| A task-based architecture for application-aware adjuncts |
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International Conference on Intelligent User Interfaces
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Proceedings of the 5th international conference on Intelligent user interfaces
table of contents
New Orleans, Louisiana, United States
Pages: 82 - 85
Year of Publication: 2000
ISBN:1-58113-134-8
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Authors
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Robert Farrell
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T J Watson Research Center, Yorktown Heights, NY
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Peter Fairweather
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T J Watson Research Center, Yorktown Heights, NY
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Eric Breimer
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Computer Science Department, Rensselaer Polytechnic Institute, Troy, NY
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Downloads (6 Weeks): 7, Downloads (12 Months): 14, Citation Count: 2
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ABSTRACT
Users of complex applications need advice, assistance, and feedback while they work. We are experimenting with “adjunct” user agents that are aware of the history of interaction surrounding the accomplishment of a task. This paper describes an architectural framework for constructing these agents. Using this framework, we have implemented a critiquing system that can give task-oriented critiques to trainees while they use operating system tools and software applications. Our approach is generic, widely applicable, and works directly with off-the-shelf software packages.
REFERENCES
Note: OCR errors may be found in this Reference List extracted from the full text article. ACM has opted to expose the complete List rather than only correct and linked references.
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Conati, C. and VanLehn. Teaching meta-cognitive skills: implementation and evaluation of a tutoring system to guide self-explanation while learning f;om examples. In Proceehings of AIED'99: the 9' World Conference on Artificial Intelligence and Education, Le Man, France, 1999.
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Farrell, R. Capturing Interaction Histories on the Web. In Proceedings of the 2"d Workshop on Adaptive Systems and User Modeling on the WWW. Toronto, CA, 1999.
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Farrell, R. and Lefkowitz, Lawrence S. Supporting development of task guidance for software system users: lessons from the WITS project. Bloom and Loftin Eds. Facilitating the development and use of interactive learning environments, pp. 127-162, 1998.
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Fuerzeig, W. & Ritter, F. Understanding Reflective Problem Solving. Psotka, J., Massey, L.D., & Mutter, S.A. (Eds.), intelligent Tutoring Systems: Lessons Learned. Lawrence Erlbaum Associates, Hillsdale, NJ. 1988.
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