Literaturnachweis - Detailanzeige
| Autor/inn/en | Shabrina, Preya; Mostafavi, Behrooz; Tithi, Sutapa Dey; Chi, Min; Barnes, Tiffany |
|---|---|
| Titel | Learning Problem Decomposition-Recomposition with Data-Driven Chunky Parsons Problems within an Intelligent Logic Tutor [Konferenzbericht] Paper presented at the International Conference on Educational Data Mining (EDM) (16th, Bengaluru, India, Jul 11-14, 2023). |
| Quelle | (2023), (15 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Intelligent Tutoring Systems; Problem Solving; Graphs; Data Analysis; Validity; Mathematical Logic; Thinking Skills; Computer Science Education; Teaching Methods; Comparative Analysis; Difficulty Level; Correlation |
| Abstract | Problem decomposition into sub-problems or subgoals and recomposition of the solutions to the subgoals into one complete solution is a common strategy to reduce difficulties in structured problem solving. In this study, we use a datadriven graph-mining-based method to decompose historical student solutions of logic-proof problems into Chunks. We design a new problem type where we present these chunks in a Parsons Problem fashion and asked students to reconstruct the complete solution from the chunks. We incorporated these problems within an intelligent logic tutor and called them Chunky Parsons Problems (CPP). These problems demonstrate the process of problem decomposition to students and require them to pay attention to the decomposed solution while they reconstruct the complete solution. The aim of introducing CPP was to improve students' problem-solving skills and performance by improving their decomposition-recomposition skills without significantly increasing training difficulty. Our analysis showed that CPPs could be as easy as Worked Examples (WE). And, students who received CPP with simple explanations attached to the chunks had marginally higher scores than those who received CPPs without explanation or did not receive them. Also, the normalized learning gain of these students shifted more towards the positive side than other students. Finally, as we looked into their proof-construction traces in posttest problems, we observed them to form identifiable chunks aligned with those found in historical solutions with higher efficiency. [For the complete proceedings, see ED630829.] (As Provided). |
| Anmerkungen | International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: https://educationaldatamining.org/conferences/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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