Intelligent tutoring systems (ITSs) provide students with a one-on-one tutor, allowing them to work at their own pace, and helping them to focus on their weaker areas. The RUR1–Python Learning Environment (RUR-PLE), a game-like virtual environment to help students learn to program, provides an interface for students to write their own Python code and visualize the code execution (Roberge 2005). RUR-PLE provides a fixed sequence of learning lessons for students to explore. We are extending RUR-PLE to develop the Playing to Program (PtP) ITS, which consists of three components: (1) a Bayesian student model that tracks student competence, (2) a diagnosis module that provides tailored feedback to students, and (3) a problem selection module that guides the student’s learning process. In this paper, we summarize RUR-PLE and the PtP design, and describe an ongoing user study to evaluate the predictive accuracy of our student modeling approach.

We propose an intelligent tutoring system that constructs a curriculum of hints and problems in order to teach a student skills with a rich dependency structure. We provide a template for building a multi-layered Dynamic Bayes Net to model this problem and describe how to learn the parameters of the model from data. Planning with the DBN then produces a teaching policy for the given domain. We test this end-to-end curriculum design system in two human-subject studies in the areas of finite field arithmetic and artificial language and show this method performs on par with hand-tuned expert policies.

We introduce a Java graphical gaming framework that enables students in an introductory artificial intelligence (AI) course to immediately apply and visualize the topics from class. We have used this framework in teaching a mixed undergraduate/graduate AI course for six years. We believe that the use of games motivates students. The graphical nature of each game enables students to quickly see how well their algorithm works. Because the topics in an introductory AI course vary widely, students apply their algorithms to multiple game environments. A final challenging environment enables them to tie together the concepts for the entire semester.

Researchers have established the value of hands-on learning with tangible artifacts in mathematics and related fields. Inspired by this work, an assignment was developed for an undergraduate/graduate Artificial Intelligence course to introduce students to the formal representation of search. Students analyzed a familiar board game — e.g., Rush Hour or peg solitaire — using the standard approach to modeling an uninformed search process. The assignment was well-received by students, and analysis of their work yielded unexpected insights into the challenges students face in understanding how the formal problem model interacts with search algorithms. This paper introduces the theoretical motivations for the work, analyzes student work products, and makes recommendations for future extensions.

The undergraduate computer science curriculum is generally focused on skills and tools;  most students are not exposed to much  research in the field, and do not learn how to navigate the research literature.  We describe how science fiction reviews were used as a gateway to research reviews.  Students learn a little about current or recent research on a topic that stirs their imagination, and learn how to search for, read critically, and compare technical papers on a topic related their chosen science fiction book, movie, or TV show.

Integrating games into the computer science curriculum has been gaining acceptance in recent years, particularly when used to improve student engagement in introductory courses. This paper argues that games can also be useful in upper level courses, such as general artificial intelligence and machine learning. We provide a case study of using a Mario game in a machine learning class to provide one successful data point where both content-specific and general learning outcomes were successfully achieved.

Cluedo) serves as a fun when it comes to designing an optimal (or even practicable) focus problem for this introduction to propositional knowledge solution. The potential solutions also touch on many representation and reasoning. After covering fundamentals areas of AI, so the students can be creative in applying and of propositional logic, students first solve basic synthesizing what they've learned to a new problem. The logic problems with and without the aid of a satisfiability three challenges give the students the opportunity to choose solver (e.g.

Creating accurate computational models of human decision making is a vital step towards the realization of socially intelligent systems capable of both predicting and simulating human behavior. In modeling human decision making, a key factor is the psychological phenomenon known as "framing", in which the preferences of a decision maker change in response to contextual changes in decision problems. Existing approaches treat framing as a one-dimensional contextual influence based on the perception of outcomes as either gains or losses. However, empirical studies have shown that framing effects are much more multifaceted than one-dimensional views of framing suggest. To address this limitation, we propose an integrative approach to modeling framing which combines the psychological principles of cognitive appraisal theories and decision-theoretic notions of utility and probability. We show that this approach allows for both the identification and computation of the salient contextual factors in a decision as well as modeling how they ultimately affect the decision process. Furthermore, we show that our multi-dimensional, appraisal-based approach can account for framing effects identified in the empirical literature which cannot be addressed by one-dimensional theories, thereby promising more accurate models of human behavior.

Robot Learning from Demonstration (LfD) research deals with the challenges of enabling humans to teach robots novel skills and tasks (Argall et al. 2009). The practical importance of LfD is due to the fact that it is impossible to pre-program all the necessary skills and task knowledge that a robot might need during its life-cycle. This poses many interesting application areas for LfD ranging from houses to factory floors. An important motivation for our research agenda is that in many of the practical LfD applications, the teacher will be an everyday end-user, not an expert in Machine Learning or robotics. Thus, our research explores the ways in which Machine Learning can exploit human social learning interactions--Socially Guided Machine Learning (SGML).

We describe a robot system that autonomously acquires skills through interaction with its environment. The robot learns to sequence the execution of a set of innate controllers to solve a task, extracts and retains components of that solution as portable skills, and then transfers those skills to reduce the time required to learn to solve a second task.