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Laureano-Cruces, A., Mora-Torres, M., Ramirez-Rodriguez, J., & Gamboa Rodriguez, F. (2010). Implementation of an affective-motivational architecture tied to a teaching-learning process. In J. Sanchez, & K. Zhang (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (pp. 1930-1938). Chesapeake, VA: AACE. http://www.editlib.org/p/35837.

has been cited by the following article:

• TITLE: A Multi-Agent Intelligent Learning System: An Applicationwith a Pedagogical Agent and Learning Objects

  AUTHORS: Sánchez-Guerrero Lourdes, Laureano-Cruces Ana Lilia, Mora-Torres Martha, Ramírez-Rodríguez Javier, Silva-López Rafaela Blanca

  KEYWORDS: Intelligent Learning System; Educational Objective; Learning Object

  JOURNAL NAME: Creative Education, Vol.4 No.7B, July 19, 2013

  ABSTRACT: This article describes the analysis, design and development of an Intelligent Learning System (ILS). The design of the ILS is based on a multi-agent architecture. This architecture includes reactive agents which represent the expertise of each of the necessary sub-skills in learning the application domain, which in the study case is structured programming. The ILS utilizes artificial intelligence techniques to implement the teaching-learning process using an inference engine based on a general didactic model. As a result, this system is termed as Intelligent Learning System with Learning Objects (ProgEst). ProgEst is carried out with the objective of providing the user with self-regulated learning strategies in addition to the knowledge of a determined domain. The case study includes situations related to: learning styles, knowledge domain (errors made) and affective-motivational state. The assessments shall determine: 1) what is to be explained, 2) level of detail and timing, 3) how and when to interrupt the student, and 4) the information to provide during the interaction.