Henry M. Halff

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Presented here are several techniques for design and development of computer-based adventure games for science education. Among the issues addressed are how subject matter maps to content, generative techniques for problem-solving practice, use of visualization, mechanisms for instructional support, and approaches to game development.
reproduction on microfilms or in any other way, and storage in data banks. Duplication of this publication or parts thereof is permitted only under the provisions of the German Copyright Law of September 9, 1965, in its current version, and permission for use must always be obtained from Springer-Verlag. Violations are liable for prosecution under the(More)
The views and conclusions contained in this document are those of the authors and should not be interpret as necessarily representing the official policies, either expressed or implied, of the Office of Naval Research or the U.S. Government. Approved for public release; distribution unlimited. Reproduction in whole or in part is permitted for any purpose of(More)
Production rules are a popular representation for encoding heuristic knowledge in programs for scientific and medical problem solving. However, experience with one of these programs, MYCIN, indicates that the representation has serious limitations: people other than the original rule authors find it difflcuit to modify the rule set, and the rules are(More)
through 14 March 1982.' The goal of the project was to cfcvelop methods for representing teaching and problem-solving knowledge in computer-based tutorial systems. One focus of the work was formulation of principles for managing a case method tutorial dialogue; the other major focus was investigation of the use of a production rule representation for the(More)
NEfMYCIN 1s a medical consultation system in which MYClFTs knowledge base is reorganized and extended for use in GUIOON, a teaching program. The new system constitutes a psychological model for doing diagnosis, designed to provide a basis for interpreting student behavior and teaching diagnostic strategy. The model separates out kinds of knowledge that are(More)
A poorly designed knowledge base can be as cryptic as an arbitrary program and just as difficult to maintain. Representing control knowledge abstractly, separately from domain facts and relations, makes the design more transparent and explainable. A body of abstract control knowledge provides a generic framework for constructing knowledge bases for related(More)
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