Investigation of the Influence of Hint Type on Problem Solving Behavior in a Logic Proof Tutor
Investigation of the Influence of Hint Type on Problem Solving Behavior in a Logic Proof Tutor
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DOI：
10.1007/978-3-319-93846-2_11
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发表时间：
2018-06
期刊：
影响因子：
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通讯作者：
Christa Cody;Behrooz Mostafavi;T. Barnes
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文献类型：
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作者：
Christa Cody;Behrooz Mostafavi;T. Barnes
在智能辅导系统中，需要提示策略来确定何时以及如何给出提示以及什么类型的提示最有益。在本研究中，我们的重点是发现是否某些提示类型影响问题解决行为。我们调查了两种类型的提示（下一步提示和更抽象的高级提示）对学生的行为的影响，在大学水平的逻辑证明导师，深思考。结果表明，提示类型可以影响学生的行为，包括提示的使用，规则的应用，和时间在导师。
Within intelligent tutoring systems, hint policies are needed to determine when and how to give hints and what type of hint is most beneficial. In this study, we focus on discovering whether certain hint types influence problem solving behavior. We investigate the influence of two hint types (next-step hints and more abstract high-level hints) on students’ behavior in a college-level logic proof tutor, Deep Thought. The results suggest that hint types can affect student behavior, including hint usage, rule applications, and time in-tutor.