This paper presents a work in progress whose
purpose is to model the handled, acquired, correct and
erroneous knowledge of individual learners engaged in
learning activities through virtual learning environments.
This knowledge is represented according to a cognitivecomputational
model which also serves to represent the
domain knowledge via an authoring tool. The latter
generates structures that allow the tutor to provide an
effective feedback to improve significantly the cognitive
level of the learner.
Y. Liang, S. Ke, J. Zhang, X. Yi, and Y. Zheng. Proceedings of the Twenty-Seventh International Joint Conference on Artificial Intelligence, International Joint Conferences on Artificial Intelligence Organization, (July 2018)
F. Arzarello. the 24th Conference of the International Group for the Psychology of Mathematics Education (PME), 1, page 23--38. Hiroshima, Japan, (2000)
K. Zhao, Y. Li, Z. Shuai, and C. Yang. Proceedings of the 24th ACM SIGKDD International Conference on Knowledge Discovery &\#38; Data Mining, page 1031--1039. New York, NY, USA, ACM, (2018)
D. Schlör, J. Pfister, and A. Hotho. 2023 the 7th International Conference on Medical and Health Informatics (ICMHI), page 136–141. New York, NY, USA, Association for Computing Machinery, (2023)
J. Zhang, Y. Dong, Y. Wang, J. Tang, and M. Ding. Proceedings of the 28th International Joint Conference on Artificial Intelligence, page 4278–4284. AAAI Press, (Aug 10, 2019)