Abstract
In this paper we introduce a collaborative environment for the development of medium-size programming projects. Our system provides the usual facilities for communication among members of the group as well as a friendly programming environment for the functional programming language Haskell. A relevant feature of our learning environment is that some of the students may be, in fact, virtual students. It is worth to point out that these agents will not always behave as helpers. On the contrary, it can happen that they produce, on purpose, wrong programs. By doing so, we pretend that students get the abilities to detect mistakes not only in their own code, but also in the code generated by other team-mates.
Research supported in part by the CICYT projects TIC2000-0701-C02-01 and TIC2000-0738, and the Spanish-British Acción Integrada HB 1999-0102.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
E. Aïmeur, H. Dufort, D. Leibu, and C. Frasson. Some justifications for the learning by disturbing strategy. In AI-ED 97, World Conference on Artificial Intelligence and Education, 1997.
E. Aïmeur and C. Frasson. Analyzing a new learning strategy according to different knowledge levels. Computer and Education. An International Journal, 27(2):115–127, 1996.
E. Aïmeur, C. Frasson, and H. Dufort. Co-operative learning strategies for intelligent tutoring systems. Applied Artificial Intelligence. An International Journal, 14(5):465–490, 2000.
G. Ayala and Y. Yano. GRACILE: A framework for collaborative intelligent learning environments. Journal of the Japanese Society of Artificial Intelligence, 10(6):156–170, 1995.
H.U. Hoppe. The use of multiple student modeling to parameterize group learning. In 7th Conference on Artifical Intelligence in Education, pages 234–241, 1995.
A. Inaba, T. Supnithi, M. Ikeda, R. Mizoguchi, and J. Toyoda. How can we form effective collaborative learning groups?-Theoretical justification of ”opportunistic group formation” with ontological engineering-. In ITS 2000, LNCS 1839, pages 282–291. Springer, 2000.
P. Jermann, A. Soller, and M. Muehlenbrock. From mirroring to guiding: A review of state of the art technology for supporting collaborative learning. In 1st European Conf. on Computer-Supported Collaborative Learning, pages 324–331, 2001.
N. López, M. Núñez, I. Rodríguez, and F. Rubio. WHAT: A Web-based Haskell Adaptive Tutor. Submitted for publication, 2002.
N. López and M. Núñez. A testing theory for generally distributed stochastic processes. In CONCUR’2001, LNCS 2154, pages 321–335. Springer, 2001.
M. McManus and R. Aiken. Monitoring computer-based problem solving. International Journal of Artificial Intelligence in Education, 6(4):307–336, 1995.
M. Núñez and I. Rodríguez. PAMR: A process algebra for the management of resources in concurrent systems. In FORTE 2001, pages 169–185. Kluwer Academic Publishers, 2001.
S.L. Peyton Jones and J. Hughes. Report on the programming language Haskell 98, 1999. http://www.haskell.org.
A. Vizcaíno, J. Contreras, J. Favela, and M. Prieto. An adaptive, collaborative environment to develop good habits in programming. In ITS 2000, LNCS 1839, pages 262–271. Springer, 2000.
M. Wooldridge and N.R. Jennings. Intelligent agents: Theory and practice. The Knowledge Engineering Review, 10(2):115–152, 1995.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2002 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
López, N., Núñez, M., Rodríguez, I., Rubio, F. (2002). Including Malicious Agents into a Collaborative Learning Environment. In: Cerri, S.A., Gouardères, G., Paraguaçu, F. (eds) Intelligent Tutoring Systems. ITS 2002. Lecture Notes in Computer Science, vol 2363. Springer, Berlin, Heidelberg. https://doi.org/10.1007/3-540-47987-2_10
Download citation
DOI: https://doi.org/10.1007/3-540-47987-2_10
Published:
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-43750-5
Online ISBN: 978-3-540-47987-1
eBook Packages: Springer Book Archive