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Article

French

ID: <

10670/1.pgg8qv

>

Where these data come from
EIAO, a few benchmarks

Abstract

The aim of this article is to give non-specialists some points of reference on the area designated by the acronym EIAO, on its issues, its history and its evolution, without mentioning the full art. The author’s point of view on this multidisciplinary field is that of a teacher researcher in artificial intelligence; this presentation is therefore, of course, partial and partial. This area has developed in the United States since about 1970, and since the early 80s in France, under the original name of ‘intelligently Assisted Education by Computer’. On the basis of some of the limitations of traditional OCS systems, using artificial intelligence techniques, the aim was to develop more flexible, interactive systems that better adapt to their users to help them learn. Several approaches have been explored. The decade 80-90 was marked by that of ‘smart tutorial systems’, strongly linked to the development of ‘knowledge based systems’ in artificial intelligence. It ended with a change of name for the acronym EIAO, developed into ‘Interactive Learning Environments’, corresponding to the English designation ‘Interactive Learning Environments’. The multidisciplinary nature of this research area has been strongly confirmed, and national and international communities have formed themselves. After a general presentation of this area, I will try to give an overview of the various issues studied, the difficulties encountered and the evolution of ideas in EIAO.

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