Hyung Joon Kook

The KIPS Transactions:PartB , Vol. 8, No. 5, pp. 429-440, Oct. 2001
10.3745/KIPSTB.2001.8.5.429,   PDF Download:

Abstract

To achieve a computer tutor framework with high learning effects as well as practicality, the goal of this research has been set to developing an intelligent tutor for problem-solving in mathematics domain. The main feature of the CyberTutor, a computer tutor developed in this research, is the facilitation of a learning environment interacting in accordance with the learner's differing inferential capabilities and needs. The pedagogical information, the driving force of such an interactive learning, comprises of tutoring strategies used commonly in various domains such as physics and mathematics, in which the main contents of learning is the comprehension and the application of principles. These tutoring strategies are those for testing learner's hypotheses test, providing hints, and generating explanations. We illustrate the feasibility and the behavior of our proposed framework with a sample problem-solving learning in geometry. The proposed tutorial framework is an advancement from previous works in several aspects. Firstly, it is more practical since it supports handling of a wide range of problem types, including not only proof types but also finding-unknown types. Secondly, it is aimed at facilitating a personal tutor environment by adapting to learners of varying capabilities. Finally, learning effects are maximized by its tutorial dialogues which are derived from real-time problem-solving inference instead of from built-in procedures.

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