The Open-Response Chemistry Cognitive Assistance Tutor System: Development and Implementation

被引：5
作者：
King, Emily C. [1 ]
Benson, Max [2 ]
Raysor, Sandra [3 ]
Holme, Thomas A. [1 ]
Sewall, Jonathan [2 ]
Koedinger, Kenneth R. [2 ]
Aleven, Vincent [2 ]
Yaron, David J. [3 ]
机构：
[1] Iowa State Univ, Dept Chem, Ames, IA 50011 USA
[2] Carnegie Mellon Univ, Human Comp Interact Inst, Pittsburgh, PA 15213 USA
[3] Carnegie Mellon Univ, Dept Chem, Pittsburgh, PA 15213 USA
来源：
JOURNAL OF CHEMICAL EDUCATION | 2022年 / 99卷 / 02期
基金：
美国国家科学基金会;
关键词：
First-Year Undergraduate/General; Interdisciplinary/Multidisciplinary; Internet/Web-Based Learning; Calorimetry/Thermochemistry; Equilibrium; Stoichiometry; ONLINE HOMEWORK; PERFORMANCE; FEEDBACK;
D O I：
10.1021/acs.jchemed.1c00947
中图分类号：
O6 [化学];
学科分类号：
0703 ;
摘要：
This report showcases a new type of online homework system that provides students with a free-form interface and dynamic feedback The ORCCA Tutor (Open-Response Chemistry Cognitive Assistance Tutor) is a production rules-based online tutoring system utilizing the Cognitive Tutoring Authoring Tools (CTAT) developed by Carnegie Mellon University. In this report, we discuss the interface design and the production rules that allow for a multitude of chemistry calculations to be solved in a wide variety of ways by students. We discuss improvements of the software, already implemented or planned for the future, based on think aloud/interviews with students.
引用
收藏
页码：546 / 552
页数：7
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