A Flowchart-Based Intelligent Tutoring System for Improving Problem-Solving Skills of Novice Programmers

Autor/inn/en	Hooshyar, D.; Ahmad, R. B.; Yousefi, M.; Yusop, F. D.; Horng, S.-J.
Titel	A Flowchart-Based Intelligent Tutoring System for Improving Problem-Solving Skills of Novice Programmers
Quelle	In: Journal of Computer Assisted Learning, 31 (2015) 4, S.345-361 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12099
Schlagwörter	Flow Charts; Intelligent Tutoring Systems; Educational Technology; Teaching Methods; Problem Solving; Programming; Networks; Skill Development; Quasiexperimental Design; Comparative Analysis; Experimental Groups; Control Groups; Prior Learning + Suchen Sie Ihr Suchwort? Intelligentes Tutorsystem; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Programmierung; Kompetenzentwicklung; Qualifikationsentwicklung; Vorkenntnisse
Abstract	Intelligent tutoring and personalization are considered as the two most important factors in the research of learning systems and environments. An effective tool that can be used to improve problem-solving ability is an Intelligent Tutoring System which is capable of mimicking a human tutor's actions in implementing a one-to-one personalized and adaptive teaching. In this paper, a novel Flowchart-based Intelligent Tutoring System (FITS) is proposed benefiting from Bayesian networks for the process of decision making so as to aid students in problem-solving activities and learning computer programming. FITS not only takes full advantage of Bayesian networks, but also benefits from a multi-agent system using an automatic text-to-flowchart conversion approach for engaging novice programmers in flowchart development with the aim of improving their problem-solving skills. In the end, in order to investigate the efficacy of FITS in problem-solving ability acquisition, a quasi-experimental design was adopted by this research. According to the results, students in the FITS group experienced better improvement in their problem-solving abilities than those in the control group. Moreover, with regard to the improvement of a user's problem-solving ability, FITS has shown to be considerably effective for students with different levels of prior knowledge, especially for those with a lower level of prior knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01