A Study on Collaborative Learning Environment Assisting Learning by Teaching Problem-Solving Strategies to a Computer Agent

我们试图构建一个协作学习环境，在这个环境中，学习者群体在一个软件代理的协作和协助下，制定出他们认为对解决问题有用的计划，并将这些计划传授给另一个知识不足的代理。在这个过程中，学习者应该深入了解问题并构建解决问题的知识。协作学习平台作为服务器进程实现，支持学习者通过网络进行协作工作和交流。并实现了Teaching Assistant代理和mate代理作为服务器的后端进程。助教代理拥有一系列问题类型，并向学习者提供解释，以及每种问题类型的计划列表，以及如何使用基本知识单元。学习者组通过客户端进程运行的HCI，在TA代理的建议和指导下，协同工作，根据TA代理提供的知识进行规划，并将其提供给伴侣代理，试图解决与伴侣代理的交互问题。后者可以利用之后的计划来解决其他问题。这一过程实现了“教中学”的隐喻。为了支持不同问题解决方案的差异化使用的有效习得，我们研究了一个假设，即这种习得只有通过比较和对比不同的问题解决情节才能发生。为了验证电路理论领域的假设，实现了一个系统，在该系统中，具有解决方案的问题数据库由计划和子计划索引，学习者可以检索具有共同/不同计划的问题解决情节。在电子工程课程中对学生进行的实验表明，只有当允许学习者通过共同的计划窗口观察多种解决方案情节时，习得才会发生。少

We tried to construct a collaborative learning environment in which the learners group, in collaboration and assisted by a software agent, works out such plans as they think useful for solving the problems concerned and teaches them to another agent having insufficient knowledge. And in this process the learners are expected to get insight into the problems and construct their knowledge for problem-solving.A collaborative learning platform was implemented as a server process which supports learners' collaborative works and communication via a network. And as the backend process of the server, a Teaching Assistant agent and a mate agent is being implemented. The TA agent is possessed of a repertoire of problem types with explanations to be provided to the learners and also a list of plans for each of the problem types and how to use basic knowledge units.The learners group, via HCI run by client processes, being provided with advices and guidances by the TA agent, collaborates to work o … More ut plans based on the TA agent-provided knowledge and supply them to the mate agent, try to solve the problems in interaction with the mate agent. And the latter can makes use of the plans thereafter for solving other problems. The process realizes the learning-by-teaching metaphor.In order to support efficient acquisition of differentiated usage of different problem-solving plans, we studied a hypothesis to the effect that such an acquisition only takes place by comparing and contrasting different problem-solving episodes. For verifying the hypothesis in the field of electrical circuit theory, a system was implemented in which the database of problems with solutions is indexed by plans and subplans and the learners can retrieve problem-solving episodes with common/different plans.The carried out experiment with students in an electronics engineering course revealed that acquisition takes place only when it is allowed for the learners to observe a multiplicity of solution-episodes through common windows of planning. Less