Abstract
The Emma educational system embodies a Knowledge Based System (KBS) that models a problem-solving method defined at an abstract level. In order to allow different explicit problem-solvings, the KBS is based on a Task-Method modelisation. The objectives of this paper are (1) to explain how we take advantage of the flexibility provided by the modelisation by using analysis-modules that can study what the influence of the student's propositions on the rest of the solving is; (2) to highlight that elaborating a knowledge-base that allows such a flexibility requires the use of automated tools that help the modelling-team to keep a precise understanding of how the different notions interact one with another; and (3) to demonstrate that these different tools can be constructed over the same set of reflective primitive modules, modules that are linked to the problem-solving modelisation.
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© 1997 Springer-Verlag Berlin Heidelberg
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Choquet, C., Tchounikine, P., Trichet, F. (1997). Training strategies and knowledge acquisition: Using the same reflective tools for different purposes. In: Coasta, E., Cardoso, A. (eds) Progress in Artificial Intelligence. EPIA 1997. Lecture Notes in Computer Science, vol 1323. Springer, Berlin, Heidelberg. https://doi.org/10.1007/BFb0023916
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DOI: https://doi.org/10.1007/BFb0023916
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