The Model AI Assignments session seeks to gather and disseminate the best assignment designs of the Artificial Intelligence (AI) Education community. Recognizing that assignments form the core of student learning experience, we here present abstracts of eight AI assignments that are easily adoptable, playfully engaging, and flexible for a variety of instructor needs.

Unfortunately, many students stop using these beneficial learning practices as soon Presented by Stephen Grossberg, Department of Cognitive as the metatutoring ceases. Apparently, the metatutors were and Neural Systems, Center for Adaptive Systems, and Center nagging rather than convincing. This talk will present a of Excellence for Learning in Education, Science, and study of Pyrenees, a metatutor that coaches students to focus Technology, Boston University, Boston, MA 02215 on learning domain principles rather than solutions to A deep and rational understanding of the factors that influence examples. It was convincing, in that students who were effective education and learning technologies depends taught probability with Pyrenees used principle-based problem on a corresponding understanding of how the brain in health solving on post-test more so than students taught by Andes, and disease controls learned behaviors. There has been a which did not focus students on principles. Moreover, revolution in discovering new computational paradigms, organizational when all students were transferred to Andes for learning principles, mechanisms, and models of how of physics, those who were metatutored used the principlefocused learning processes enable brains to give rise to minds.

Emotions are a ubiquitous component of motivation and learning. We have developed an affective behavior model for intelligent tutoring systems that considers both the affective and knowledge state of the student to generate tutorial actions. The affective behavior model (ABM) was designed based on teachers' expertise obtained through interviews. It relies on a dynamic decision network with a utility measure on both student learning and affect to generate tutorial actions aimed at balancing the two. We have integrated and evaluated the ABM in an educational game to learn number factorization. We carried out a controlled user study to evaluate the impact of the affective model on learning. The results show that for the younger students there is a significant improvement on learning when the affective behavior model is incorporated.

The theme of this article is the dynamics of evolution of agents. That theme is applied to the evolution of constraint satisfaction, of agents themselves, of our models of agents, of artificial intelligence and, finally, of the Association for the Advancement of Artificial Intelligence (AAAI). The overall thesis is that constraint satisfaction is central to proactive and responsive intelligent behavior.

The theme of this article is the dynamics of evolution of agents. That theme is applied to the evolution of constraint satisfaction, of agents themselves, of our models of agents, of artificial intelligence and, finally, of the Association for the Advancement of Artificial Intelligence (AAAI). The overall thesis is that constraint satisfaction is central to proactive and responsive intelligent behavior.