| Project/Area Number |
14580428
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Intelligent informatics
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| Research Institution | Teikyo University |
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Principal Investigator |
WATANABE Hiroyoshi Teikyo University, School of Science and Engineering, Professor, 理工学部, 講師 (40240519)
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| Co-Investigator(Kenkyū-buntansha) |
ARAI Masayuki Teikyo University, School of Science and Engineering, Associate Professor, 理工学部, 助教授 (70212602)
TAKEI Shigeo Teikyo University, School of Science and Engineering, Professor, 理工学部, 教授 (30004360)
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| Project Period (FY) |
2002 – 2003
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| Project Status |
Completed (Fiscal Year 2003)
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| Budget Amount *help |
¥2,800,000 (Direct Cost: ¥2,800,000)
Fiscal Year 2003: ¥1,100,000 (Direct Cost: ¥1,100,000)
Fiscal Year 2002: ¥1,700,000 (Direct Cost: ¥1,700,000)
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| Keywords | Programming Education / Advice / Assembly Language / CASL / Case-based Reasoning |
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| Research Abstract |
We worked out a method of giving advice for novice programs using a case-based reasoning approach in programming education. Our target programs for the advice are called near-miss programs. A near-miss program is a program that does not run properly but is rather close to correct programs.
We proposed a model of giving step-by-step advice. That is, the advice system gives small hints at first and then gives more hints or detailed advice later as needed. Students will gain more confidence when they solve problems with small hints than in cases where they got detailed advice.
We also proposed two case-based methods of generating advice sentences. The first method is to generate advice sentences based on the similarity to advice cases, which include a near-miss program as a problem description and advice sentences on the program as a solution description. The second method is advice generation based on the difference between the target near-miss program and a correct program. There are many correct programs in evaluation case-bases of the evaluation assistant system we already implemented.
Based on these ideas, we implemented a case-based advice system for a simple assembly language CASL II. The system had been utilized in actual classes and the results suggested that the case-based advice system was useful. In particular, we found that the difference-based method was very useful. Advice sentences were presented by the difference-based method even if case-bases were empty at first, because the difference-based method uses evaluation cases which are added to the case-base automatically when teachers evaluate students' submitted programs.
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