This article considers the application of project-based learning in the intelligent query of the money laundering control act through the course implementation method. This course is designed and implemented to provide practical applications of financial technology for college students in the departments and classes of the Financial Technology College. The teaching goal of this workshop course is to develop students' knowledge and skills and apply them to practical cases, such as using LINE BOT as the most popular human-machine interface and underlying technologies such as Django website building tools SQLite3 database, and Python Crawler technology. The workshop involves completing tasks as a class utilizing students' critical thinking, communication skills, teamwork, and entrepreneurial spirit. From the perspective of the economic environment, people focus on the practical significance of teamwork teaching methods. The evaluation results show that project-based learning has performed well in teaching financial technology workshops. The experience of this course and student reviews show that students like the practical application aspect of the system and are interested in learning. We believe that other business schools that offer similar Fintech workshop courses will also benefit from this approach.
{"title":"A Fintech Workshop Course Applies Project-Based Learning in the Intelligent Query of the Money Laundering Control Act","authors":"Wen-Chi Lo","doi":"10.1145/3578837.3578876","DOIUrl":"https://doi.org/10.1145/3578837.3578876","url":null,"abstract":"This article considers the application of project-based learning in the intelligent query of the money laundering control act through the course implementation method. This course is designed and implemented to provide practical applications of financial technology for college students in the departments and classes of the Financial Technology College. The teaching goal of this workshop course is to develop students' knowledge and skills and apply them to practical cases, such as using LINE BOT as the most popular human-machine interface and underlying technologies such as Django website building tools SQLite3 database, and Python Crawler technology. The workshop involves completing tasks as a class utilizing students' critical thinking, communication skills, teamwork, and entrepreneurial spirit. From the perspective of the economic environment, people focus on the practical significance of teamwork teaching methods. The evaluation results show that project-based learning has performed well in teaching financial technology workshops. The experience of this course and student reviews show that students like the practical application aspect of the system and are interested in learning. We believe that other business schools that offer similar Fintech workshop courses will also benefit from this approach.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122419586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L. Dai, V. Kritskaia, Evelien van der Velden, Merel M. Jung, M. Postma, M. Louwerse
With increased interest in the use of virtual avatars for educational purposes, there is a growing need for high-quality text-to-speech solutions. However, the effects of using synthesized speech in educational applications for younger listeners are still unclear as past findings have been inconsistent and most of them have been obtained in a lab setting with adult assessors. Next to that, it is unclear how much training material is needed for high quality speech synthesis. Particularly for low resource languages, the assumption that good quality synthesized speech requires substantial amounts of vocal recordings to train may be hindering the development of TTS-based solutions. In this study, we created four Dutch text-to-speech (TTS) models from different amounts of training material and evaluated the models in terms of voice perception and recall with K12 students in a classroom environment. Results showed that while the original human voice outperformed the synthesized voices in terms of the listening experience and knowledge test score, more hours of training material did not necessarily result in better outcomes suggesting that 10-15 hours of speech material might be sufficient for training a Dutch TTS. A weak positive correlation was found between listening experience and knowledge test performance, with the low listening effort being the most important factor. This outcome suggests that comprehensibility is likely the most important TTS feature for educational applications.
{"title":"Evaluating the usage of Text-To-Speech in K12 education","authors":"L. Dai, V. Kritskaia, Evelien van der Velden, Merel M. Jung, M. Postma, M. Louwerse","doi":"10.1145/3578837.3578864","DOIUrl":"https://doi.org/10.1145/3578837.3578864","url":null,"abstract":"With increased interest in the use of virtual avatars for educational purposes, there is a growing need for high-quality text-to-speech solutions. However, the effects of using synthesized speech in educational applications for younger listeners are still unclear as past findings have been inconsistent and most of them have been obtained in a lab setting with adult assessors. Next to that, it is unclear how much training material is needed for high quality speech synthesis. Particularly for low resource languages, the assumption that good quality synthesized speech requires substantial amounts of vocal recordings to train may be hindering the development of TTS-based solutions. In this study, we created four Dutch text-to-speech (TTS) models from different amounts of training material and evaluated the models in terms of voice perception and recall with K12 students in a classroom environment. Results showed that while the original human voice outperformed the synthesized voices in terms of the listening experience and knowledge test score, more hours of training material did not necessarily result in better outcomes suggesting that 10-15 hours of speech material might be sufficient for training a Dutch TTS. A weak positive correlation was found between listening experience and knowledge test performance, with the low listening effort being the most important factor. This outcome suggests that comprehensibility is likely the most important TTS feature for educational applications.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132114395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Online peer assessment has been widely applied to online learning and instruction. There is growing evidence to suggest that online peer assessment which allows for high degree of interactivity among learners can benefit their learning artifact. Reflective writing is a common learning artifact produced by students. Thus, this study focused on the impact and underlying mechanism of online peer assessment on reflective writing performance. Specifically, this study explored the impact of online peer assessment on students’ reflective writing from the perspective of social interaction and assessment emotion, and provided implications for effectively improving reflective writing in online learning environment. Based on an online learning platform, thirty-seven undergraduate students participated in this study. The results showed that: Firstly, online peer assessment significantly improved students’ reflective writing performance in terms of originality and elaboration. Secondly, as the assessor, the more assessment students provided to their peers, the more the originality of their reflective writing improved; as the assessee, the more critical assessment students received from their peers, the more the elaboration of their reflective writing improved. Lastly, students in large size subgroups are at the core of the network, and they benefit more from online peer assessment.
{"title":"Impact of Online Peer Assessment on Reflective Writing Performance: ——Based on SNA and Assessment Emotion Analysis","authors":"H. Chen, Jingran Wang, Wen-Feng Song","doi":"10.1145/3578837.3578858","DOIUrl":"https://doi.org/10.1145/3578837.3578858","url":null,"abstract":"Online peer assessment has been widely applied to online learning and instruction. There is growing evidence to suggest that online peer assessment which allows for high degree of interactivity among learners can benefit their learning artifact. Reflective writing is a common learning artifact produced by students. Thus, this study focused on the impact and underlying mechanism of online peer assessment on reflective writing performance. Specifically, this study explored the impact of online peer assessment on students’ reflective writing from the perspective of social interaction and assessment emotion, and provided implications for effectively improving reflective writing in online learning environment. Based on an online learning platform, thirty-seven undergraduate students participated in this study. The results showed that: Firstly, online peer assessment significantly improved students’ reflective writing performance in terms of originality and elaboration. Secondly, as the assessor, the more assessment students provided to their peers, the more the originality of their reflective writing improved; as the assessee, the more critical assessment students received from their peers, the more the elaboration of their reflective writing improved. Lastly, students in large size subgroups are at the core of the network, and they benefit more from online peer assessment.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132906070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Eli Fianu, Zelda Arku, Ernest Kwame Affum, Stephen Boateng, F. Boateng
The study sought to determine factors that significantly influence university students’ continuance use of Zoom in blended learning arrangements in the post-Covid era. Zoom Cloud Meetings is a proprietary video teleconferencing software program developed by Zoom Video Communications. Zoom became one of the e-learning platforms that gained attention in the education sector in Ghana after the COVID-19 pandemic outbreak and has been widely used by educational institutions for online lectures. The research model comprises a set of relationships between constructs from the Information System (IS) success model (system quality, usage intention, and user satisfaction), Expectation Confirmation Model (ECM) of IS (perceived usefulness and usage continuance), and two constructs identified from empirical review (instructional quality and computer self-efficacy). Three hundred and thirty-five (335) students from selected universities in Ghana who partake in Zoom-based lectures completed an online survey via Google forms. Survey data were analysed using partial least squares structural equation modelling (PLS-SEM). Lecturers and management of universities will find the study useful for the improvement of teaching and learning via Zoom-based lectures.
{"title":"Investigating Zoom Continuance Use by Ghanaian University Students in Blended Learning Arrangements in the Post-Covid Era","authors":"Eli Fianu, Zelda Arku, Ernest Kwame Affum, Stephen Boateng, F. Boateng","doi":"10.1145/3578837.3578851","DOIUrl":"https://doi.org/10.1145/3578837.3578851","url":null,"abstract":"The study sought to determine factors that significantly influence university students’ continuance use of Zoom in blended learning arrangements in the post-Covid era. Zoom Cloud Meetings is a proprietary video teleconferencing software program developed by Zoom Video Communications. Zoom became one of the e-learning platforms that gained attention in the education sector in Ghana after the COVID-19 pandemic outbreak and has been widely used by educational institutions for online lectures. The research model comprises a set of relationships between constructs from the Information System (IS) success model (system quality, usage intention, and user satisfaction), Expectation Confirmation Model (ECM) of IS (perceived usefulness and usage continuance), and two constructs identified from empirical review (instructional quality and computer self-efficacy). Three hundred and thirty-five (335) students from selected universities in Ghana who partake in Zoom-based lectures completed an online survey via Google forms. Survey data were analysed using partial least squares structural equation modelling (PLS-SEM). Lecturers and management of universities will find the study useful for the improvement of teaching and learning via Zoom-based lectures.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114586162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Angeles Carolina Aguirre Acosta, Gabriela Espinola Carballo
In the era of digital education, it makes sense to create and apply new educational tools that helps educators to keep student´s attention and encourage their participation, so immersive experiences are more often common. An escape Game (or escape room) is a gamification strategy in the teaching-learning process in an educational context. This paper aims to prove the positive results by the implementation of this practice, that was carried out in two higher digital education courses at Tecnologico de Monterrey under collaborative (synchronous) and individual (asynchronous) modality with the goal to improve the learning process and experience of students in digital education courses through the gamification strategy of Escape Room.
在数字教育时代，创造和应用新的教育工具是有意义的，这些工具可以帮助教育者保持学生的注意力并鼓励他们参与，因此沉浸式体验更常见。逃生游戏(escape Game)是在教育情境下的教学过程中的一种游戏化策略。本文旨在通过在tecologico de Monterrey的两门高等数字教育课程中进行协作(同步)和个人(异步)模式的实践来证明这一实践的积极效果，目的是通过Escape Room的游戏化策略来改善学生在数字教育课程中的学习过程和体验。
{"title":"The Use of Immersive Tools in Higher Education: Escape Rooms","authors":"Angeles Carolina Aguirre Acosta, Gabriela Espinola Carballo","doi":"10.1145/3578837.3578848","DOIUrl":"https://doi.org/10.1145/3578837.3578848","url":null,"abstract":"In the era of digital education, it makes sense to create and apply new educational tools that helps educators to keep student´s attention and encourage their participation, so immersive experiences are more often common. An escape Game (or escape room) is a gamification strategy in the teaching-learning process in an educational context. This paper aims to prove the positive results by the implementation of this practice, that was carried out in two higher digital education courses at Tecnologico de Monterrey under collaborative (synchronous) and individual (asynchronous) modality with the goal to improve the learning process and experience of students in digital education courses through the gamification strategy of Escape Room.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125787334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bilegjargal Daramsenge, Nien-Lin Hsueh, Lien-Chi Lai
Nowadays, particularly during the epidemic situation, the increasing popularity of online-offline education. In computer science education, a small private online programming course (SPOPC) is an important curriculum course to enhance the students’ problem-solving, creative thinking and teamwork activities. The main purpose of this study is to investigate the influences of students’ composite engagements (learning performances and personal feelings) in a SPOPC. We applied an online engagement framework for higher education and partial least squares structural equation modeling (PLS-SEM) approach. Our analysis was conducted from a Python programming course at Feng Chia University, Taiwan, held in the fall semester of 2021–2022 through OpenEdu platform. Our results show that (1) Strongest mediator performance was ‘Video watching’ affected by four significant relations; (2) Behavioral engagement ‘BE’ and emotional engagement ‘EE’ are positively affected ‘Video watching’ performance and they were inextricably linked factors; (3) Social engagement ‘SE’ significantly affected the ‘Term project’ and ‘Final score’ through ‘Midtest’; (4) Cognitive engagement ‘CE’ did not significantly affect the ‘Term project’; Most important is that (5) Students’ first feelings about the course (the first part of the semester) are important factors in deciding to continue a related course or drop out of the course in the future. These findings have valuable practical implications for course instructors who design and lead the programming course.
{"title":"Analyzing Students’ Learning Engagements Using PLS-SEM: A Case Study in A Small Private Online Programming Course","authors":"Bilegjargal Daramsenge, Nien-Lin Hsueh, Lien-Chi Lai","doi":"10.1145/3578837.3578870","DOIUrl":"https://doi.org/10.1145/3578837.3578870","url":null,"abstract":"Nowadays, particularly during the epidemic situation, the increasing popularity of online-offline education. In computer science education, a small private online programming course (SPOPC) is an important curriculum course to enhance the students’ problem-solving, creative thinking and teamwork activities. The main purpose of this study is to investigate the influences of students’ composite engagements (learning performances and personal feelings) in a SPOPC. We applied an online engagement framework for higher education and partial least squares structural equation modeling (PLS-SEM) approach. Our analysis was conducted from a Python programming course at Feng Chia University, Taiwan, held in the fall semester of 2021–2022 through OpenEdu platform. Our results show that (1) Strongest mediator performance was ‘Video watching’ affected by four significant relations; (2) Behavioral engagement ‘BE’ and emotional engagement ‘EE’ are positively affected ‘Video watching’ performance and they were inextricably linked factors; (3) Social engagement ‘SE’ significantly affected the ‘Term project’ and ‘Final score’ through ‘Midtest’; (4) Cognitive engagement ‘CE’ did not significantly affect the ‘Term project’; Most important is that (5) Students’ first feelings about the course (the first part of the semester) are important factors in deciding to continue a related course or drop out of the course in the future. These findings have valuable practical implications for course instructors who design and lead the programming course.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125871168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The increasing number of international institutions for higher education, while the number of students enrolled is decreasing, has led to competition among those institutions. This study's purpose is to investigate the related factors that may influence the student's intention to enroll at an international institution, as well as the guardians' support. A questionnaire survey was conducted to collect data from students on their decision to enroll at the Sirindhorn International Institute of Technology (SIIT). Also, the opinions of the guardians to support their children in studying at SIIT were collected. Multiple regression analysis is the primary statistical technique used to extract the relationships between a dependent and several independent variables. This study indicated that educational programs, expectations, and guardians positively influenced the students' enrollment decisions. The guardians' decision to support their students was influenced by educational programs, social environment, expectations, finances, and influential people. The results of this study are expected to support the institutions' strategies to increase the competitiveness of student recruitment.
{"title":"Factors Influencing the Enrollment Decision at an International Institution: A Case Study of Sirindhorn International Institute of Technology (SIIT)","authors":"Suthathip Suanmali","doi":"10.1145/3578837.3578878","DOIUrl":"https://doi.org/10.1145/3578837.3578878","url":null,"abstract":"The increasing number of international institutions for higher education, while the number of students enrolled is decreasing, has led to competition among those institutions. This study's purpose is to investigate the related factors that may influence the student's intention to enroll at an international institution, as well as the guardians' support. A questionnaire survey was conducted to collect data from students on their decision to enroll at the Sirindhorn International Institute of Technology (SIIT). Also, the opinions of the guardians to support their children in studying at SIIT were collected. Multiple regression analysis is the primary statistical technique used to extract the relationships between a dependent and several independent variables. This study indicated that educational programs, expectations, and guardians positively influenced the students' enrollment decisions. The guardians' decision to support their students was influenced by educational programs, social environment, expectations, finances, and influential people. The results of this study are expected to support the institutions' strategies to increase the competitiveness of student recruitment.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130580523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Creating automated tests for assessing student programs often requires considerable time, work, and knowledge that may exceed the instructor's comfortability threshold. This constitutes an obstacle to adding new tasks to a course, updating the existing ones, or setting up automatic assessment in courses where it is currently missing. This paper presents a system that was developed to meet the goal of making the creation of automated assessment easier for instructors. The system allows the instructor to specify a set of dynamic or static tests to be performed on the student program via specific user interface and it is part of a larger open-source submission and assessment system, Lahendus. The new system produces a tester code that actually assesses the student's submission and provides feedback. The central component of the system is the TSL language for specifying automatic tests. The paper also describes the process of system development and validation, carried out in close collaboration with the intended end-users, i.e., instructors of programming courses.
{"title":"Simplifying the creation and maintenance of automated assessments of programming tasks via Test Specific Language","authors":"Eerik Muuli, R. Palm, M. Lepp","doi":"10.1145/3578837.3578840","DOIUrl":"https://doi.org/10.1145/3578837.3578840","url":null,"abstract":"Creating automated tests for assessing student programs often requires considerable time, work, and knowledge that may exceed the instructor's comfortability threshold. This constitutes an obstacle to adding new tasks to a course, updating the existing ones, or setting up automatic assessment in courses where it is currently missing. This paper presents a system that was developed to meet the goal of making the creation of automated assessment easier for instructors. The system allows the instructor to specify a set of dynamic or static tests to be performed on the student program via specific user interface and it is part of a larger open-source submission and assessment system, Lahendus. The new system produces a tester code that actually assesses the student's submission and provides feedback. The central component of the system is the TSL language for specifying automatic tests. The paper also describes the process of system development and validation, carried out in close collaboration with the intended end-users, i.e., instructors of programming courses.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125713850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper we describe a methodology for comparing the efficacy of openly-available natural deduction tutoring software for students. Our proposed evaluation metrics are objective and can be applied to systems during development, before student-based assessments are feasible. We apply our assessment to five natural deduction tutoring systems, including two currently under development, and report the results of these evaluations and comparisons.
{"title":"Comparison of Natural Deduction Theorem Provers used in Electronic Tutoring Systems","authors":"Larry Joshua Crotts, Stephen Tate","doi":"10.1145/3578837.3578844","DOIUrl":"https://doi.org/10.1145/3578837.3578844","url":null,"abstract":"In this paper we describe a methodology for comparing the efficacy of openly-available natural deduction tutoring software for students. Our proposed evaluation metrics are objective and can be applied to systems during development, before student-based assessments are feasible. We apply our assessment to five natural deduction tutoring systems, including two currently under development, and report the results of these evaluations and comparisons.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121123538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper makes the case for common testbeds for evaluating educational systems, such as cognitive tutors, and fully develops a language for specifying such testbeds in a particularly challenging case, that of cognitive tutors for logic and natural deduction. As the teaching of natural deduction spans several disciplines, and notation varies widely, it is impossible for a single specification to apply across all systems, so the key contribution of this paper is defining a "super-language" that we call the gold standard which can capture the capabilities of all currently-used systems, as well as other possible future directions. Translators both to and from individual logic languages allow this to serve as both a specification language for developing standard testbeds, and as an intermediate language to enable simpler system-to-system translation. The development described here can be used as an exemplar for developing common testbeds for other educational systems.
{"title":"Promoting a Common Testbed for Natural Deduction Tutoring Systems","authors":"Larry Joshua Crotts, Stephen Tate","doi":"10.1145/3578837.3578838","DOIUrl":"https://doi.org/10.1145/3578837.3578838","url":null,"abstract":"This paper makes the case for common testbeds for evaluating educational systems, such as cognitive tutors, and fully develops a language for specifying such testbeds in a particularly challenging case, that of cognitive tutors for logic and natural deduction. As the teaching of natural deduction spans several disciplines, and notation varies widely, it is impossible for a single specification to apply across all systems, so the key contribution of this paper is defining a \"super-language\" that we call the gold standard which can capture the capabilities of all currently-used systems, as well as other possible future directions. Translators both to and from individual logic languages allow this to serve as both a specification language for developing standard testbeds, and as an intermediate language to enable simpler system-to-system translation. The development described here can be used as an exemplar for developing common testbeds for other educational systems.","PeriodicalId":150970,"journal":{"name":"Proceedings of the 2022 6th International Conference on Education and E-Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127751435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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