Gathering insightful and stimulating contributions from leading global experts in Artificial Intelligence in Education (AIED), this comprehensive Handbook traces the development of AIED from its early foundations in the 1970s to the present day. The Handbook evaluates the use of AI techniques such as modelling in closed and open domains, machine learning, analytics, language understanding and production to create systems aimed at helping learners, teachers, and educational administrators. Chapters examine theories of affect, metacognition and pedagogy applied in AIED systems; foundational aspects of AIED architecture, design, authoring and evaluation; and collaborative learning, the use of games and psychomotor learning. It concludes with a critical discussion of the wider context of Artificial Intelligence in Education, examining its commercialisation, social and political role, and the ethics of its systems, as well as reviewing the possible challenges and opportunities for AIED in the next 20 years. Providing a broad yet detailed account of the current field of Artificial Intelligence in Education, researchers and advanced students of education technology, innovation policy, and university management will benefit from this thought-provoking Handbook. Chapters will also be useful to support undergraduate courses in AI, computer science, and education.

- the book provides a short and accessible introduction to AI for learners - it examines seven different educational roles and settings, from AI as a peer to AI as a tutor and AI as textbook, among others - it considers both opportunities and risks: technological developments as well as ethical considerations

- the book provides a short and accessible introduction to AI for learners - it examines seven different educational roles and settings, from AI as a peer to AI as a tutor and AI as textbook, among others - it considers both opportunities and risks: technological developments as well as ethical considerations

This is an important textbook on artificial intelligence that uses the unifying thread of search to bring together most of the major techniques used in symbolic artificial intelligence. The authors, aware of the pitfalls of being too general or too academic, have taken a practical approach in that they include program code to illustrate their ideas. Furthermore, code is offered in both POP-11 and Prolog, thereby giving a dual perspective, highlighting the merits of these languages. Each chapter covers one technique and divides up into three sections: a section which introduces the technique (and its usual applications) andsuggests how it can be understood as a variant/generalisation of search; a section which developed a low'-level (POP-11) implementation; a section which develops a high-level (Prolog) implementation of the technique. The authors also include useful notes on alternative treatments to the material, further reading and exercises. As a practical book it will be welcomed by a wide audience including, those already experienced in AI, students with some background in programming who are taking an introductory course in AI, and lecturers looking for a precise, professional and practical text book to use in their AI courses. About the authors: Dr Christopher Thornton has a BA in Economics, an Sc in Computer Science and a DPhil in Artificial Intelligence. Formerly a lecturer in the Department of AI at the University of Edinburgh, he is now a lecturer in AI in the School of Cognitive and Computing Sciences at the University of Sussex. Professor Benedict du Boulay has a BSc in Physics and a PhD in Artificial Intelligence. Previously a lecturer in the Department of Computing Science at the University of Aberdeen he is currently Professor of Artificial Intelligence, also in the School of Cognitive and Computing Sciences, University of Sussex.

At present, there is a general consensus on the nature of learning programming, but there are different opinions on what forms an effective environment for it. It is generally recognized that the development of a mental model is a formidable task for the student and that learning programming is a complex activity that depends heavily on metacognitive skills. This book, based on a NATO workshop, presents both pure cognitive models and experimental learning environments, and discusses what characteristics can make a learning model effective, especially in relation to the learning environment (natural or computerized). The papers cover cognitive models related to different aspects of programming, classes of learners, and types of environment, and are organized in three groups: theoretical and empirical studies on understanding programming, environments for learning programming, and learning programming in school environments. Comprehension, design, construction, testing, debugging, and verification are recognized as interdependent skills, which require complicated analysis and may develop independently, and indifferent orders, in novices. This book shows that there is unlikely to be asingle path from novice to expert and that the structure of the final product (the program) may not constrain the process by which it comes into being as much as some would advocate.

At present, there is a general consensus on the nature of learning programming, but there are different opinions on what forms an effective environment for it. It is generally recognized that the development of a mental model is a formidable task for the student and that learning programming is a complex activity that depends heavily on metacognitive skills. This book, based on a NATO workshop, presents both pure cognitive models and experimental learning environments, and discusses what characteristics can make a learning model effective, especially in relation to the learning environment (natural or computerized). The papers cover cognitive models related to different aspects of programming, classes of learners, and types of environment, and are organized in three groups: theoretical and empirical studies on understanding programming, environments for learning programming, and learning programming in school environments. Comprehension, design, construction, testing, debugging, and verification are recognized as interdependent skills, which require complicated analysis and may develop independently, and indifferent orders, in novices. This book shows that there is unlikely to be asingle path from novice to expert and that the structure of the final product (the program) may not constrain the process by which it comes into being as much as some would advocate.

This is an important textbook on artificial intelligence that uses the unifying thread of search to bring together most of the major techniques used in symbolic artificial intelligence. The authors, aware of the pitfalls of being too general or too academic, have taken a practical approach in that they include program code to illustrate their ideas. Furthermore, code is offered in both POP-11 and Prolog, thereby giving a dual perspective, highlighting the merits of these languages. Each chapter covers one technique and divides up into three sections: a section which introduces the technique (and its usual applications) andsuggests how it can be understood as a variant/generalisation of search; a section which developed a `low'-level (POP-11) implementation; a section which develops a high-level (Prolog) implementation of the technique. The authors also include useful notes on alternative treatments to the material, further reading and exercises. As a practical book it will be welcomed by a wide audience including, those already experienced in AI, students with some background in programming who are taking an introductory course in AI, and lecturers looking for a precise, professional and practical text book to use in their AI courses. About the authors: Dr Christopher Thornton has a BA in Economics, an Sc in Computer Science and a DPhil in Artificial Intelligence. Formerly a lecturer in the Department of AI at the University of Edinburgh, he is now a lecturer in AI in the School of Cognitive and Computing Sciences at the University of Sussex. Professor Benedict du Boulay has a BSc in Physics and a PhD in Artificial Intelligence. Previously a lecturer in the Department of Computing Science at the University of Aberdeen he is currently Professor of Artificial Intelligence, also in the School of Cognitive and Computing Sciences, University of Sussex.

This two volume set LNAI 10947 and LNAI 10948 constitutes the proceedings of the 19th International Conference on Artificial Intelligence in Education, AIED 2018, held in London, UK, in June 2018.The 45 full papers presented in this book together with 76 poster papers, 11 young researchers tracks, 14 industry papers and 10 workshop papers were carefully reviewed and selected from 192 submissions. The conference provides opportunities for the cross-fertilization of approaches, techniques and ideas from the many fields that comprise AIED, including computer science, cognitive and learning sciences, education, game design, psychology, sociology, linguistics as well as many domain-specific areas.

This book constitutes the refereed proceedings of the 18th International Conference on Artificial Intelligence in Education, AIED 2017, held in Wuhan, China, in June/July 2017. The 36 revised full papers presented together with 4 keynotes, 37 poster, presentations, 4 doctoral consortium papers, 5 industry papers, 4 workshop abstracts, and 2 tutorial abstracts were carefully reviewed and selected from 159 submissions. The conference provides opportunities for the cross-fertilization of approaches, techniques and ideas from the many fields that comprise AIED, including computer science, cognitive and learning sciences, education, game design, psychology, sociology, linguistics as well as many domain-specific areas.

This two volume set LNAI 10947 and LNAI 10948 constitutes the proceedings of the 19th International Conference on Artificial Intelligence in Education, AIED 2018, held in London, UK, in June 2018.The 45 full papers presented in this book together with 76 poster papers, 11 young researchers tracks, 14 industry papers and 10 workshop papers were carefully reviewed and selected from 192 submissions. The conference provides opportunities for the cross-fertilization of approaches, techniques and ideas from the many fields that comprise AIED, including computer science, cognitive and learning sciences, education, game design, psychology, sociology, linguistics as well as many domain-specific areas.

Complex information structures are found in many disciplines including physics, genetics, biology and all branches of the information sciences. The current increasing, widespread use of information technology in all academic activities' emphasizes the need to understand how people construct and use such structures. The practices and activities found within the community of programmers provides a rich study area. The contents of this book are devoted to fundamental research that directly informs: the teaching community about some of the recent issues and problems that should help readers to increase their awareness when designing systems to support teaching, learning and using information technology; the psychology of the programming community about work in the area of learning to build, and debug programs; and the software engineering community in terms of the issues that implementors need to take into account when designing and building tools and environments for computer-based systems.

Complex information structures are found in many disciplines including physics, genetics, biology and all branches of the information sciences. The current increasing, widespread use of information technology in all academic activities' emphasizes the need to understand how people construct and use such structures. The practices and activities found within the community of programmers provides a rich study area. The contents of this book are devoted to fundamental research that directly informs: the teaching community about some of the recent issues and problems that should help readers to increase their awareness when designing systems to support teaching, learning and using information technology; the psychology of the programming community about work in the area of learning to build, and debug programs; and the software engineering community in terms of the issues that implementors need to take into account when designing and building tools and environments for computer-based systems.