We developed a system called DELTA that supports the students' use of backward chaining (BC) to prove the congruence of two triangles. DELTA is designed as an interactive learning environment and supports the use of BC by providing hints and a function to automatically check the proofs inputted by the students. DELTA also has coloring, marking, and highlighting functions to support students' attempts to prove the congruence of two triangles. We evaluated the efficacy of DELTA with 36 students in the second grade of a junior high school in Japan. We found that (1) the mean number of problems, which the experimental group (EG) completely solved, was statistically higher than that of the control group on the post-test; (2) the EG effectively used the BC strategy to solve problems; and (3) the students' attempt to use both the forward chaining strategy and the BC strategy led to solving the problems completely.

Many studies and systems that incorporate elements such as “pleasure” and “fun” in the game to improve a learner's motivation have been developed in the field of learning environments. However, few are the studies of situations where many learners gather at a single computer and participate in a game-based learning environment (GBLE), and where the GBLE designs the learning process by controlling the interactions between learners such as competition, collaboration, and learning by teaching. Therefore, the purpose of this study is to propose a framework of educational control that induces and activates interaction between learners intentionally to create a learning opportunity that is based on the knowledge understanding model of each learner. In this paper, we explain the design philosophy and the framework of our GBLE called “Who becomes the king in the country of mathematics?” from a game viewpoint and describe the method of learning support control in the learning environment. In addition, we report the results of the learning experiment with our GBLE, which we carried out in a junior high school, and include some comments by a principal and a teacher. From the results of the experiment and some comments, we noticed that a game may play a significant role in weakening the learning relationship among students and creating new relationships in the world of the game. Furthermore, we discovered that learning support control of the GBLE has led to activation of the interaction between learners to some extent.

In our previous project, an XML-based authoring tool was provided for teachers to script multimedia teaching material with animated agents, and a stand-alone learning system was designed for students to display the material and interact with animated agents. We also provided evidence that the authoring tool and learning system in computer-assisted learning systems successfully enhances learning performance. The aim of this study is to continue the previous project, to develop a Web-based multimedia learning system that presents materials and an animated agent on a Web browser. The Web-based multimedia learning system can provide an opportunity for students to engage in independent learning or review of school course work. In order to demonstrate the efficiency of this learning system, it was applied to one elementary school. An experimental material, `Road Traffic Safety', was presented in two learning systems: a Web-based PowerPoint learning system and a Web-based multimedia learning system. The experiment was carried out in two classes that had a total of thirty-one 3rd-grade students. The results suggest that using our authoring tool in a Web-based learning system can improve learning, and in particular, enhance learners' problem-solving ability. Students with higher achievement on the post-test showed better comprehension in problem-solving questions. Furthermore, the feedback from the questionnaire surveys show students' learning interest can be fostered when an animated agent is integrated into multimedia teaching materials, and that students prefer to adopt the Web-based multimedia learning system for independent learning after school.

The intelligent tutoring system (ITS) enables students to learn knowledge deductively. However, students often become passive, because the ITS takes the initiative in their learning process. Also their knowledge is often superficial, beacause they can not understand different kinds of knowledge due to their limited experience. This paper presents a virtual learning environment (VLE) for discovery learning. The VLE has been built with virtual reality (VR) technology, and supports the student's discovery learning activity and fosters his/her creativity and adaptability based on a broad range of experience by using the functions of VR such as interactivity, direct manipulation interface, walk-through, the function to change view point freely. Also, the VLE connects the explorative training by means of VR with guided education by the ITS. The student model in VLE evaluates the student's level of understanding and adjusts the training accordingly. We have built an operator training system for the training of control activities of electric power plant using the conception of the VLE. The purposes of this system are the following: to aid students to acquire adequate knowledge and skills, and to aid them to gain confidence and experience through their learning activities. The student model evaluates the student's level of understanding for experiential knowledge connected that of skills in VR with that of knowledge in ITS.

Among the problems that face ITS designers, the problem of measuring the student knowledge state after concept learning in order to initially adapt a skill acquisition session according to a student's own necessities is a hard one. Typical approaches are the use of some sort of test to assess the student knowledge and choose an initial set of parameters for a session, or use, regardless the particular necessities of a student, a pre-defined set of initial parameters. We consider the fromer to be disrupting for learning and the latter too simple to deal with the broad possibilities that are faced. It is known that students show different behaviors during concept learning depending on the experience, background and actual understanding (the way a student is understanding a concept) during concept learning. Our approach here is to classify the different behaviors through fuzzy proposition and link them with a student model through fuzzy rules to use in an expert system, and with it, select the most suitable problem-solving strategy for each particular student in order to clear his misunderstandings and facilitate the learning of problem-solving skills. The use of probabilistic reasoning (i.e. Bayesian statistics) instead of fuzzy logic is not suitable for the present situation because of the rigidity and precision of the rules that do not allow a proper manipulation of the vagueness involved in the student behavior. We apply this idea to a circuit analysis ITS where the concept learning session is carried out on a Hypertext environment and the skill acquisition session on an interactive problem-solving environment. By tracing the student use of the Hypertext environment we can know the student behavior and use it as a premise in the fuzzy inference.

This paper describes the current situations and future directions of intelligent CAI researches/development in Japan. Then necessity of intelligence in CAIs/Educational systems are thought over corresponding to the model of teaching and the cognitive model of human learning like the situated learning, knowledge construction and so on. Originally, the main aims of ITSs/ICAIs are to tealize the high level environment of individual teaching/learning. So it is the most important to incorporate the intellectual function of teaching into the system. Whatever kinds of teaching purposes ITSs have, they have the quite complex structure which consists of the domain knowledge base (Expert system), student model, the tutoring knowledge base, the powerful human interface, and sophisticated inference engine with plural functions by artificial intelligence technology. In this paper, the technological and educational points of view are discussed, surveyed and summarized based on intelligent teaching functions of ITSs/ICAIs. Moreover, the meaning of new paradigm from ITSs to ILE are mentioned under the new technology of networking and multi-media.

This paper presents a hypermedia English learning environment, called HELEN (Hypermedia Environment for Learning ENglish), which integrates traditional methods of learning English, audio-visual facilities for both listening and watching and intelligent tutoring functions for suitable advice to each learner based on natural language understanding. HELEN consists of an authoring stage and a learning stage. In order to support multimodal learning, at the authoring stage HELEN gets voice and video scenes from a video disc and text sentences from an image scanner, then analyzes the sentences both syntactically and semantically by a natural language processing module so that necessary information for conversation, error identification and example sentence retrieval may be extracted. Thus at the learning stage, HELEN is able to aid learners to learn hearing, reading, writing, watching, consulting and noting. Besides these facilities HELEN also supports two facilities for tests in English: One is the test facilities of dictating sentences and the other is QA (questions and answers) facilities to make learner's comprehension state clear. According to the results of these tests, HELEN identifies learner's illegal usage of syntax or semantics, and piles them in a student model. The illegal usage in the model is used as resources for generating questions, treating errors, determining topics, etc. The main part of this paper concerns with the representation method for syntax and semantics of correct and incorrect sentences.

This paper describes the development of an environmental ICAI system for English conversation learning, which is equipped with a simulation-based learning environment and an advisor function. Recently there have been various educational applications or tools for adult second language education, where the learning target is the acquisition of formal knowledge of a language. When considering the implementation of a practical CAI system, methods for developing communicative competence in learners are required. Although there are a number of ICAI systems for conversation learning, often the methodologies which they apply are not completely suitable for the acquisition of the required fundamental knowledge. Our system, based on the architecture of environmental CAI, enhances communication skill acquisition. The system has a learning environment with the following features: (1) A simulation of language activities, implemented in the role-playing game style, which helps to promote a learner's motivation. (2) Educational behavior of the system is varied through the modification of the learning environment and changes in the simulation progress and control commands. (3) An induction strategy, which can cause learners to fail to achieve a learning target, is executed by an advisor mechanism. The system is a prototype architecture for application in environmental ICAI systems for simulation based learning. We believe that the architecture of this system is an efficient framework for linguistic education.

The learning environment called IPE (Interactive Physical Environment) for Dynamics is developed on the computer. IPE can understand the simulated phenomena started from the arbitrary conditions set up by the learner. IPE has several scripts which describe the dynamical phenomena. The understanding of the simulated phenomena by IPE is obtained by matching these scripts with status list and phenomena list which are generated by the simulator using difference scheme. IPE gives the learner the explanation sentences which explain the features of simulated phenomena. This explanation strongly assist the learner in recognizing the details of result of the simulation.

Kanji Laboratory is a kanji learning ICAI system. In this paper, we describe the development of Kanji Laboratory, which is designed for foreigners who are learning Japanese kanji. We have developed Kanji Laboratory under the guidelines of environmental ICAI systems, based on a kanji learning method focusing on kanji radicals. Kanji Laboratory consists of a knowledge base, a learning environment and an advisor module. The knowledge base can well-handle the knowledge of Joyo Kanji (1,945 characters). Each one is related with its radicals via their inherited attributes. In addition, this knowledge base system can search kanji knowledge quickly. The learning environment has the following features: (1) Students can construct a kanji by combining radicals and disassemble the kanji into radicals and strokes. (2) Students can use electronic tools, such as a kanji dictionary, which support kanji learning. In this way, students can learn kanji and the relations with its radicals effectively. With regard to the advisor, although it occurs that students fall in plateaus of learning in environmental CAI, the advisor module is designed to give well-timed advice to students, avoiding those plateaus, based on the observation of their learning actions.