Artificial Intelligence (AI) and Personalization are both essential - How do we relate content (the factual knowledge aspects of all games, be they serious or entertainment contained, game mechanics) and context (experiences based. In this research the role of AI and Personalization is and activities) to pedagogical goals towards supporting however focused upon the context of Serious Games (SG) in pedagogically-driven design and development of SGs? particular. A concerted research direction is necessary in this From these two high-level questions we derived a more area so as to establish future benchmarks and metrics for the pragmatic approach to AI and Personalization based on: In effective use of AI and Personalization in serious games design what ways can personalization improve learning and adapt and will benefit relevant research communities in providing best to learner requirements?

In this paper, methods and models for the design of educational interventions and usable systems are presented and synthesized. The purpose is to suplliment the design process with educational considerations and discern design principles for the development of serious STEM games. This synthesis can contribute to the design of the next generation of technologically enhanced learning environments.

Probability Bracket Notation (PBN) is applied to systems of multiple random variables for preliminary study of static Bayesian Networks (BN) and Probabilistic Graphic Models (PGM). The famous Student BN Example is explored to show the local independences and reasoning power of a BN. Software package Elvira is used to graphically display the student BN. Our investigation shows that PBN provides a consistent and convenient alternative to manipulate many expressions related to joint, marginal and conditional probability distributions in static BN.

In E-learning, there is still the problem of knowing how to ensure an individualized and continuous learner's follow-up during learning process, indeed among the numerous tools proposed, very few systems concentrate on a real time learner's follow-up. Our work in this field develops the design and implementation of a Multi-Agents System Based on Dynamic Case Based Reasoning which can initiate learning and provide an individualized follow-up of learner. When interacting with the platform, every learner leaves his/her traces in the machine. These traces are stored in a basis under the form of scenarios which enrich collective past experience. The system monitors, compares and analyses these traces to keep a constant intelligent watch and therefore detect difficulties hindering progress and/or avoid possible dropping out. The system can support any learning subject. The success of a case-based reasoning system depends critically on the performance of the retrieval step used and, more specifically, on similarity measure used to retrieve scenarios that are similar to the course of the learner (traces in progress). We propose a complementary similarity measure, named Inverse Longest Common Sub-Sequence (ILCSS). To help and guide the learner, the system is equipped with combined virtual and human tutors.

Planning is concerned with the automated solution of action sequencing problems described in declarative languages giving the action preconditions and effects. One important application area for such technology is the creation of new processes in Business Process Management (BPM), which is essential in an ever more dynamic business environment. A major obstacle for the application of Planning in this area lies in the modeling. Obtaining a suitable model to plan with -- ideally a description in PDDL, the most commonly used planning language -- is often prohibitively complicated and/or costly. Our core observation in this work is that this problem can be ameliorated by leveraging synergies with model-based software development. Our application at SAP, one of the leading vendors of enterprise software, demonstrates that even one-to-one model re-use is possible. The model in question is called Status and Action Management (SAM). It describes the behavior of Business Objects (BO), i.e., large-scale data structures, at a level of abstraction corresponding to the language of business experts. SAM covers more than 400 kinds of BOs, each of which is described in terms of a set of status variables and how their values are required for, and affected by, processing steps (actions) that are atomic from a business perspective. SAM was developed by SAP as part of a major model-based software engineering effort. We show herein that one can use this same model for planning, thus obtaining a BPM planning application that incurs no modeling overhead at all. We compile SAM into a variant of PDDL, and adapt an off-the-shelf planner to solve this kind of problem. Thanks to the resulting technology, business experts may create new processes simply by specifying the desired behavior in terms of status variable value changes: effectively, by describing the process in their own language.

Introductory engineering courses within large universities often have annual enrollments which can reach up to a thousand students. It is very challenging to achieve differentiated instruction in classrooms with class sizes and student diversity of such great magnitude. Professors can only assess whether students have mastered a concept by using multiple choice questions, while detailed homework assignments, such as planar truss diagrams, are rarely assigned because professors and teaching assistants would be too overburdened with grading to return assignments with valuable feedback in a timely manner. In this paper, we introduce Mechanix, a sketch-based deployed tutoring system for engineering students enrolled in statics courses. Our system not only allows students to enter planar truss and free body diagrams into the system just as they would with pencil and paper, but our system checks the student's work against a hand-drawn answer entered by the instructor, and then returns immediate and detailed feedback to the student. Students are allowed to correct any errors in their work and resubmit until the entire content is correct and thus all of the objectives are learned. Since Mechanix facilitates the grading and feedback processes, instructors are now able to assign free response questions, increasing teacher's knowledge of student comprehension. Furthermore, the iterative correction process allows students to learn during a test, rather than simply displaying memorized information.

Online labor marketplaces offer the potential to automate a variety of tasks too difficult for computers, but present requesters with significant difficulties in obtaining accurate results. We share experiences from building MobileWorks, a crowd platform that departs from the marketplace model to provide robust, high-quality results. Three architectural contributions yield measurably improved accuracy on input tasks.  A dynamic work routing system identifies expertise in the crowd and ensures that all work posted into the system is completed with bounded completion times and at fair worker prices. A peer management system ensures that incorrect answers are prevented by experienced members of the crowd. Last, social interaction techniques give the best workers the ability and incentives to manage, teach & supervise other members of the crowd, as well as to clarify tasks. This process filters worker error and allows the crowd to collectively learn how to solve unfamiliar tasks. (extended abstract)

Interest in online education is surging, as dramatized bythe success of Khan Academy and recent Stanford online courses, but the technology for online education isin its infancy. Crowdsourcing mechanisms will likelybe essential in order to reach the full potential of thismedium. This paper sketches some of the challengesand directions we hope HCOMP researchers will address.

We have explored with three notions: conceptualization, and contextualization from situated cognition, and psychic reflection from activity theory for identifying activities into a method called the activity states framework (ASF). The purpose of our work is to build an AI system based on ASF for the identification of collaborators activities during situated context, e.g., collaborators are engaged in a tutorial activity. In this paper, we will introduce and propose how Web-mediated collaborative activities can be identified from collaborators communication exchanges by applying the ASF.

We introduce a laboratory text on environmental and societal sustainability applications that can be a supplemental resource for any undergraduate AI course. The lab text, entitled Artificial Intelligence for Computational Sustainability: A Lab Companion, is brand new and incomplete; freely available through Wikibooks; and open to community additions of projects, assignments, and explanatory material on AI for sustainability. The project adds to existing educational efforts of the computational sustainability community, encouraging the flow of knowledge from research to education and public outreach. Besides summarizing the laboratory book, this paper touches on its implications for integration of research and education, for communicating science to the public, and other broader impacts.