A Cognitive Tutoring System to Help Students Learn to Solve Multi-body Statics Problems

该项目侧重于在解决多体静力学问题的同时，通过反馈和引导提供智能和及时的指导。正在开发的基于计算机的导师为学生提供了解决桁架问题的工具，有相当宽的自由度来选择子系统，绘制自由的体图，并以用户选择的任何顺序编写和求解平衡方程。辅导系统采用类似认知导师的方法，根据学生和专家认知的基础模型来看待用户的实际工作。底层模型建立在静力学中的概念框架之上，这也导致了现在广泛使用的概念测试，即静力学概念清单。辅导系统传达了解决桁架问题的目标结构，这与其他多体静力学问题类似，促进了对解决问题的知识和实现有效解决方案的战略决策的正确，一般的理解，并提供了与期望性能模型相关的错误的即时反馈。开发的重点是系统的可用性，系统解释用户作业的能力，就像讲师查看纸笔作业一样，以及用户的学习收益。该项目将认知风格导师扩展到工程领域，促进对如何促进学习和教育的理解，并将这种理解融入到实用的教学工具中。通过开发下一代计算机辅导系统，教育基础设施将得到加强，这些系统可以广泛地服务于工程教育。材料将通过开放学习计划以持续的方式传播和提供，目前有数千名用户访问了OLI工程静力学课程。该项目与一所学院合作，该学院提供前两年的工程研究，并为乔治亚州工程学院提供大量少数民族学生。此外，通过调整导师，为在物理课程中学习桁架的高中生提供刺激和激励的体验，该项目预计将增加选择工程作为职业的高中生的数量。

This project focuses on providing intelligent and timely instruction through feedback and guidance while solving multi-body statics problems. The computer-based tutor being developed grants students tools to work on truss problems, with reasonably wide latitude to select subsystems, draw free body diagrams, and write and solve equations of equilibrium, in whatever order the user chooses. The tutoring system takes a cognitive-tutor-like approach in which the actual work of a user is viewed in light of an underlying model of student and expert cognition. The underlying model builds upon a conceptual framework in Statics, which has also led to the now widely used conceptual test, the Statics Concept Inventory. The tutoring system communicates the goal structure that underlies the solving of truss problems, which is similar to other multi-body statics problems, promotes a correct, general understanding of the problem-solving knowledge and of the strategic decisions for achieving an efficient solution, and provides immediate feedback on errors relative to the model of desired performance. The development focuses on the usability of the system, the ability of the system to interpret user work as would an instructor viewing paper and pencil work, and on the learning gains of users. This project extends cognitive style tutors to engineering domains, advancing understanding of how to promote learning and education and incorporates that understanding into a practical instructional tool. The infrastructure for education will be enhanced through the development of next-generation computer-based tutoring systems that can serve engineering education broadly. Materials will be disseminated and made available in a sustained way through the Open Learning Initiative, where the OLI Engineering Statics course is currently accessed by thousands of users. The project teams with a college that provides the first 2 years of engineering studies and feeds significant numbers of minority students into Georgia engineering schools. Also, by adapting the tutor so as to provide a stimulating and motivating experience for high school students who study trusses in physics courses, the project is expected to increase the numbers of high school students who choose engineering as a career.