Tsukasa Hirashima

Robust simulator: a method of simulating learners' erroneous equations for making error-based simulation

Error-based Simulation (EBS) is a framework for assisting a learner to become aware of his errors. It makes a simulation based on his erroneous hypothesis to show what unreasonable phenomena would occur if his hypothesis were correct, which has been proved effective in causing cognitive conflict. In making EBS, it is necessary (1) to make a simulation by dealing with a set of inconsistent constraints because erroneous hypotheses often contradict the correct knowledge, and (2) to estimate the ‘unreasonableness of phenomena in a simulation because it must be recognized as ‘unreasonable. Since the method used in previous EBS-systems was very domain-dependent, this paper describes a method for making EBS based on any inconsistent simultaneous equations by using TMS. It also describes a set of general heuristics to estimate the ‘unreasonableness of physical phenomena. By using these, a prototype EBS-system was implemented and examples of how it works are described.

Proposal of a Framework for a Stepwise Task Sequence in Programming.

The execution process for solutions in problem-solving usually involves multiple operations; however, in many cases, the learner does not recognize why individual operations are performed. Therefore, the importance of understanding the grounds for performing individual operations has been pointed out. To fully understand individual operations in task presentation for learning support, it is necessary to discuss not only the properties of a single task, but also the kind of task sequence that should be designed within a continuous task. In general, the order and grain size of tasks presented in programming learning are determined by the teacher. However, if tasks are not presented in a stepwise manner, the learner may have difficulty or may have an incomplete understanding. In continuous tasks, such as programming learning, we assert that a framework based on the qualitative consideration of various properties, such as the order and granularity of tasks presented to learners, is necessary. Therefore, in this study, we examined the properties of sequential tasks to provide a framework for designing stepwise task sequences for programming learning support.

Error-Based SimulationによるMIF素朴概念の修正の効果の検証

初等力学の問題解決において発生する誤りの修正のために，学習者の誤りに基づくシミュレーションが提案され，また実践的な利用も行われている．中学生と高専生を対象として行った2件の実践的利用に関して，MIF 素朴概念の修正の効果について分析を行ったため，本論文ではこれを報告する．