Using Virtual Worlds to Evidence Singular Cognition During the Learning Process

摘要

One of the roles AI now plays in educational software products is expert reasoning over task models on open learning domains. None of these is typically related to cognitive state modeling. We sustain that monitoring of single-actor activities suffices to evidence a singularly-generated cognitive learning process. Thus, an AI characterization is feasible, and useful for mixed objectivist-constructivist, usign a virtual learning environment as a tool. Rather than focusing on pure structural domain transmission, we evidence the occurrence of cogntive (i.e. Constructivist) phenomena leading to skill acquisition. In a mixed virtual education situation, a 3D space is key to represent multiple conditions and worlds along which the student travels, so that personalized disatance coaching towards Instructivist goals can be more efficient, as she better understands her student's constructive learning situation at times when she is away. We present the Constructivist Animated Arena in VRML, part of the Open Temporal Inductive Math Environment (COTIME) we are testing at the High School level for the acquistion of basic math skills at the Monterrey Institute of Technology.