Magix—an ICAE system for Problem-Based Learning

An experimental study was conducted to investigate the effects of question prompts and peer review on scaffolding students' problem-based learning in a web-based cognitive support system. Ninety-six pharmacy students were randomly assigned to a treatment or control condition. The students in both conditions were asked to generate solutions to a real-world problem on clinical communication in a web-based learning environment. The results indicated that students who received question prompts significantly outperformed those who did not in each of the five problem-solving steps in both initial and revised reports. The results also showed that students in both conditions significantly improved their problem solving scores given a chance to revise their initial problem-solving reports. In addition, the study revealed a positive effect of the expert modeling mechanism in supporting students' reasoning and problem solving processes. Implications are discussed for designing web-based scaffolds to support students' problem-solving processes.

International Conference on Computer Supported Education, 2009

This paper presents the framework and the software system we have built in order to provide metacognitive guidance help in Computer Supported Education. The goal is to assist self-regulation of the learner thanks to a dynamic help system which takes into account in real-time the learner's behavior and his profile. The software system is a multiagent system which captures the learner's behavior, analyse it and define the help. Used currently in the step of conception, the software system will become the learning system by successive learning and enrichment. We present its principles and its operational aspects. The application field of this work is the French certificate "C2i".

Interdisciplinary Journal of Problem-based Learning, 2010

An experimental study was conducted to investigate the eff ects of question prompts and peer review on scaff olding students' problem-based learning in a web-based cognitive support system. Ninety-six pharmacy students were randomly assigned to a treatment or control condition. The students in both conditions were asked to generate solutions to a real-world problem on clinical communication in a web-based learning environment. The results indicated that students who received question prompts signifi cantly outperformed those who did not in each of the fi ve problem-solving steps in both initial and revised reports. The results also showed that students in both conditions signifi cantly improved their problem-solving scores given a chance to revise their initial problem-solving reports. In addition, the study revealed a positive eff ect of the expert modeling mechanism in supporting students' reasoning and problem-solving processes. Implications are discussed for designing web-based scaff olds to support students' problem-solving processes.

The purpose of this paper is to present the design of a web-based system to enhance learning problem solving in artificial intelligence. The system design contains learner model, pedagogical model, domain knowledge model, communication model, expert model, and knowledge management model. The design is based on Robert Gagné's concepts of instructional theory and Intelligent Tutoring System (ITS) model based on rule based approach. The designed system can adapt learning and tests according to each learner's skill.

2011

Problem-based learning (PBL) has a strong focus on skills and requires students to use self-regulated learning (SRL). However, SRL puts considerable demands on learners and often leads to students making frequent requests for guidance. This paper reports the outline design, construction and evaluation of a simple prototype web-based Intelligent Tutoring System (ITS) which was constructed to provide guidance for self-regulated learning activities in a PBL scenario. It was constructed using Chatbot technology which provides extended dialogue with students in order to guide them through the initial stages of developing learning objectives. User testing with undergraduates suggests that the system prompted them to analyse the scenario in more detail (one of the foundational skills needed in a PBL task) and that the technology can be both usable and provide the adaptability required.

Expert Systems with Applications, 2011

Although previous research has demonstrated the benefits of applying the Internet facilities to the learning process, difficulty in using this strategy has also been identified. One of the major difficulties is owing to the lack of an online instructional environment that can advise the students in using the Internet facilities to solve problems. In this paper, an innovative approach is proposed, and it develops the knowledge base of an expert system by analyzing the online problem-solving behaviors of the teachers. Consequently, the expert system works as an instructor to assist the students in improving their web-based problem-solving ability. To demonstrate the innovative approach, two experts are asked to evaluate the performance of the expert system. Experimental results show that, the novel approach is able to provide accurate and constructive suggestions to students in improving their problem-solving ability.

Problem-based learning (PBL) is a constructivist pedagogy in which students learn in small groups by working on real-world problems. Despite its many benefits, however, this pedagogy is still not widely used in K-16 classrooms, especially with large numbers of students. Traditional human-facilitated PBL places intense demands on faculty to facilitate problem-solving sessions with small groups of students; on the other hand, most educational technologies do not provide PBL's collaborative problem-solving experience. We propose a cognitive model of the problembased learning process. We present a software environment called CaseBook that allows instructors to author and share problems and provides students with a pedagogically-sound PBL experience based on the cognitive model. CaseBook has been used in high school and undergraduate chemistry and biology classes, and we discuss results from two studies in actual classrooms.

Proceedings of the 3rd International Conference on Higher Education Advances (HEAd’17), 2016

The paper shows how problem solving competences can be developed by solving contextualized problems using an Advanced Computing Environment (ACE). An ACE is a computer system which enables its user to perform numeric and symbolic computations, graphical representations in two and three dimensions, insert embedded components and create interactive worksheet, all in the same user-friendly environment. An ACE allows students to approach a problematic situation in the way that most suits their thinking, to use different types of representations according to the chosen strategy and to display the whole reasoning together with verbal explanation in the same page: in other words, they can fulfill all the processes that problem solving involves. This paper analyzes a problem solving activity with an ACE proposed by the Department of Mathematics of the University of Turin, and clarifies, also through examples, how the use of the ACE makes it possible to solve real and relevant problems, facilitates the comprehension of the situation and of the Mathematics laying behind and enhance critical thinking. Developing problem solving competences through the resolution of contextualized problems…

learning management systems, Moodle, problem-based learning, social networks, virtual learning environment a b s t r a c t