{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/23418"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/23418","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Learning how to solve linear equations by teaching the computer: Development and formative evaluation","abstract":"Most Intelligent Tutoring Systems (ITS) are designed in such a way that the system's (teacher's) role is active and the learner's role is passive. This study reverses this trend so that students function as active learners who are guided to learn by teaching a computer. For the task of solving linear equations, the study was run on a system that is a hybrid of Computer-Aided Instruction (CAI) and peer tutoring: Linear Kid. In this learning environment, three agents come into play in the peer tutoring stage: the student, the computer learner and the computer coach. After the students watch how the computer system solves a set of tasks, Linear Kid helps the student act as a teacher in order to learn more about the subject matter. Linear Kid is designed by employing a term-rewriting system based on a production system architecture. To provide user feedback, the system matches the student's responses with the correct rules of an expert by adopting a simplified version of an overlay model as a student model.","abstract_html":"Most Intelligent Tutoring Systems (ITS) are designed in such a way that the system's (teacher's) role is active and the learner's role is passive. This study reverses this trend so that students function as active learners who are guided to learn by teaching a computer. 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To provide user feedback, the system matches the student's responses with the correct rules of an expert by adopting a simplified version of an overlay model as a student model.","abstract_has_math":false,"creators":["Jun, Youngcook"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Dennis, J. 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Statistical findings also include the analysis of attitudes toward the use of Linear Kid and group differences emerging from the on-line data. Finally, the study concludes with discussions of a theoretical learning-by-teaching framework and recommendations for how the Linear Kid prototype can adequately be integrated into student learning processes.","Made available in DSpace on 2011-05-07T14:13:28Z (GMT). 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