000			03268nam a2200325Ia 4500
000			03803nam a22003615i 4500
001			978-3-031-35331-4
003			DE-He213
005			20240319120857.0
007			cr nn 008mamaa
008			230731s2023 sz | s |||| 0|eng d
020			_a9783031353314 _9978-3-031-35331-4
082			_a371.334
100			_aAberšek, Boris. _931345
245			_aAI and Cognitive Modelling for Education _cby Boris Aberšek, Andrej Flogie, Igor Pesek. _h[electronic resource] /
250			_a1st ed. 2023.
260			_aCham _bSpringer International Publishing _c2023
300			_aXII, 229 p. 60 illus., 20 illus. in color. _bonline resource.
520			_aThis book offers a groundbreaking approach to bridging the gap between various disciplines involved in cognitive modeling in education. By drawing on the fields of learning, neuro science, cognitive science, neurobiology, and computer science, it provides a new perspective on how we can integrate these disciplines with education to create more effective learning environments. The main objective of this book is to delve into the ethical, sociological, and technological questions surrounding the introduction of intelligent and smart learning environments in education. By analyzing these issues, this book aims to bridge the gap between the various disciplines involved in cognitive modeling and education, while highlighting the benefits and risks associated with these advancements. With the emergence of AI-based tutors, coaches, and learning environments, students now have access to a new type of self-learning and self-training that was previously unavailable. Distance learning has become increasingly popular in recent years, and the use of computer-assisted learning tools has revolutionized the way we think about education. The goal of education must be to instill in students a desire to learn for themselves, and this can only be achieved through active, self-directed, and reflective learning. With intelligent tutoring systems, students are empowered to take an active role in their own education, rather than simply being passive recipients of information. This book offers practical strategies for teachers to facilitate this transition, enabling them to act as facilitators and guides rather than one-way communicators. By embracing this new approach to education, we can help students become lifelong learners who are equipped with the skills they need to succeed in the 21st century. As we cannot predict the future with certainty, the true effects of education may only be revealed in the long run, making it critical to understand the potential consequences of introducing these new learning tools. By exploring these complex topics, this book offers valuable insights for educators, policymakers, and anyone interested in the future of education.
650			_aArtificial intelligence. _931346
650			_aArtificial Intelligence. _931347
650			_aComputers and Education. _931348
650			_aEducation _931349
650			_aEducation _931349
650			_aEducational Research. _931350
700			_aFlogie, Andrej. _931351
700			_aPesek, Igor. _931352
856			_uhttps://doi.org/10.1007/978-3-031-35331-4
942			_cEBK _2ddc
999			_c15206 _d15206