Investigating the Impact of Backward Strategy Learning in a Logic Tutor: Aiding Subgoal Learning Towards Improved Problem Solving

IF 4.7 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS International Journal of Artificial Intelligence in Education Pub Date : 2023-08-21 DOI:10.1007/s40593-023-00338-1
Preya Shabrina, Behrooz Mostafavi, Mark Abdelshiheed, Min Chi, Tiffany Barnes
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Abstract

Abstract Learning to derive subgoals reduces the gap between experts and students and makes students prepared for future problem solving. Researchers have explored subgoal-labeled instructional materials in traditional problem solving and within tutoring systems to help novices learn to subgoal. However, only a little research is found on problem-solving strategies in relationship with subgoal learning. Also, these strategies are under-explored within computer-based tutors and learning environments. The backward problem-solving strategy is closely related to the process of subgoaling, where problem solving iteratively refines the goal into a new subgoal to reduce difficulty. In this paper, we explore a training strategy for backward strategy learning within an intelligent logic tutor that teaches logic-proof construction. The training session involved backward worked examples (BWE) and problem solving (BPS) to help students learn backward strategy towards improving their subgoaling and problem-solving skills. To evaluate the training strategy, we analyzed students’ 1) experience with and engagement in learning backward strategy, 2) performance and 3) proof construction approaches in new problems that they solved independently without tutor help after each level of training and in posttest. Our results showed that, when new problems were given to solve without any tutor help, students who were trained with both BWE and BPS outperformed students who received none of the treatment or only BWE during training. Additionally, students trained with both BWE and BPS derived subgoals during proof construction with significantly higher efficiency than the other two groups.
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逻辑教师逆向策略学习的影响研究:帮助子目标学习提高问题解决能力
学习推导子目标可以减少专家和学生之间的差距,使学生为将来解决问题做好准备。研究人员已经在传统的问题解决和辅导系统中探索了子目标标记的教学材料,以帮助新手学习子目标。然而,关于问题解决策略与子目标学习之间关系的研究却很少。此外,这些策略在基于计算机的导师和学习环境中尚未得到充分探索。后向问题解决策略与子目标过程密切相关,问题求解迭代地将目标细化为新的子目标以降低难度。在本文中,我们探索了一种在智能逻辑导师中教授逻辑证明结构的向后策略学习的训练策略。培训课程包括逆向工作示例(BWE)和问题解决(BPS),帮助学生学习逆向策略,以提高他们的分目标和解决问题的能力。为了评估训练策略,我们分析了学生在每个级别的训练和后测中,1)学习落后策略的经验和参与程度,2)在没有导师帮助的情况下独立解决新问题的表现和3)证明构建方法。我们的研究结果表明,在没有任何导师帮助的情况下解决新问题时,同时接受BWE和BPS训练的学生比在训练期间没有接受任何治疗或只接受BWE训练的学生表现得更好。此外,同时接受BWE和BPS训练的学生在证明构建过程中获得子目标的效率显著高于其他两组。
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来源期刊
International Journal of Artificial Intelligence in Education
International Journal of Artificial Intelligence in Education COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS-
CiteScore
11.10
自引率
6.10%
发文量
32
期刊介绍: IJAIED publishes papers concerned with the application of AI to education. It aims to help the development of principles for the design of computer-based learning systems. Its premise is that such principles involve the modelling and representation of relevant aspects of knowledge, before implementation or during execution, and hence require the application of AI techniques and concepts. IJAIED has a very broad notion of the scope of AI and of a ''computer-based learning system'', as indicated by the following list of topics considered to be within the scope of IJAIED: adaptive and intelligent multimedia and hypermedia systemsagent-based learning environmentsAIED and teacher educationarchitectures for AIED systemsassessment and testing of learning outcomesauthoring systems and shells for AIED systemsbayesian and statistical methodscase-based systemscognitive developmentcognitive models of problem-solvingcognitive tools for learningcomputer-assisted language learningcomputer-supported collaborative learningdialogue (argumentation, explanation, negotiation, etc.) discovery environments and microworldsdistributed learning environmentseducational roboticsembedded training systemsempirical studies to inform the design of learning environmentsenvironments to support the learning of programmingevaluation of AIED systemsformal models of components of AIED systemshelp and advice systemshuman factors and interface designinstructional design principlesinstructional planningintelligent agents on the internetintelligent courseware for computer-based trainingintelligent tutoring systemsknowledge and skill acquisitionknowledge representation for instructionmodelling metacognitive skillsmodelling pedagogical interactionsmotivationnatural language interfaces for instructional systemsnetworked learning and teaching systemsneural models applied to AIED systemsperformance support systemspractical, real-world applications of AIED systemsqualitative reasoning in simulationssituated learning and cognitive apprenticeshipsocial and cultural aspects of learningstudent modelling and cognitive diagnosissupport for knowledge building communitiessupport for networked communicationtheories of learning and conceptual changetools for administration and curriculum integrationtools for the guided exploration of information resources
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