TY - GEN
T1 - Advanced Geometry Tutor
T2 - 12th International Conference on Artificial Intelligence in Education, AIED 2005
AU - Matsuda, Noboru
AU - VanLehn, Kurt
N1 - Publisher Copyright:
© 2005 The authors. All rights reserved.
PY - 2005
Y1 - 2005
N2 - Two problem solving strategies, forward chaining and backward chaining, were compared to see how they affect students' learning of geometry theorem proving with construction. In order to determine which strategy accelerates learning the most, an intelligent tutoring system, the Advanced Geometry Tutor, was developed that can teach either strategy while controlling all other instructional variable. 52 students were randomly assigned to one of the two strategies. Although computational modeling suggests an advantage for backwards chaining, especially on construction problems, the result shows that (1) the students who learned forward chaining showed better performance on proof-writing, especially on the proofs with construction, than those who learned backward chaining, (2) both forward and backward chaining conditions wrote wrong proofs equally frequently, and (3) the major reason for the difficulty in applying backward chaining appears to lie in the assertion of premises as unjustified propositions (i.e., subgoaling).
AB - Two problem solving strategies, forward chaining and backward chaining, were compared to see how they affect students' learning of geometry theorem proving with construction. In order to determine which strategy accelerates learning the most, an intelligent tutoring system, the Advanced Geometry Tutor, was developed that can teach either strategy while controlling all other instructional variable. 52 students were randomly assigned to one of the two strategies. Although computational modeling suggests an advantage for backwards chaining, especially on construction problems, the result shows that (1) the students who learned forward chaining showed better performance on proof-writing, especially on the proofs with construction, than those who learned backward chaining, (2) both forward and backward chaining conditions wrote wrong proofs equally frequently, and (3) the major reason for the difficulty in applying backward chaining appears to lie in the assertion of premises as unjustified propositions (i.e., subgoaling).
UR - http://www.scopus.com/inward/record.url?scp=85037852428&partnerID=8YFLogxK
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M3 - Conference contribution
AN - SCOPUS:85037852428
T3 - Frontiers in Artificial Intelligence and Applications
SP - 443
EP - 450
BT - Artificial Intelligence in Education
A2 - Looi, Chee-Kit
A2 - McCalla, Gord
A2 - Bredeweg, Bert
A2 - Breuker, Joost
PB - IOS Press BV
Y2 - 18 July 2005 through 22 July 2005
ER -