Tawnya Means

Insight into interface design of web-based case-based reasoning retrieval systems

Case-based reasoning (CBR) is an innovative approach for problem solving. The concept of CBR is that people solve problems by retrieving past solutions based on similar problems. These new solutions are adapted from the old solutions to solve the new problem. Case-based reasoning (CBR) in computer applications has drawn considerable attention over the last 20 years with a large number of successful computer applications including those that assist with customer support, sales support, diagnostics, and help-desk systems. However, most studies on applications that implement case-based reasoning have used system-based design research and have focused on functional capability and implementation. Little attention has been given to user interface design in CBR systems. In this article, we provide a review of case retrieval interfaces of CBR systems. Based on this review and our own CBR interface design experience, insights for designing conversational and feature-based CBR user interfaces are provided.

Flying the KITE (knowledge innovation for technology in education) through a case‐based reasoning knowledge repository

Case‐based reasoning (CBR), which has long been considered a branch of artificial intelligence, has recently gained great attention in the knowledge management circle because of its capability for storing and retrieving experience‐based knowledge by emulating human memory, and its ability to function similar to organizational memory to preserve organizational knowledge. While many successful CBR systems have been developed as knowledge repositories for preserving intellectual capital and for problem solving in business communities, both the concept and methodology of CBR are still novelties in education communities. While there are a plethora of projects and practical pursuits for CBR applications in business, literature relating to designing, developing and evaluating practical CBR educational applications is conspicuously scant. Based on the issues encountered and lessons learned in a CBR system development project, this paper attempts to provide some pragmatic guidelines for those who are interested in applying the CBR knowledge repository approach to supporting knowledge creation and diffusion in the education domain.