Titlebook: Artificial Intelligence and Inclusive Education; Speculative Futures Jeremy Knox,Yuchen Wang,Michael Gallagher Book 2019 The Editor(s) (if

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书目名称Artificial Intelligence and Inclusive Education网络公开度学科排名




书目名称Artificial Intelligence and Inclusive Education被引频次




书目名称Artificial Intelligence and Inclusive Education被引频次学科排名




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书目名称Artificial Intelligence and Inclusive Education年度引用学科排名




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书目名称Artificial Intelligence and Inclusive Education读者反馈学科排名

Organonitrile

得意牛

2366-1658 .I. development aimed towards inclusive teaching and learninThis book brings together the fields of artificial intelligence (often known as A.I.) and inclusive education in order to speculate on the future of teaching and learning in increasingly diverse social, cultural, emotional, and linguistic e

意外

https://doi.org/10.1007/978-3-662-67768-1nd (4) trust is based on multidimensional perceptions of trustee’s trustworthiness. The chapter outlines systematic research to examine how trust is developed, calibrated, and affected by communication messages across different temporal stages in the inclusive learning environment: pre-interaction stage, entry stage, and relationship stage.

chisel

A Communication Model of Human–Robot Trust Development for Inclusive Educationnd (4) trust is based on multidimensional perceptions of trustee’s trustworthiness. The chapter outlines systematic research to examine how trust is developed, calibrated, and affected by communication messages across different temporal stages in the inclusive learning environment: pre-interaction stage, entry stage, and relationship stage.

sparse

Book 2019eaching and learning in increasingly diverse social, cultural, emotional, and linguistic educational contexts. This book addresses a pressing need to understand how future educational practices can promote equity and equality, while at the same time adopting A.I. systems that are oriented towards au

档案

,Introduction: AI, Inclusion, and ‘Everyone Learning Everything’,ines the potential intersections, correspondences, divergences, and contestations between the discourses that typically accompany, on the one hand, calls for artificial intelligence technology to disrupt and enhance educational practice and, on the other, appeals for greater inclusion in teaching an

残忍

Towards Inclusive Education in the Age of Artificial Intelligence: Perspectives, Challenges, and Oppes. Over the last 30 years, research has shown how effective, individually tailored approaches can be achieved using artificial intelligence techniques and intelligent learning environments (ILE). As new audiences of learners are exposed daily to ILEs through mobile devices and ubiquitous Internet a

Galactogogue

Accountability in Human and Artificial Intelligence Decision-Making as the Basis for Diversity and Eo inclusion, diversity and fairness of both the AI-based and human-controlled interactions and any human-facing interventions aiming to change human development, behaviour and learning. Less debated, however, is the nature and role of biases that emerge from theoretical or empirical models that unde

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