Ashwin Ram and David Leake
In cognitive science, artificial intelligence, psychology, and education, a growing body of research supports the view that learning is largely a goal-directed process. Experimental studies show that people with different goals process information differently; work in machine learning presents functional arguments for goal-based focusing of learner effort. Recent work in these fields has focussed on issues of how learning goals arise, how they affect learner decisions of when and what to learn, and how they guide the learning process. It is increasingly evident that investigation of goal-driven learning can benefit from bringing these perspectives together in a multidisciplinary effort (Leake and Ram, 1993).