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Load-Oriented Tutoring to Enhance Student's Explanation Understanding: An Explanation Planner and a Self-explanation Envitonment

https://hiroshima.repo.nii.ac.jp/records/2007049
https://hiroshima.repo.nii.ac.jp/records/2007049
0cff2351-dec6-4041-b2cb-a7abbc350faf
名前 / ファイル ライセンス アクション
IEICETransInfSyst_E77D-1_27.pdf IEICETransInfSyst_E77D-1_27.pdf (1.0 MB)
Item type デフォルトアイテムタイプ_(フル)(1)
公開日 2023-03-18
タイトル
タイトル Load-Oriented Tutoring to Enhance Student's Explanation Understanding: An Explanation Planner and a Self-explanation Envitonment
言語 en
作成者 Kashihara, Akihiro

× Kashihara, Akihiro

en Kashihara, Akihiro

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Matsumura, Koichi

× Matsumura, Koichi

en Matsumura, Koichi

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Hirashima, Tsukasa

× Hirashima, Tsukasa

en Hirashima, Tsukasa

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Toyoda, Jun'ichi

× Toyoda, Jun'ichi

en Toyoda, Jun'ichi

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アクセス権
アクセス権 open access
アクセス権URI http://purl.org/coar/access_right/c_abf2
権利情報
権利情報 Copyright (c) 1994 IEICE
主題
主題Scheme Other
主題 load-oriented tutoring
主題
主題Scheme Other
主題 load control
主題
主題Scheme Other
主題 explanation
主題
主題Scheme Other
主題 self-explanation
主題
主題Scheme Other
主題 planning
主題
主題Scheme Other
主題 learning motivation
主題
主題Scheme Other
主題 impassedriven learning
主題
主題Scheme NDC
主題 370
内容記述
内容記述 This paper discusses the design of an ITS to realize a load-oriented tutoring to enhance the student's explanation understanding. In the explanation understanding, it is to be hoped that a student not only memorizes the new information from an explanation, but also relates the acquired information with his/her own knowledge to recognize what it means. This relating process can be viewed as the one in which the student structures his/her knowledge with the explanation. In our ITS, we regard the knowledge-structuring activities as the explanation understanding. In this paper, we propose an explanation, called a load-oriented explanation, with the intention of applying a load to the student's knowledge-structuring activities purposefully. If the proper load is applied, the explanation can induce the student to think by himself/herself. Therefore he/she will have a chance of gaining the deeper understanding. The important point toward the load-oriented explanation generation is to control the load heaviness appropriately, which a student will bear in understanding the explanation. This requires to estimate how an explanation promotes the understanding activities and how much the load is applied to the activities. In order to provide ITS with the estimation, we have built an Explanation Effect Model, EEM for short. Our ITS consists of an explanation planner and a self-explanation environment. The planner generates the load-oriented explanation based on EEM. The system also makes a student explain the explanation understanding process to himself/herself. Such self-explanation is useful to let the student be conscious of the necessity of structuring his/her knowledge with the explanation. The self-explanation environment supports the student's self-explanation. Furthermore, if the student reaches an impasse in self-explaining, the planner can generate the supporting explanation for the impasse.
言語 en
内容記述
内容記述タイプ Other
内容記述 This research is supported in part by Grant-in-Aid for Scientific Research No. 05780163 from the Ministry of Education, Science and Culture of Japan.
出版者
出版者 電子情報通信学会
言語
言語 eng
資源タイプ
資源タイプ識別子 http://purl.org/coar/resource_type/c_6501
資源タイプ journal article
出版タイプ
出版タイプ VoR
出版タイプResource http://purl.org/coar/version/c_970fb48d4fbd8a85
関連情報
識別子タイプ URI
関連識別子 http://search.ieice.org/bin/summary.php?id=e77-d_1_27&category=D&year=1994&lang=E&abst=
関連情報
識別子タイプ URI
関連識別子 http://search.ieice.org/
収録物識別子
収録物識別子タイプ ISSN
収録物識別子 0916-8532
収録物識別子
収録物識別子タイプ NCID
収録物識別子 AA10826272
開始ページ
開始ページ 27
書誌情報 IEICE Transactions on Information and Systems
IEICE Transactions on Information and Systems

巻 E77D, 号 1, p. 27-38, 発行日 1994-01-25
旧ID 45905
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