A study is described in which the effectiveness of a computer program (Hermes) on improving argumentative writing is tested. One group of students was randomly assigned to a control group and the other was assigned to the experimental group where they are asked to use the Hermes program. All students were asked to write essays on controversial topics to an opposed audience. Their essays were content-analysed for dialectical traits. Based on this analysis, it was concluded that the experimental group (...) wrote more dialectically effective essays than the control group, and the amount of difference between the control and experimental groups was related to the students' intellectual developmental level, as assessed by the Measure of Epistemological Reflection (MER). It is concluded that argumentative writing, operationalized here as dialectical writing, can be improved by computer-assisted instruction, but that attempts to teach such forms of thinking and writing need to take into account students' capacity to benefit from such instruction. Such capacity is defined here as intellectual development. (shrink)

The paper describes the design of an intelligent tutoring system for teaching Introduction to Computer Science-a compulsory curriculum in Al-Azhar University of Gaza to students who attend the university. The basic idea of this system is a systematic introduction into computer science. The system presents topics with examples. The system is dynamically checks student's individual progress. An initial evaluation study was done to investigate the effect of using the intelligent tutoring system on the performance of students enrolled in (...) computer science curriculum at Al-Azhar University, Gaza. The results showed a positive impact on the evaluators. (shrink)

As many moral problems have a very complex nature, moral reasoning towards a justified decision in such cases may be as difficult. Many considerations have to be taken into account in order to reach a judgement based on good reasons. May the computer, as a tool in data processing, be of use for ethical decision-making? In this paper I will argue that we should be very careful in developing and using ethical expert-systems. Next, I will explain how the (...) class='Hi'>computer may be a useful ‘tool’ for instruction in moral reasoning. This will be done by presenting a model for Computer Assisted Instruction in ethics. Finally, I will describe the outline of a CAI program according to this model and discuss some problems which are encountered in designing this program. (shrink)

As many moral problems have a very complex nature, moral reasoning towards a justified decision in such cases may be as difficult. Many considerations have to be taken into account in order to reach a judgement based on good reasons. May the computer, as a tool in data processing, be of use for ethical decision-making? In this paper I will argue that we should be very careful in developing and using ethical expert-systems. Next, I will explain how the (...) class='Hi'>computer may be a useful ‘tool’ for instruction in moral reasoning. This will be done by presenting a model for Computer Assisted Instruction in ethics. Finally, I will describe the outline of a CAI program according to this model and discuss some problems which are encountered in designing this program. (shrink)

This article traces the connection between expert systems used as consultants in medicine and their design for instructional purposes in education. It is suggested that there are important differences between these applications. Recognizing these differences leads to the view that the development of intelligent computer-assisted instructions (ICAI) should be guided by empirical research into social/psychological consequences and by ethical inquiries into the acceptability of those consequences. Three proposals are put forward: (1) that the pedagogical role of intelligent CAI (...) be clarified, (2) that forms of intelligent CAI be developed that aim primarily at refining rather than replacing human judgements, and (3) that ICAI research and development projects contain components which address ethical and social/psychological components and which are equitably-funded, integral parts of the overall development effort. (shrink)