TY - GEN

T1 - Advanced Geometry Tutor

T2 - 12th International Conference on Artificial Intelligence in Education, AIED 2005

AU - Matsuda, Noboru

AU - VanLehn, Kurt

N1 - Funding Information:
This research was supported by NSF Grants 9720359 and SBE-0354420.
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).

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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 -