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 three AI assignments from the 2013 session that are easily adoptable, playfully engaging, and flexible for a variety of instructor needs. Assignment specifications and supporting resources may be found at modelai.gettysburg.edu.

This work describes a student-friendly, pedagogy-oriented event-handling system for managing multiagent AI simulations in a classroom environment.

Norvig's (1992) Paradigms of AI Programming is an important book for learning about AI programming. However, the book uses Common Lisp as the programming language, which is less popular now than in 1992. Thus, we have translated many classical AI programs described in the book into Python, a more commonly used language. We have also documented the programs and offered them as a resource in a course on knowledge-based AI.

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 five AI assignments from the 2014 session that are easily adoptable, playfully engaging, and flexible for a variety of instructor needs. Assignment specifications and supporting resources may be found at modelai.gettysburg.edu.

We report on Jim, an inexpensive student designed platform for embodied affective AI. The project brings together students from backgrounds in computer science, physics, engineering, and Digital Media Arts (DMA) in an informal educational setting. The platform will be used in AI courses and autism treatment studies.

The system recognizes facial that the tools we build have an impact on people's expressions in others using the outward camera and delivers psychological wellbeing and mental health.

Artificial learning systems such as e-learning, multimedia Human or artificial tutors have to continuously and dynamically and hypermedia, and Intelligent Tutoring Systems (ITS) monitor and model all of the students activities are designed to support learning processes in order to facilitate (including problem solving processes, deployment of regulatory the acquisition, development, use, and transfer required processes, and so on), make complicated inferences to solve complex tasks. Besides their trivial duties about them, to ensure that learning is maximized. Students regarding content management, these systems have to interact and tutors need decision support capabilities in terms of social with different users, and support them with several decisional networks analysis, visualization tools of students behaviors processes. One of the most critical decisions includes in relation to the domain knowledge to be explored, those dealing with aspects of self-regulation. A paradigm shift changing task conditions, and dynamic aspects of the instructional is needed in this respect.