Virtual reality (VR) has emerged as a transformative educational tool, enabling immersive learning environments that promote student engagement and understanding of complex concepts. However, despite the growing adoption of VR in education, there remains a significant gap in research exploring how generative artificial intelligence (AI), such as…

Following a preliminary study that examined the potential effectiveness of a computer-assisted consecutive interpreting (CACI) mode, this paper presents a further trial of the CACI workflow. The workflow involves respeaking using speech recognition (SR) in phase I and production assisted by the SR text and its machine translation (MT) output in…

The study investigates the effects of AI-enhanced multi-display language teaching systems on English as a Foreign Language (EFL) learners. Utilizing a pretest-posttest random assignment experimental design, the research involved 302 EFL students aged 19 to 28 in a higher education setting. The study examines the effects of AI-powered virtual…

This study is the extension of our previous visualizing study on the commognition processes in computer-supported one-to-one tutoring. With the help of the scale of commognitive responsibility score, we found that the main triggers of the commognition process shift are the positive transfer of knowledge and cognitive conflict. On the basis of…

Mobile-assisted language learning (MALL) research includes examination and development of second language learners' cognitive and metacognitive self-regulated learning skills, but the affective learning component of self-regulation in this context remains largely unexplored. Support for affective learning, which is defined by learners' beliefs,…

This edited volume brings together large-scale research as well as case studies from a range of geographical contexts and represents a variety of educational settings involving second language learners and users. Its aim is to explore the interrelated issues of psychology and technology use in second language learning settings as well as in more…

Explores how new, operational models of cognition processing developed in Artificial Intelligence (AI) can be applied in computer assisted instruction (CAI) systems. CAI systems are surveyed in terms of their goals and formalisms, and a model for the development of a tutorial CAI system for algebra problem solving is introduced. (Author)

This paper presents a perspective of the current state of technology-assisted instruction integrating computer language, artificial intelligence (AI), and a review of cognitive science applied to instruction. The following topics are briefly discussed: (1) the language of instructional technology, i.e., programming languages, including authoring…

The increasing automation of many occupations leads to jobs that involve understanding and monitoring the operation of complex computer systems. One case is PATRIOT, an air defense surface-to-air missile system deployed by the U.S. Army. Radar information is processed and presented to the operators in highly abstract form. The system identifies…

Arguing that goal knowledge is as important to intelligent machine activity as it is to human activity, and that it also must be well understood and explicitly represented in an instructional system if that system is to be successful in fostering learning, this report presents an architecture for intelligent tutors that explicitly represents…

The design of CAI for individualization of instruction and its relationship to broader educational systems is detailed. Effectiveness of CAI in various student populations and subject matter is presented, as well as design methods, and research studies in cognitive psychology and artificial intelligence are reviewed. (RAO)

This technical report describes a generic architecture for building intelligent tutoring systems which is developed around objects that represent the knowledge elements to be taught by the tutor. Each of these knowledge elements, called "bites," inherits both a knowledge organization describing the kind of knowledge represented and…

Reviews the work of Yale computer scientist Roger C. Schank in the area of reading instruction and offers five reasons why his model of computer reading should not be applied to the reading processes of children. (FL)

Artificial intelligence, or the study of ideas that enable computers to be intelligent, is discussed in terms of what it is, what it has done, what it can do, and how it may affect the teaching of tomorrow. An extensive overview of artificial intelligence examines its goals and applications and types of artificial intelligence including (1) expert…

An intelligent tutoring system (ITS) must: (1) represent the relevant knowledge domain; (2) represent the student's state of knowledge of the subject matter; (3) represent an expert tutor; and (4) communicate with the student. Such systems reflect a cognitive orientation or information structure oriented (ISO) approach to instructional design. In…