An Approach that Support Multiple Linked Representations Within an Intelligent Tutoring System for Helping Students to Develop Skills on Designing Digital Circuits
This paper proposes an approach that allows an exploration of three linked representations within a tutoring system for helping students in problem solving situations to develop skills on designing digital logic circuits. Specifically, we provide a learning environment by considering situations that essentially consist of mapping a logic expression into another equivalent. This environment can work on two basic situations: (i) the students are asked to solve problems, having the possibility to receive personalized assistance or (ii) the tutoring system resolves problems asked by students. The problems and solutions have to be specified in two symbolic representations: Boolean algebra or Propositional Logic, having each expression automatically mapped into its equivalent expression displayed in gate logic language. The tutoring system architecture is presented, as well as its aspects of implementation. The proposed and implemented approach to the tutoring system was evaluated through scenarios of problems with adequate coverage, demonstrating its feasibility.
KeywordsPersonalized educational systems Intelligent tutoring systems Multiple representations Digital circuits
Unable to display preview. Download preview PDF.
- 1.Woolf, B.P. (2008), “Building Intelligent Interactive Tutors: Student-centered strategies for revolutionizing e-learning. Morgan Kaufmann, San Francisco.Google Scholar
- 2.Shaaron Ainsworth. The functions of multiple representations. Computers & Education, 1999.Google Scholar
- 3.Shaaron E. Ainsworth, P. A. Bibby, and D. J. Wood. Examining the effects of different multiple representational systems in learning primary mathematics. Journal of the Learning Sciences, 2002.Google Scholar
- 4.Gregg, John. Ones and Zeros: Understanding Boolean Algebra, Digital Circuits, and the Logic of Sets. New York: IEEE Press, 1998.Google Scholar
- 5.G.F. Steiner, and M. Stoecklin, Fraction calculation–a didactic approach to constructing mathematical networks. Learning and Instruction 7, 1997, pp. 211-233.Google Scholar
- 6.Martina A. Rau, Vincent Aleven, and Nikol Rummel. Intelligent tutoring systems with multiple representations and self-explanation prompts support learning of fractions. In Proceedings of the Conference on Artificial Intelligence in Education, 2009.Google Scholar
- 7.Costa, E. B., et al. An Agent-based Tutoring System for Learning Propositional Logic Using Multiple Linked Representations. In: Frontiers in Education Conference, 2014, 2014, Madrid. Proceedings of the Frontiers in Education Conference, 2014.Google Scholar
- 8.Lukins, S., Levicki, A., and Burg, J. A tutorial program for propositional logic with human/computer interactive learning. ACM SIGCSE Bulletin, 34(1):381–385, ACM 2002.Google Scholar
- 9.Rocha, R. H. S., et al. “Improving Construction and Maintenance of Agent- based Applications through an Integration of Shell and Software Framework Approaches.” Encontro Nacional de Inteligência Artificial (2012).Google Scholar