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Modeling and Diagnosing a Misconception by Hypothesis-Based Reasoning for ITS

In: Global Interdependence

Author

Listed:
  • Noboru Matsuda

    (Kanazawa Institute of Technology, Department of Center for Computer Assisted Instruction, Faculty of Engineering)

  • Toshio Okamoto

    (Tokyo Gakugei University, Department of Educational Information Science, Faculty of Education)

Abstract

This paper describes a framework to infer a student’s misconception from observed errors during problem solving processes. A human teacher can generate hypotheses about reasons for an error by observing a student’s problem solving process. He or she is also able to identify the student’s misconception during the verifying process of these hypotheses. Furthermore, by using these hypotheses he can generate new tasks to evaluate the student’s understanding level. In this way, appropriate instructions based on the student’s knowledge structure can be provided. To accomplish such a behavior within an ITS, we have defined a domain model and applied hypothesis- based reasoning to diagnose the student model. When the system finds an error in a student’s problem solving process, it attempts to generate hypotheses which explain that error in terms of the domain model.

Suggested Citation

  • Noboru Matsuda & Toshio Okamoto, 1992. "Modeling and Diagnosing a Misconception by Hypothesis-Based Reasoning for ITS," Springer Books, in: David Crookall & Kiyoshi Arai (ed.), Global Interdependence, pages 334-334, Springer.
    • Handle: RePEc:spr:sprchp:978-4-431-68189-2_57
    DOI: 10.1007/978-4-431-68189-2_57
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