Abstract
It is possible in learning for an impasse to occur during a learner’s trial-and-error process. This is a situation in which a learner cannot make progress in solving a problem because they cannot properly correct an error. In this study, we developed a learning support system for mechanics that helps learners overcome impasses by presenting auxiliary problems based on their errors. This system was implemented in a class of 86 third-year middle school students. To evaluate the problem graph implemented in the system, we analyzed the results of a test that dealt with drafting problems based on the strength of each entry in the results of the class practice. We found that this system was effective for learning gravity, normal force, the net force exerted by external forces, and frictional force from the ground. However, there were problems in learning frictional forces among objects themselves and forces propagating to other objects.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Aikawa, N., Koike, K., Tomoto, T., Tomoya, H., Tsukasa, H.: A presentation system for auxiliary problems to resolving learners’ stuck in error-based simulation for mechanics. IEICE Trans. Inf. Syst. (Japanese edition) 106(2), 132–143 (2023). (in Japanese)
Aikawa, N., et al.: Practical use of an error-based problem presentation system in mechanics. In: Proceedings of the International Conference on Computers in Education ICCE, vol. 2022, pp. 118–123 (2022)
Beck, J.E., Gong, Y.: Wheel-spinning: Students who fail to master a skill. In: Proceedings of the 16th International Conference on Artificial Intelligence in Education, pp. 431–440 (2013)
Hirashima, T., Horiguchi, T., Kashihara, A., Toyoda, J.: Error-based simulation for error-visualization and its management. Int. J. Artif. Intell. Educ. 9(1–2), 17–31 (1998)
Hirashima, T., Imai, I., Horiguchi, T., Tomoto, T.: Error-based simulation to promote awareness of error in elementary mechanics and its evaluation. In Proceedings of International Conference on Artificial Intelligence in Education, pp. 409–416 (2009)
Hirashima, T., Shinohara, T., Yamada, A., Hayashi, Y., Horiguchi, T.: Effects of error-based simulation as a counterexample for correcting MIF misconception. In: André, E., Baker, R., Hu, X., Rodrigo, M.M.T., du Boulay, B. (eds.) AIED 2017. LNCS (LNAI), vol. 10331, pp. 90–101. Springer, Cham (2017). https://doi.org/10.1007/978-3-319-61425-0_8
Horiguchi, T., Imai, I., Toumoto, T., Hirashima, T.: Error-based simulation for error-awareness in learning mechanics: an evaluation. Educ. Technol. Soc. 17(3), 1–13 (2014)
Salden, R.J.C.M., Paas, F., van Merriënboer, J.J.G.: A comparison of approaches to learning task selection in the training of complex cognitive skills. Comput. Hum. Behav. 22(3), 321–333 (2006)
Shute, V.J.: Focus on formative feedback. Rev. Educ. Res. 78(1), 153–189 (2008)
Acknowledgements
This work was supported by JSPS KAKENHI Grant Numbers JP22K12322, JP21H03565, JP20H01730.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this paper
Cite this paper
Aikawa, N. et al. (2023). Analysis of Classroom Test Results for an Error-Based Problem Presentation System for Mechanics. In: Mori, H., Asahi, Y. (eds) Human Interface and the Management of Information. HCII 2023. Lecture Notes in Computer Science, vol 14016. Springer, Cham. https://doi.org/10.1007/978-3-031-35129-7_15
Download citation
DOI: https://doi.org/10.1007/978-3-031-35129-7_15
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-35128-0
Online ISBN: 978-3-031-35129-7
eBook Packages: Computer ScienceComputer Science (R0)