Expert systems as a mindtool to facilitate mental model learning

Abstract

This exploratory study investigated the question, Does the process of constructing an expert system model of a hydraulic drum braking system promote the formation of expert-like mental models ? Thirty-three participants in three countries, who reported no knowledge of the subject domain in which the expert system was to be created, read encyclopedia extracts, viewed graphics, and then created small expert systems. The study was conducted via mainframe-mediated network using a variety of communication protocols.Participants" mental models were assessed using Pathfinder concept networks technique, troubleshooting tests, and prediction (change of state) tests. Each of the three measures was administered three times, as pretests, midtests, and posttests. Scores on all three measures suggested that there were small increases from pretest to midtest after participants studied the brake text and graphics. There were substantially larger increases in all scores from midtest to posttest when the expert system was constructed.In poststudy surveys and interviews participants responded that their knowledge in the subject domain had increased, that the creation of the expert system had been very helpful in learning the material, and that they had had fun doing it. When used as a mindtool, an expert system becomes a process, not the end product. It can facilitate a learning gain by engaging students,fostering their concentration, and assisting them in organizing systemic information.

Generating Topic Headings During Reading of Screen-Based Text Facilitates Learning of Structural Knowledge and Impairs Learning of Lower-Level Knowledge

“…Generative strategies may positively affect traditional posttest measures but due to their nature, are also likely to affect more holistic knowledge structure, such as structural knowledge (Jonassen, Beissner, & Yacci, 1993;Mason-Mason & Tessmer, 2000;McKeague & Di Vesta, 1996).…”

“…forming direct inferences, and drawing concept maps, require learners to consider multiple information elements in a text, thus encouraging the development of the organizational and structural relationships between information elements (Grabowski, 1996;Ritchie & Volkl, 2000). Generative strategies may positively affect traditional posttest measures but due to their nature, are also likely to affect more holistic knowledge structure, such as structural knowledge (Jonassen, Beissner, & Yacci, 1993;Mason-Mason & Tessmer, 2000;McKeague & Di Vesta, 1996).…”

Effects of a Technology-Supported Decision, Reflection, and Interaction Approach on Nursing Students’ Learning Achievement and Self-Efficacy in Professional Training: A Pilot Study

“…Students should be encouraged to reflect. Many scholars have pointed out that when students are guided to reflect, they can construct their knowledge [ 44 , 45 , 46 ]. Therefore, the DRI-based mobile professional training approach for learning about neonatal vaccinations is used to assist students in answering questions raised during learning.…”

Mental Models: An Alternative Evaluation of a Sensemaking Approach to Ethics Instruction

“…Metacognition refers to the processes of thinking about one's own thinking [6]. Researchers suggest that differences in cognition result in the generation and application of different mental models [26,50,68]. To this end, a training program targeted at enhancing ethical decision-making through engagement in sensemaking, and metacognitive reasoning strategies in particular, was developed and tested across the sciences [45,53].…”