A model for intelligent computer-aided education systems
Computers & Education Volume 24, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd
Education is important. Some students learn faster than others, some have access to more and better resources, e.g. teachers, than others do. We can no longer teach all the relevant knowledge in any course. However, if we can teach the skill of finding the relevant information in a problem-solving situation, and using that information to solve a problem, then we are teaching a life skill. We propose a model for intelligent Computer-Aided Education (CAE) systems to provide such an education to a student. It bases on the paradigms of cooperative learning, constructive problem-solving and a problem-centred approach. Its implementation bases on the paradigms of object-oriented programming, highly interactive user interfaces, and expert systems techniques. The learner (student) interacts with the CAE system via an interface called the virtual world in which he/she has to solve a problem. In this way the student learns. The student can devote all his/her attention to the problem, because the user interface and the tools at his/her disposal, are all designed to support the student in the problem-solving attempt. The student is intelligently assisted by the system. The model also supports the teacher by analysing the problem-solving attempt of the student. It provides an analysis/diagnosis of the problem-solving skills and strategies employed by the student, and shows also weaknesses and omissions in the student's problem-solving skills and strategies. The student has the opportunity of reviewing his actions and associated thought processes during a session with the teacher. The paper discusses the details of the model.
du Plessis, J.P., van Biljon, J.A., Tolmie, C.J. & Wollinger, T. (1995). A model for intelligent computer-aided education systems. Computers & Education, 24(2), 89-106. Elsevier Ltd.
Cited ByView References & Citations Map
Michael Connell, University of Houston, United States
Society for Information Technology & Teacher Education International Conference 2000 (2000) pp. 1072–1076
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