracking student`s level of learning/knowledge status. Te methodology of computing is the semantic that match between students` interactions in a dialog. By this way it informs DiaCog’s learner model to inform the pedagogical model. Semantic fngerprint matching method of DiaCog allows making comparisons with expert knowledge to detect students` mastery levels in learning. Te paper concludes with the DiaCog tool and methodologies that used for intelligent cognitive assistant design to implement pedagogical and learner model to track and adapt students’ learning. Finally, this paper discusses future improvements and planned experimental set up to advance the techniques introduced in DiaCog design.
Authors and Affiliations
Adem Karahoca, Dr. , Ilker Yengin, Dr. , Dilek Karahoca, Dr.
Keywords
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