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Fig. 1.4 Stereotypes of the learner's knowledge level
students (Tsiriga and Virvou 2002). An appealing property of the stereotype is that
it should enable a system to get started quickly on its customized interaction with
the user Kay (2000). However, stereotype approach is quite inflexible and error-
prone due to the fact that stereotypes are constructed in a hand-crafted way before
real users have interacted with the system and they are updated only by the sys-
tem's designer or developer (Kass 1991; Tsiriga and Virvou 2002).
1.2.3 Models for Misconceptions and Erroneous Knowledge
1.2.3.1 Perturbation
A perturbation student model is an extension of the overlay model. It represents
student's knowledge as a subset of the expert's knowledge along with her/his
misconceptions (Mayo 2001; Nguyen and Do 2008) (Fig. 1.5 ). The perturbation
student model is useful for diagnostic reasoning. It allows the system to identify
the student's erroneous knowledge and wrong rules that s/he has applied and led
her/him to wrong answer (Martins et al. 2008). Thus, the system remediate the
student's misconceptions providing her/him the appropriate learning material,
advices and feedback.
Fig. 1.5 Perturbation model
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