Grammatiki Tsaganou

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This contribution presents the use of Fuzzy Case-Based Reasoning methods for modelling student’s Historical Text Comprehension (F-CBRDHTC). The proposed fuzzyCase-Based Reasoning synergism handles the uncertainty in the acquisition of expert’s knowledge regarding student’s observable behaviour during Historical Text Comprehension (HTC). It integrates the(More)
The Reflective Tutorial Dialogue System (ReTuDiS) is a system for learner modelling historical text comprehension through reflective dialogue. The system infers learners’ cognitive profiles and constructs their learner models. Based on the learner model the system plans the appropriate --personalized for learners-reflective tutorial dialogue in order to(More)
This work aims to present and evaluate a Fuzzy-Case Based Reasoning Diagnosis system of Historical Text Comprehension (F-CBR-DHTC). The synergism of fuzzy logic and case based reasoning techniques handles the uncertainty in the acquisition of human expert’s knowledge regarding learner’s observable behavior and integrates the right balance between expert’s(More)
In this contribution we present the Dialogue-based Reflective Diagnostic and Learning System (DRDLS) for Historical Text Comprehension (HTC). The diagnostic module of the system infers the learner’s cognitive profile and profile descriptor. The diagnostic results activate the dialogue generator, which generates the appropriate reflective diagnostic and(More)
The Reflective Tutorial Dialogue System (ReTuDiS) is an open learner modelling system for text comprehension. The system makes diagnosis of the learners’ cognitive profile and engages them in a reflective dialogue. In this paper we present the application of ReTuDiS for computer network text comprehension. Learners participate in a reflective dialogue(More)
In this contribution we present an experimental approach to student modelling of Historical Text Comprehension. The proposed student model represents the observed characteristics and attitudes of the student when he comprehends a historical text and reflects the student’s historical profile and his cognitive model. To build the student model we based on the(More)
The Web-Based Reflective Tutorial Dialogue System (W-ReTuDiS) is a system for personalized learning of historical text comprehension on the Web. The system offers a two level open interface: tutor level and learner level. In tutor level, the tutor manages the learner model and makes decisions concerning the appropriate activity and dialogue strategy for the(More)
Adaptive Learning Environments (ALE) in Higher Education aim to provide academics with flexible learning tools that fulfil the needs of a heterogeneous learning community. ALE can be used to enhance traditional teaching as well as web-based instruction and can promote the implementation of alternative, open modes of learning and instruction. The utilisation(More)
The personalized diagnosis, assistance and evaluation of students in open learning environments can be a challenging task, especially in cases that the processes need to be taking place in real-time, classroom conditions. This paper describes the design of an open learning environment under development, designed to monitor the comprehension of students,(More)