A Cognitive Tutor for Geometric Proof

Ritter, Steven; Towle, Brendon; Murray, R. Charles; Hausmann, Robert G. M.; Connelly, John

doi:10.1007/978-3-642-13437-1_110

Cited by 4 publications

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“…Automated theorem provers have been applied to educational settings [27,28,25,4], and the idea of using theorem provers to enable education has engendered much discussion among researchers [10,2]. However, systems designed to address educational use have also tended toward interfaces designed for a single domain (e.g., geometry [25]) or present unstructured interactions that are designed for users already familiar with programming (e.g., ProveEasy [4]).…”

Section: Related Workmentioning

confidence: 99%

“…However, systems designed to address educational use have also tended toward interfaces designed for a single domain (e.g., geometry [25]) or present unstructured interactions that are designed for users already familiar with programming (e.g., ProveEasy [4]). DeduceIt aims to support constrained interactions across many (incomplete) formalisms at just enough depth for students to explore.…”

Section: Related Workmentioning

confidence: 99%

“…Many existing tools provide users with rich and automated feedback as a form of proof assistance [23,6,24,21,15,4,25,31], but they are tied to specific formalisms or require background knowledge generally not assumed in a MOOC audience. For instance, some tools allow users to explore complex problem domains, but they require knowledge of an underlying programming language that students or instructors may find difficult to understand (e.g., [23,24]); other tools present a more pedagogically oriented interface, but they are limited in the kinds of formalisms they can support (e.g, [31]).…”

Section: Related Workmentioning

confidence: 99%

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Crowd-scale interactive formal reasoning and analytics

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Lee

Aiken

et al. 2013

Proceedings of the 26th Annual ACM Symposium on User Interface Software and Technology

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Large online courses often assign problems that are gradable by simple checks such as multiple choice, but these checks are inappropriate for domains in which students may produce an infinity of correct solutions. One such domain is derivations: sequences of logical steps commonly used in assignments for technical, mathematical and scientific subjects. We present DeduceIt, a system for creating, grading, and analyzing derivation assignments across arbitrary formal domains. DeduceIt supports assignments in any logical formalism, provides students with incremental feedback, and aggregates student paths through each proof to produce instructor analytics. DeduceIt benefits from checking thousands of derivations on the web: it introduces a proof cache, a novel data structure which leverages a crowd of students to decrease the cost of checking derivations and providing real-time, constructive feedback. We evaluate DeduceIt with 990 students in an online compilers course, finding students take advantage of its incremental feedback and instructors benefit from its structured insights into confusing course topics. Our work suggests that automated reasoning can extend online assignments and large-scale education to many new domains.

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Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

See 1 more Smart Citation

Crowd-scale interactive formal reasoning and analytics

Fast

Lee

Aiken

et al. 2013

Proceedings of the 26th Annual ACM Symposium on User Interface Software and Technology

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“…Az Intelligent Tutoring Systems (ITSs) a tanulók egyéni szükségleteinek megfelelően a haladásukat legjobban szolgáló feladatokat biztosítja. Cognitive Tutor modulját széles körben használják az USA-ban, matematika műveltségterületen útbaigazítást ad, problémamegoldó viselkedésre bátorít (Ritter, Towle, Murray, Hausmann és Connelly, 2010). Olyan problémákat választ a diákoknak, amelyek az ő szintjüknek megfelelőek, javaslatokkal korrigálja a megoldási stratégiákat.…”

Section: Hatékony Teljesebb Személyre Szabott Tesztelést Biztosíthatunclassified

Áttérés a technológia alapú mérés-értékelésre:

Hülber

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Educational Software Design

Ritter¹,

Murray²,

Hausmann³

2018

End-User Considerations in Educational Technology Design

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Educational software is somewhat unique in that the goal of the software is not to facilitate use of the software itself, but to produce an impact on the user - learning - that will affect the user's behavior outside of the software. Although there are many areas where educational software designers can learn from practices in productivity and game design, there are reasons to be cautious in applying such principles to educational software. This chapter considers several design elements in educational software and discusses ways that software principles taken from other areas do or do not apply to educational software design.

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A Cognitive Tutor for Geometric Proof

Cited by 4 publications

References 1 publication

Crowd-scale interactive formal reasoning and analytics

Crowd-scale interactive formal reasoning and analytics

Áttérés a technológia alapú mérés-értékelésre:

Educational Software Design

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