AI

Frederick P. Brooks, Jr.
It is a special honor to receive an award named for Allen Newell. Allen was one of the fathers of computer science. He was especially important as a visionary and a leader in developing artificial intelligence (AI) as a subdiscipline, and in enunciating a vision for it.
What a man is is more important than what he does professionally, however, and it is Allen’s humble, honorable, and self-giving character that makes it a double honor to be a Newell awardee. I am profoundly grateful to the awards committee.

Moshe Y. Vardi
Chess fans remember many dramatic chess matches in the 20th century. I recall being transfixed by the 1972 interminable match between challenger Bobby Fischer and defending champion Boris Spassky for the World Chess Championship. The most dramatic chess match of the 20th century was, in my opinion, the May 1997 rematch between the IBM supercomputer Deep Blue and world champion Garry Kasparov, which Deep Blue won 3½–2½.

Sixto Ortiz Jr.
For a long time, researchers have been working on a marriage of human and machine that sounds like something out of science fiction: a brain-computer interface.
BCIs read electrical signals or other manifestations of brain activity and translate them into a digital form that computers can understand, process, and convert into actions of some kind, such as moving a cursor or turning on a TV.

The educational applications of AI are a combination of what Pasteur's Quadrant describes as use-inspired basic and pure applied research. This article gives an overview of the classical and emerging architectures for AI in education. Early researchers focused on creating personalized teaching systems based on solitary learners, whereas recent work takes account of other people and the learning context. Various Grand Challenges illustrate the issues still facing AI in education.