Sentence examples for modelling the learner from inspiring English sources

While this may appear to contradict the interaction symmetry of negotiated learner modelling, the learner could still disregard the system's new screen area, or the system could still (potentially) ignore a student's challenge (e.g. if a learner appears to be trying to involve the system in the discussion as a means to avoid another task).

This method can provide additional information for modeling the learner.

This section describes educational games that have been used to model the learner.

Furthermore, several educational games used in the literature to model the learner were presented and discussed.

The next section of the paper presents identified methods that have already been used to model the learner explicitly.

In this section, we present identified methods that have already been used to model the learner explicitly, along with examples.

Therefore, using educational games (that represent a highly interactive content) to model the learner is a promising trend.

In this method, the set of actions made by the learner during the game can be interpreted and translated into descriptive information useful to model the learner.

The main content of the paper (Sections 2 and 3) is a review of existing methods that have already been used to model the learner using educational games.

These descriptions are then used to model the learner (Lessard 2012; Conati and Zhao 2004; Manske and Conati 2005; Stathacopoulou et al. 2004; Virvou et al. 2003; Katsionis and Virvou 2004; Conlan et al. 2009).

So, one way to solve this problem is modeling the learners before recommending educational contents.