Symbolic automata allow transitions to carry predicates over rich alphabet theories, such as linear arithmetic, and therefore extend classic automata to operate over infinite alphabets, such as the set of rational numbers. In this paper, we study the foundational problem of learning symbolic automata. We first present Λ∗, a symbolic automata extension of Angluin’s L∗ algorithm for learning regu...

education has stepped to an ultra-place and time in 21st century. We have entered to digital and wireless communication century which mobile technologies have changed the process of education and instruction. The application of these mobile technologies for creation of knowledge, attitude and skill in learners is called Mobile Learning. The effectiveness of mobile learning programs requires new...

Causal relationships are present in many application domains. CP-logic is a probabilistic modeling language that is especially designed to express such relationships. This paper investigates the learning of CP-theories from examples, and focusses on structure learning. The proposed approach is based on a transformation between CP-logic theories and Bayesian networks, that is, the method applies...

MULTI-HEURISTIC THEORY ASSESSMENT WITH ITERATIVE SELECTION by Kareem Ammar Chairperson of the Supervisory Committee: Professor Tim Menzies Department of Computer Science and Electrical Engineering Modern day machine learning is not without its shortcomings. To start with, the heuristic accuracy, which is the standard assessment criteria for machine learning, is not always the best heuristic to ...

Learning has foundation in learning theories. The organisation of the learning contents to students and the linking of the related or similar contents in the same field of domain knowledge in an e-learning environment should be given a great consideration. From the literature, there are lots of factors that relate to cognitive learning theories that have been incorporated into the development o...

Many researchers have suggested that tangible user interfaces (TUIs) have potential for supporting learning. However, the theories used to explain possible effects are often invoked at a very broad level without explication of specific mechanisms by which the affordances of TUIs may be important for learning processes. Equally problematic, we lack theoretically grounded guidance for TUI designe...

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In our critique of "ability" and ability-based pedagogy (for full analysis, see Chapter 2 of Learning without Limits), we have focused on the consequences of ability-based judgements and practices for children's learning in schools. We have not engaged extensively with theories of "intelligence", per se. However, the alternative concept of "learning capacity" elaborated through our research (se...

We present a framework for learning abstract relational knowledge, with the aim of explaining how people acquire intuitive theories of physical, biological, or social systems. Our algorithm infers a generative relational model with latent classes, simultaneously determining the kinds of entities that exist in a domain, the number of these latent classes, and the relations between classes that a...