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Adaptive Technologies for Training and Education (Paperback)
  • Adaptive Technologies for Training and Education (Paperback)
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Adaptive Technologies for Training and Education (Paperback)

(editor), (editor)
£23.99
Paperback 380 Pages / Published: 15/10/2015
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This edited volume provides an overview of the latest advancements in adaptive training technology. Intelligent tutoring has been deployed for well-defined and relatively static educational domains such as algebra and geometry. However, this adaptive approach to computer-based training has yet to come into wider usage for domains that are less well defined or where student-system interactions are less structured, such as during scenario-based simulation and immersive serious games. In order to address how to expand the reach of adaptive training technology to these domains, leading experts in the field present their work in areas such as student modeling, pedagogical strategy, knowledge assessment, natural language processing and virtual human agents. Several approaches to designing adaptive technology are discussed for both traditional educational settings and professional training domains. This book will appeal to anyone concerned with educational and training technology at a professional level, including researchers, training systems developers and designers.

Publisher: Cambridge University Press
ISBN: 9781107583177
Number of pages: 380
Weight: 660 g
Dimensions: 254 x 178 x 20 mm


MEDIA REVIEWS
"The book is invaluable, interesting, and relatively easy to read. It combines ideas we have studied for decades with applications that are emerging daily. The book is highly recommended." G. Abramson, Computing Reviews
"Durlach and Lesgold's informative, significant, and (you read it here) highly recommended book covers adaptive instructional technologies that adjust instruction to the needs, abilities, knowlede, skills, interests, aspirations, etc of individual learners." J.D. Fletcher, Educational Technology
"This is a very good book. It should be required reading for all of us who wished that instructional psychology could effectively use the numerous affordances provided by computers and computer science. Every chapter is worth reading since it demonstrates that the gap between the affordances provided by computers and computer science and our ability to use these in instructional contexts is narrowing." Sigmund Tobias, Educational Research journal

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