Abstract
Design-centered learning environments offer great promise for providing effective, grounded learning experiences. Learners are given a set of design criteria and a library of components which they use to design artifacts that will satisfy the specified criteria. Despite their appeal, design-centered learning environments are plagued with complexities that can overwhelm learners. To address this problem, we have developed a proactive problem-solving focus mechanism that helps learners cope with the complexities inherent in design-centered learning. By exploiting a rich model of the design context, the focus mechanism selects design problems and intervenes with multimedia advice. The mechanism has been implemented in Design-A-Plant, a design-centered learning environment for botanical anatomy and physiology. Formative evaluations with middle school students are encouraging.
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
References
E. André, W. Finkler, W. Graph, T. Rist, A. Schauder, and W. Wahlster. WIP: The automatic synthesis of multi-modal presentations. In M. T. Maybury, editor, Intelligent Multimedia Interfaces, chapter 3. AAAI Press, 1993.
E. Cauzinille-Marmeche and J. Mathieu. Experimental data for the design of microworld-based system for algebra. In H. Mandl and A. Lesgold, editors, Learning Issues for Intelligent Tutoring Systems, pages 278–286. Springer-Verlag, New York, 1988.
D. C. Edelson. Learning from stories: Indexing and reminding in a socratic case-based teaching system for elementary school biology. Technical Report 43, The Institute for the Learning Sciences, Northwestern Univeristy, Evanston, Illinois, July 1993.
M. Eisenberg and G. Fischer. Programmable design environments: Integrating end-user programming with domain-oriented assistance. In CHI '94: Human Factors in Computing Systems: Celebrating Interdependence, pages 431–437, 1994.
S. K. Feiner and K. R. McKeown. Coordinating text and graphics in explanation generation. In Proceedings of the Eighth National Conference on Artificial Intelligence, pages 442–449, Boston, MA, 1990.
M. D. Gross. Design and use of a constraint-based laboratory for learning design. In R. W. Lawler and M. Yazdani, editors, Artificial Intelligence and Education, volume 1, pages 167–181. Ablex, Norwood, NJ, 1987.
J. D. Hollan, E. L. Hutchins, and L. M. Weitzman. STEAMER: An interactive, inspectable, simulation-based training system. In G. Kearsley, editor, Artificial Intelligence and Instruction: Applications and Methods, pages 113–134. Addison-Wesley, Reading, MA, 1987.
R. W. Lawler and G. P. Lawler. Computer microwolrds and reading: An analysis for their systematic application. In R. W. Lawler and M. Yazdani, editors, Artificial Intelligence and Education, volume 1, pages 95–115. Ablex, Norwood, NJ, 1987.
A. Lesgold, S. Lajoie, M. Bunzo, and G. Eggan. SHERLOCK: A coached practice environment for an electronics trouble-shooting job. In J. H. Larkin and R. W. Chabay, editors, Computer-Assisted Instruction and Intelligent Tutoring Systems: Shared Goals and Complementary Approaches, pages 201–238. Lawrence Erlbaum, Hillsdale, NJ, 1982
M. T. Maybury. Planning multimedia explanations using communicative acts. In Proceedings of the Ninth National Conference on Artificial Intelligence, pages 61–66, Anaheim, CA, 1991.
J. Piaget. The Construction of Reality in the Child. Basic Books, New York, 1954.
M. Smith. CONNIE: An intelligent learning environment for creative tasks based on negotiation of constraints. In Proceedings of the Artificial Intelligence in Education Conference, pages 397–404, 1995.
P. W. Thompson. Mathematical microworlds and intelligent computer-assisted instruction. In G. Kearsley, editor, Artificial Intelligence and Instruction: Applications and Methods, pages 83–109. Addison-Wesley, Reading, MA, 1987.
B. Woolf and D. D. McDonald. Building a computer tutor: Design issues. IEEE Computer, 17(9):61–73, 1984.
Author information
Authors and Affiliations
Editor information
Rights and permissions
Copyright information
© 1996 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Lester, J.C., Stone, B.A., O'Leary, M.A., Stevenson, R.B. (1996). Focusing problem solving in design-centered learning environments. In: Frasson, C., Gauthier, G., Lesgold, A. (eds) Intelligent Tutoring Systems. ITS 1996. Lecture Notes in Computer Science, vol 1086. Springer, Berlin, Heidelberg. https://doi.org/10.1007/3-540-61327-7_146
Download citation
DOI: https://doi.org/10.1007/3-540-61327-7_146
Published:
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-61327-5
Online ISBN: 978-3-540-68460-2
eBook Packages: Springer Book Archive