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This book presents an overview of techniques for discovering
high-utility patterns (patterns with a high importance) in data. It
introduces the main types of high-utility patterns, as well as the
theory and core algorithms for high-utility pattern mining, and
describes recent advances, applications, open-source software, and
research opportunities. It also discusses several types of discrete
data, including customer transaction data and sequential data. The
book consists of twelve chapters, seven of which are surveys
presenting the main subfields of high-utility pattern mining,
including itemset mining, sequential pattern mining, big data
pattern mining, metaheuristic-based approaches, privacy-preserving
pattern mining, and pattern visualization. The remaining five
chapters describe key techniques and applications, such as
discovering concise representations and regular patterns.
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Intelligent Tutoring Systems - 14th International Conference, ITS 2018, Montreal, QC, Canada, June 11-15, 2018, Proceedings (Paperback, 1st ed. 2018)
Roger Nkambou, Roger Azevedo, Julita Vassileva
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R1,638
Discovery Miles 16 380
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Ships in 10 - 15 working days
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This book constitutes the proceedings of the 14th International
Conference on Intelligent Tutoring Systems, IST 2018, held in
Montreal, Canada, in June 2018.The 26 full papers and 22 short
papers presented in this volume were carefully reviewed and
selected from 120 submissions. In the back matter of the volume 20
poster papers and 6 doctoral consortium papers are included. They
deal with the use of advanced computer technologies and
interdisciplinary research for enabling, supporting and enhancing
human learning.
May the Forcing Functions be with You: The Stimulating World of
AIED and ITS Research It is my pleasure to write the foreword for
Advances in Intelligent Tutoring S- tems. This collection, with
contributions from leading researchers in the field of artificial
intelligence in education (AIED), constitutes an overview of the
many challenging research problems that must be solved in order to
build a truly intel- gent tutoring system (ITS). The book not only
describes some of the approaches and techniques that have been
explored to meet these challenges, but also some of the systems
that have actually been built and deployed in this effort. As
discussed in the Introduction (Chapter 1), the terms "AIED" and
"ITS" are often used int- changeably, and there is a large overlap
in the researchers devoted to exploring this common field. In this
foreword, I will use the term "AIED" to refer to the - search area,
and the term "ITS" to refer to the particular kind of system that
AIED researchers build. It has often been said that AIED is
"AI-complete" in that to produce a tutoring system as sophisticated
and effective as a human tutor requires solving the entire gamut of
artificial intelligence research (AI) problems.
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User Modeling, Adaptation, and Personalization - 20th International Conference, UMAP 2012, Montreal, Canada, July 16-20, 2012 Proceedings (Paperback, 2012 ed.)
Judith Masthoff, Bamshad Mobasher, Michel Desmarais, Roger Nkambou
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R1,595
Discovery Miles 15 950
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Ships in 10 - 15 working days
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This book constitutes the refereed proceedings of the 20 th
International Conference on User Modeling, Adaptation, and
Personalization, held in Montreal, Canada, in July 2012. The 22
long and 7 short papers of the Research Paper Track presented were
carefully reviewed and selected from 101 submissions. The papers
are organized in topical sections on user engagement; trust; user
motivation, attention, and effort; recommender systems (including
topics such as matrix factorization, critiquing, noise and spam in
recommender systems); user centered design and evaluation;
educational data mining; modeling learners; user models in
microblogging; and visualization. The Industry Paper Track covered
innovative commercial implementations or applications of UMAP
technologies, and experience in applying recent research advances
in practice. 2 long and 1 short papers were accepted of 5
submissions.
May the Forcing Functions be with You: The Stimulating World of
AIED and ITS Research It is my pleasure to write the foreword for
Advances in Intelligent Tutoring S- tems. This collection, with
contributions from leading researchers in the field of artificial
intelligence in education (AIED), constitutes an overview of the
many challenging research problems that must be solved in order to
build a truly intel- gent tutoring system (ITS). The book not only
describes some of the approaches and techniques that have been
explored to meet these challenges, but also some of the systems
that have actually been built and deployed in this effort. As
discussed in the Introduction (Chapter 1), the terms "AIED" and
"ITS" are often used int- changeably, and there is a large overlap
in the researchers devoted to exploring this common field. In this
foreword, I will use the term "AIED" to refer to the - search area,
and the term "ITS" to refer to the particular kind of system that
AIED researchers build. It has often been said that AIED is
"AI-complete" in that to produce a tutoring system as sophisticated
and effective as a human tutor requires solving the entire gamut of
artificial intelligence research (AI) problems.
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Intelligent Tutoring Systems - 9th International Conference on Intelligent Tutoring Systems, ITS 2008, Montreal, Canada, June 23-27, 2008, Proceedings (Paperback, 2008 ed.)
Beverly Woolf, Esma Aimeur, Roger Nkambou, Susanne Lajoie
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R3,135
Discovery Miles 31 350
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Ships in 10 - 15 working days
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The9thInternationalConferenceonIntelligentTutoringSystems(ITS2008)was
heldJune 23-27,2008inMontreal. Thisyearwecelebratedthe
20thanniversary ofthe conferencefounded in 1988in Montreal. We
havehadbiennial conferences for most of the past 10 years around
the world, including in Brazil, Taiwan, France, Canada, and the
USA. These ITS conferences provide a forum for the interchange of
ideas in all areas of computer science and human learning, a unique
environment to exchange ideas and support new developments relevant
for the future. The 2008 conference was a symbolic milestone that
enabled us to look back at what has been achieved and what is
currently being done, in order to face the challenges of tomorrow.
Much has changed in the last 20 years in terms of hardware,
software, p- grammers, and education stakeholders. Technology is
now networked, pervasive, and availableanyplace and anytime. The
potential exists to provide customized, ubiquitous guidance
andinstruction. However, much has remainedthe same and the need is
just as great to model the learner, teaching strategies and domain
knowledge. This year we saw an increase in research into student
a?ect (mo- vation, boredom, and frustration), speci?cally attempts
to detect student a?ect, while feedback studies consideredwhich
responses to provide given both student cognition and a?ect.
Studies also looked at the impact on learning of positive
feedbackandpolitenessinfeedback.
Newresearchwasseenindataminingbased on larger studies that use data
from real students to diagnose e?ective learning and teaching. So
much interest has been generated in this area that the ?rst
International Conference on Educational Data Mining was co-located
with ITS 200
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