The present study aimed to satisfy a twofold purpose: On the one hand, it sought to verify the postulation that agent-based instruction could offer a compromise approach to teaching L2 idioms where form and meaning would be equally emphasized during instruction. Given that anthropomorphism has not been much under scrutiny, this research, on the other hand, sought to ascertain whether learning a...

This paper discusses the problems of developing versatile adaptive and intelligent learning systems that can be used in the context of practical Web-based education. We argue that versatility is an important feature of successful Web-based education systems. We introduce ELM-ART, an intelligent interactive educational system to support learning programming in LISP. ELM-ART provides all learning...

Design of usable and useful interactive systems requires a model that explains the activities and context of use. Similarly, design of instruction requires a valid model that illustrates the activities of student and teacher in class and classroom context. This paper describes a process model for designing and implementing instruction using various multimedia instructional materials. Our model ...

Anomaly-based Intrusion Prevention Systems (IPSs) currently protect systems from zero-day attacks. However, since they either only inform administrators about the intrusions and/or just stop services or systems, they cannot stably continue services until the vulnerabilities are fixed by security patches. So self-healing systems (SHSs) are needed because they continue to safely execute services ...

This applied research was designed to analyze the effectiveness of inquiry-based instruction as compared to teacher-directed instruction in 5th-grade mathematics and science courses at the subject school. The subject school modified mathematics and science curriculum for 3 years and became an Alabama Math, Science, and Technology (AMSTI) [2009] school. AMSTI provided extensive professional deve...

this study investigated the effect of applying the dynamic system theory (dst) and cognitive linguistics (cl) insights into grammar instruction on efl learners’ learning of english prepositions and learner autonomy. sixty iranian efl learners at the lower-intermediate level of language proficiency were randomly assigned to 1 experimental and 1 control group. the 2 groups filled out an autonomy ...