JACIII Vol.21 No.5 pp. 907-916
doi: 10.20965/jaciii.2017.p0907


Supporting the Exploration of the Learning Goals for a Continuous Learner Toward Creative Learning

Takato Okudo*, Tomohiro Yamaguchi*, Akinori Murata**, Takato Tatsumi**, Fumito Uwano**, and Keiki Takadama**

*National Institute of Technology, Nara College
22 Yata-cho, Yamatokoriyama, Nara, Japan

**The University of Electro-Communications
1-5-1 Chofugaoka, Chofu, Tokyo 182-8585, Japan

April 16, 2017
July 21, 2017
September 20, 2017
learning support system, sub-reward, continuous learning, learning goal space, creative learning

This paper proposes a learning goal space that visualizes the distribution of the obtained solutions to support the exploration of the learning goals for a learner. Subsequently, we examine the method for assisting a learner to present the novelty of the obtained solution. We conduct a learning experiment using a continuous learning task to identify various solutions. To assign the subjects space to explore the learning goals, several parameters related to the success of the task are not instructed to the subjects. In the comparative experiment, three types of learning feedbacks provided to the subjects are compared. These are presenting the learning goal space with obtained solutions mapped on it, directly presenting the novelty of the obtained solutions mapped on it, and presenting some value that is slightly related to the obtained solution. In the experiments, the subjects to whom the learning goal space or novelty of the obtained solution is shown, continue to identify solutions according to their learning goals until the final stage in the experiment is attained. Therefore, in a continuous learning task, our supporting method of directly or indirectly presenting the novelty of the obtained solution through the learning goal space is effective.

Cite this article as:
T. Okudo, T. Yamaguchi, A. Murata, T. Tatsumi, F. Uwano, and K. Takadama, “Supporting the Exploration of the Learning Goals for a Continuous Learner Toward Creative Learning,” J. Adv. Comput. Intell. Intell. Inform., Vol.21 No.5, pp. 907-916, 2017.
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Last updated on May. 28, 2024