Heinz-Jürgen Thole

Tutors, Instructions and Helps

The goals of this paper are threefold. First we want to present a review of the literature on Computer assisted Instruction, second we want to discuss the quality of instructions in some texts and human-computer dialogs concerning Computer programming. Third we want to demonstrate the cognitive-science-based development of our programming environment ABSYNT. This includes the construction of iconic Instructions and helps which promise to be superior to verbal instractions and helps when properly designed.

Interactive Support for Planing Visual Programs in the Problem Solving Monitor ABSYNT: Giving Feedback to User Hypotheses on the Language Level

We try to demonstrate the improvement of intelligent computer-aided instruction (ICAI) by the development of an interactive help system, which checks hypotheses postulated by the user during the problem solving process. The system is capable to recognize even incomplete proposals and contains the knowledge to generate complete solutions of the programming tasks. Thus the interactive help system adaptively supports the planning activities of the user. This is done by a goals-means-relation (GMR) which contains the domain-knowledge to analyze and synthesize ABSYNT-programs. At present this knowledge is worked out for 37 tasks in our curriculum and is condensed into 462 rules. The complexity of the solution space is rather astonishing. The system is capable to recognize and generate several millions of solutions even if height of ABSYNT-trees is restricted to five nodes.

Diagnosing and Evaluating the Acquisition Process of Problem Solving Schemata in the Domain of Functional Programming

This paper describes an approach to model studentsknowledge growth from novice to expert within the framework of a help system, ABSYNT, in the domain of functional programming. The help system has expert knowledge about a large solution space. On the other hand, in order to provide learner-centered help there is a model of the studentsactual state of domain knowledge. The model is continuously updated based on the learners actions. It distinguishes between newly acquired and improved knowledge. Newly acquired knowledge is represented by augmenting the model with rules from the expert knowledge base. Knowledge improvement is represented by rule composition. In this way, the knowledge contained in the model is partially ordered from general rules to more specific schemas for solution fragments to specific cases (= example solutions). The model is implemented but not yet actually used for help generation within the help system. This paper focuses on knowledge diagnosis as accomplished by the model, and on an empirical analysis of some of its predictions.

Empirische Pilotstudie zur Konstruktion eines problemlösezentrierten Hilfesystem für einen Problemlösemonitor

Die hier vorgestellte Studie liefert einen Beitrag zum Thema Tutor- und Hilfesysteme beim Erwerb von Programmierwissen. Anhand einer Untersuchung, in der Versuchspersonen Programmieraufgaben in der grafischen rein funktionalen Programmiersprache ABSYNT losten, wurden Anforderungen an ein individualisiertes Hilfesystem formuliert und anschliesend eine erste Version fur das Hilfesystem erarbeitet. Dieses basiert auf einem zeitgleich zu der Untersuchung geschriebenen Diagnostikprogramm, das vom Schuler formulierte Hypothesen uberpruft und damit Fehler erkennen und fehlende Teile von ABSYNT-Programmen erganzen kann.

WULPUS - An Intelligent Problem Solving Environment Delivering Knowledge Based Help and Explanations in Business Management Simulation

Business mangement simulation plays an increasing role in schooling and post-qualification. In complex simulation games the interrelationships between decisions and results are intransparent. This is one reason for inefficient knowledge acquisition. Another reason is the forward chaining architecture of “classical” simulation games.

WULPUS Wissensbasierte Hilfen und Erklärungen für ein betriebswirtschaftliches Planspiel

In der betriebswirtschaftlichen Aus- und Weiterbildung werden in zunehmenden Mase Planspiele eingesetzt, um dem steigenden Bildungsbedarf kostengunstig zu begegnen. EDVgestutzte Simulationen und Planspiele haben durch die forcierte Vermittlung von Schlusselqualiflkationen eine neue Bedeutung erlangt. Man erhofft sich dadurch einerseits die Vertiefung der Analyse- und Problemlosefahigkeiten und andererseits die Verbesserung der Teamfahigkeit.