An Intelligent Tutoring System for Organic Chemistry

在NSF先前支持的内容和第一代电子作业网站的基础上，这个IUSE：EHR项目将开发一个适用于有机化学的智能辅导系统。该系统的关键组成部分是(A)同时包括认知和情感因素的学生模型，(B)评估学生知识的网络，以及(C)监测学生解决问题技能状况的元认知教练。以往的研究表明，自我效能感和自我决定是以学生为中心的高参与度电子学习工具的最重要因素。元认知辅导将试图识别自我监控不良的学生，从而提供适当的学习策略，促进有机化学问题解决技能的主动发展。这项研究的结果将有助于在各种STEM学科中更广泛地开发智能教学系统。智能教学系统将与相关的课程材料一起开发和传播，这些教材指导基于基础有机化学原理(例如，Lewis酸碱理论；逆向综合分析)解决问题的教学方法。这些材料和辅导系统都植根于建构主义教育学，其中学生通过应用基本原理来解释有机分子的性质和反应，在强指导的环境中构建理解。对元认知教练的评价将基于学生是否被观察到有更好的学习收益和动机收益(考试成绩和问卷回答)。学习策略发展的评估将由元认知教练自己完成，它将分析日志数据来确定学生的行为在多大程度上符合所提出的学习策略。该项目的成果将在化学教育双年会议和2017年戈登化学教育研究会议(GRC)上传播。

Building upon content and first generation electronic homework websites that were created with prior NSF support, this IUSE: EHR project will develop an adaptive intelligent tutoring system for organic chemistry. The critical components of the system are (a) a student model that includes both cognitive and affective factors, (b) a network to evaluate students' knowledge, and (c) a meta-cognitive coach that will monitor the status of students' problem solving skills. Previous research has shown that self-efficacy and self-determination are the most important student-centric factors for high engagement with electronic learning tools. The meta-cognitive coach will attempt to identify students with poor self-regulation so that it can offer appropriate learning strategies to promote the active development of organic chemistry problem solving skills. The results of this research should contribute to the broader development of intelligent tutoring systems across a variety of STEM disciplines.The intelligent tutoring system will be developed and disseminated along with associated course materials that guide a method of instruction based on problem solving from fundamental organic chemistry principles (e.g., Lewis acid/base theory; retrosynthetic analysis). These materials together with the tutoring system are grounded in constructivist pedagogy, wherein students construct an understanding in a strongly guided setting, by applying fundamental principles to explain the properties and reactions of organic molecules. The evaluation of the meta-cognitive coach will be based on whether or not students are observed to have improved learning gains and motivational gains (exam scores and questionnaire responses). The assessment of learning strategy development will be done by the meta-cognitive coach itself, which will analyze log data to determine the extent to which students' actions conform to the learning strategy proposed. The results of this project will be disseminated at the Bienniel Conference on Chemical Education and the 2017 Gordon Research Conference (GRC) on Chemical Education.