Γνωστικά εργαλεία μάθησης και ηλεκτρονική μάθηση - CTAT

Λιάκος, Αθανάσιος Β.

Master Thesis

Author

Λιάκος, Αθανάσιος Β.

Date

2013-03-11

Abstract

Cognitive tutors, models and learning environments offer effective alternatives to achieve more effective educational process. Students learn through carrying out activities, not just listening or watching the instructor. The steps followed to solve a problem, are simulated by the cognitive models, following the thinking of learners, and providing instructions that depend on the lesson content. Cognitive models largely follow the principles of activity theory, which in turn is reflected on personalized educational processes, based on the level and performance of each learner. The learning platform CTAT (Cognitive Tutor Authoring Tools) is based on the theory of knowledge and learning ACT-R and is based on the transformation behavior of learners during the problem solving process. The tutor applies an algorithm type called "model tracing" which makes it possible to monitor a trainee during the problem solving process and compare the actions of learners with those proposed by the model. An instructor author demonstrates to the system, how the students are expected to solve the problems assigned to them and which are the mistakes expected. The tutor is using and calculates a series of numerical information such as the number of protons, neutrons and electrons of an element (atom, cat ion or anion) as well as the atomic number and mass number of the element. The proposed implementation uses Flash software to create an interactive graphical user interface and then asks the students to perform calculations of the number of protons, neutrons and electrons as well as of the atomic and mass number of the element.