Learner Model for Adaptive Scaffolding in Intelligent Tutoring Systems for Organizing Programming Knowledge
Learner Model for Adaptive Scaffolding in Intelligent Tutoring Systems for Organizing Programming Knowledge
复制标题
用于组织编程知识的智能辅导系统中自适应脚手架的学习者模型
DOI：
10.1007/978-3-030-78361-7_6
复制
发表时间：
2021
期刊：
影响因子：
--
通讯作者：
T.
中科院分区：
文献类型：
--
作者：
Koike;K.;Fujishima;Y.;Tomoto;T.;Horiguchi;T.;and Hirashima;T.
学习者模型是根据学习者对学习材料的理解状态构建的，通过观察学习者的行为获得。学习者模型收集用于适应性辅导的信息，并使用这些信息来确定系统操作，例如提示、问题演示和适合学习者理解的解释。因此，学习者模型在智能教学系统(ITSS)中起着至关重要的作用。我们以前开发的ITSS采用了一个简单的学习者模型，将曾经解决的问题视为学习者获得的问题解决方案。然而，这样的模型无法掌握学习者对解决方案的熟练程度，这是构建学习者模型的一个重要方面，因为学习者在已经学习了解决方案的情况下，往往在解决问题时犯错误。在这种情况下，ITS根据学习者对解决方案的熟练程度来应用脚手架是有效的。然而，过多的脚手架降低了理解力，这一现象被称为“援助困境”。一个基于学习者解决方案熟练程度分析的自适应支架的学习者模型可以有效地缓解辅助困境。在这项研究中，我们开发和评估了一个考虑了学习者解决方案熟练程度的学习者模型的智能交通系统。实验结果表明，改进的学习者模型可以在不改变学习者理解的情况下减少总反馈。
Learner models are constructed from learner understanding states regarding learning materials, obtained by observing learner behaviors. A learner model collects information for adaptive tutoring and uses this information to determine system actions such as hints, problem presentations, and explanations appropriate to learner understanding. A learner model thus plays an essential role in intelligent tutoring systems (ITSs). Our previously developed ITSs have adopted a simple learner model that considers once-solved problems as learner-acquired solutions for problem solving. However, such models cannot grasp learner proficiency for solutions, which is an important aspect of constructing learner models because learners often make problem-solving mistakes despite having already learned the solution. In such situations, it is effective for an ITS to apply scaffolding based on learner proficiency regarding the solution. However, excess scaffolding decreases comprehension, a phenomenon known as the “assistance dilemma.” A learner model that adaptively scaffolds based on analysis of learner proficiency in solutions can effectively mitigate the assistance dilemma. In this study, we develop and evaluate an ITS with a learner model that considers learner proficiency in solutions. Experimental results indicate that the developed learner model can reduce total feedback without changing learner comprehension.
为 ITS 提供问题解释
DOI：
10.1007/3-540-55606-0_11
发表时间：
1992
期刊：
--
影响因子：
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作者：
T. Hirashima;A. Kashihara;J. Toyoda
通讯作者：
J. Toyoda