Project

LeActiveMath

Language-Enhanced, User-Adaptive, Interactive eLearning for Mathematics

Language-Enhanced, User-Adaptive, Interactive eLearning for Mathematics

  • Duration:

LeActiveMath will deliver an innovative web-based intelligent tutoring system for mathematics that will be used in high school and college or university level classrooms as well as for self study.

LeActiveMath builds on the eLearning environment ActiveMath which resulted from research and development at the University of Saarland and at the DFKI. This system already generates courses providing user-adaptivity, i.e., these courses depend on the learner's goals, their level of mastery of the subject, and a few preferences. In this way the pace of learning, the level of detail, the way of presenting the content, the presentation format, and the number and difficulty of examples and exercises can be personalized for the individual learner as required. ActiveMath can work with several computer algebra systems and uses and updates a simple learner model. It provides a dictionary, private and public notes, copyright button, adaptive annotation of tables of content, and so on. The content to be assembled and presented by ActiveMath is represented in the XML-based language OMDoc. This ontological knowledge representation for mathematics serves as a basis for reuse and interoperability of the content and also for finding dependencies of concepts in a domain.

Further high-quality research is necessary to develop LeActiveMath as a third-generation eLearning system that comprises more elaborate and justified personalization and learning scenarios, natural language tutorial dialogues, open learner modeling, and interactivity that is tool-supported and scaffolded. In particular, the degree of interaction required with the domain places great challenges on the ability of the system to maintain a coherent dialogue with the learner, while the open learner model affords an opportunity to investigate the effect of attention being drawn both to reports of progress in mathematical learning and to a number of variables associated with learning, including the learner's meta-cognitive activities, and the learner's feelings, motivations and attitudes.

Partners

European Research and Project Office GmbH, The University of Edinburgh, Technische Universiteit Eindhoven, Universitaet Augsburg, University of Glasgow, Universidad de Malaga, Ernst Klett Verlag, Universität des Saarlandes

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Publications about the project

In: S. Salerno , M. Gaeta , P. Ritrovato , N. Capuano , F. Orciuoli , S. Miranda , A. Pierri (editor). The Learning Grid Handbook: Concepts, Technologies and Applications -- Volume 2 The Future of Learning. Pages 211-236 The Future of Learning ISBN 978-1-58603-829-8 IOS Press Amsterdam 3/2008.

To the publication

In: Nobuki Takayama , Andres Iglesias , Jaime Gutierrez (editor). Proceedings of ICMS-2006. International Congress on Mathematical Software (ICMS) LNCS 4151 Springer Verlag GmbH 9/2006.

To the publication

In: Jon Borwein , William Farmer (editor). Proceedings of Mathematical Knowledge Management 2006. International Conference on Mathematical Knowledge Management (MKM) LNAI 4108 Springer Verlag 8/2006.

To the publication

German Research Center for Artificial Intelligence
Deutsches Forschungszentrum für Künstliche Intelligenz