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Utilisation de l'abstraction et de la complexité dans la conception de systèmes éducatifs intelligents

Abstract : In problem-solving domains, like engineering and most “exact science” disciplines, the knowledge to be acquired by the student is twofold: the domain knowledge itself, but also the knowledge used to solve problems in that domain. Thus an educational system in such a domain must encompass three types of knowledge: domain knowledge and problem-solving knowledge, i.e. the knowledge to be acquired and mastered by the student, and tutoring knowledge, used by the system to facilitate the student's learning process. This paper has two goals: first to present and to model
these three knowledge types, and then to show how absttraction and complexity levels appear for each type and how they can be accounted for. We thus show how these various levels can shed a uniform light on the system operation and make it more user-friendly. We thus hope to bring a modest contribution to the important problem of defining at least a general approach to the design of intelligent educational systems.
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Submitted on : Tuesday, October 12, 2004 - 5:09:39 PM
Last modification on : Monday, July 20, 2020 - 1:06:04 PM
Long-term archiving on: : Thursday, April 1, 2010 - 3:25:06 PM


  • HAL Id : edutice-00000661, version 1



Ruddy Lelouche. Utilisation de l'abstraction et de la complexité dans la conception de systèmes éducatifs intelligents. Technologies de l'Information et de la Communication dans les Enseignements d'ingénieurs et dans l'industrie, Nov 2002, Villeurbanne, France. pp.235-244. ⟨edutice-00000661⟩



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