WORK IN PROGRESS: A Computer-Aided Design Intelligent Tutoring System Teaching Strategic Flexibility
WORK IN PROGRESS: A Computer-Aided Design Intelligent Tutoring System Teaching Strategic Flexibility
复制标题
正在进行中的工作：计算机辅助设计智能辅导系统教学策略灵活性
DOI：
10.18260/p.27208
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Matthew E. Taylor
中科院分区：
文献类型：
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作者：
Yang Hu;Matthew E. Taylor
参加计算机辅助设计(CAD)课程是许多大学机械工程新生的必修课，包括华盛顿州立大学。学习CAD软件的传统方法是跟随课本上的例子和练习。然而，使用书面教学并不总是有效的，因为教科书通常支持单一的策略来构建模型。即使错过了一个细节，也可能会导致学生陷入困境，有可能导致沮丧。为了使学习过程更简单、更有趣，我们设计并实现了一个开源CAD程序FreeCAD的智能教程系统，目的是教会学生从多个简单形状构造复杂对象的基本CAD技能(如布尔运算)。该程序不是教授一种构建模型的方法，而是首先自动学习所有可能的构建模型的方法，然后可以教学生以多种方式绘制3D模型。以前的研究表明，学习多种可能的解决方案可以鼓励学生开发解决新问题所需的工具。这项研究比较了课本学习和从我们的智能教学系统的两个变体中学习。教科书上的方法被认为是基线。在第一个教程版本中，受试者被给予最低限度的指导，并被要求以多种方式构建模型。第二个辅导组的受试者得到了两个构建模型的指导性解决方案，然后要求他们在构建相同的模型时演示第三个解决方案。第二个辅导组的参与者被要求独立探索，而不是直接提供指导，只有当程序确定他/她偏离了潜在解决方案太远时，才会得到反馈。通过测量1)在测试阶段成功构建相同的模型，2)在测试阶段使用多种方法构建相同的模型，以及3)构建新的模型所需的时间来比较这三组人。
Taking a Computer-Aided Design (CAD) class is a prerequisite for Mechanical Engineering freshmen at many universities, including at Washington State University. The traditional way to learn CAD software is to follow examples and exercises in a textbook. However, using written instruction is not always effective because textbooks usually support single strategy to construct a model. Missing even one detail may cause the student to become stuck, potentially leading to frustration. To make the learning process easier and more interesting, we designed and implemented an intelligent tutorial system for an open source CAD program, FreeCAD, for the sake of teaching students some basic CAD skills (such as Boolean operations) to construct complex objects from multiple simple shapes. Instead of teaching a single method to construct a model, the program first automatically learns all possible ways to construct a model and then can teach the student to draw the 3D model in multiple ways. Previous research efforts have shown that learning multiple potential solutions can encourage students to develop the tools they need to solve new problems. This study compares textbook learning with learning from two variants of our intelligent tutoring system. The textbook approach is considered the baseline. In the first tutorial variant, subjects were given minimal guidance and were asked to construct a model in multiple ways. Subjects in the second tutorial group were given two guided solutions to constructing a model and then asked to demonstrate the third solution when constructing the same model. Rather than directly providing instructions, participants in the second tutorial group were expected to independently explore and were only provided feedback when the program determined he/she had deviated too far from a potential solution. The three groups are compared by measuring the time needed to 1) successfully construct the same model in a testing phase, 2) use multiple methods to construct the same model in a testing phase, and 3) construct a novel model.