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In-Depth Information
Table 3.3
(continued)
Domain
concepts
Learner's knowledge
Before
After
(KL
=
3)
Interaction I
(KL
=
3)
Interaction II
(KL
=
3)
Interaction
III (KL
=
3)
Interaction IV
(KL
=
4)
(1, 0, 0, 0, 0)
(1, 0, 0, 0, 0)
(1, 0, 0, 0, 0)
(1, 0, 0, 0, 0)
(1, 0, 0, 0, 0)
C
6.6
(1, 0, 0, 0, 0)
(1, 0, 0, 0, 0)
(1, 0, 0, 0, 0)
(1, 0, 0, 0, 0)
(1, 0, 0, 0, 0)
C
6.7
C
7.1
(1, 0, 0, 0, 0)
(1, 0, 0, 0, 0)
(1, 0, 0, 0, 0)
(1, 0, 0, 0, 0)
(1, 0, 0, 0, 0)
Therefore, after the interaction I Elena's student model becomes: KL
=
3,
ErrTyp
=
“prone to logical errors”, PrK
=
“none”. The value of the ErrTyp
stereotype changes and becomes “prone to logical errors” due to the fact that
the last errors of Elena are associated with the semantics and operation of the
commands. This value indicates that Elena has a difficulty in understanding the
instructions and their logic.
At the next interaction, Elena is examined in the domain concept C
4.4
and is
succeeding 87 %. C
4.4
affects 100 % the concept C
4.2
, 45 % the concept C
4.3
,
100 % the concept C
5.2
, 45 % the concept C
5.3
, and 52 % the concept C
5.4
.
According to the fuzzy rules (Figs.
3.6
and
3.7
) the following occur (Table
3.3
,
column 'after—interaction II'):
• According to R7,
μ
A
(C
4.2
) remains 1.
• According to R5 and R6 (c),
μ
A
(C
4.3
)
=
0.45,
μ
L
(C
4.3
)
=
0.27 and it remains
28 % 'Unknown' (
μ
Un
(C
4.3
)
=
0.28). So, the quintet for C
4.3
is (0.28, 0, 0, 0.27,
0.45).
• According to R3
μ
A
(C
5.2
) remains 1.
• According to R1 and R2 (c)
μ
A
(C
5.3
)
=
0.45,
μ
L
(C
5.3
)
=
0.27 and it remains
28 % 'Unknown' (
μ
Un
(C
5.3
)
=
0.28). So, the quintet for C
5.3
is (0.28, 0, 0, 0.27,
0.45).
• According to R1 and R2 (c)
μ
A
(C
5.4
)
=
0.52,
μ
L
(C
5.4
)
=
0.31 and it remains 17 %
'Unknown' (
μ
Un
(C
5.4
)
=
0.17). So, the quintet for C
5.4
is (0.17, 0, 0, 0.31, 0.52).
After the interaction II Elena's student model becomes: KL
=
3, ErrTyp
=
“prone
to logical errors”, PrK
=
“none”.
At the next interactions, Elena is examining in the domain concepts C
4.3
and
C
4.5
and is succeeding 95 and 90 % respectively. Applying the fuzzy rules, the
knowledge level of Elena changes as it is presented in Table
3.3
, column 'after—
interaction III and interaction IV'.
When all the domain concepts of the section 4 (i.e. the domain concepts 4.1 to
4.5) become learned, the value of the stereotype category KL of Elena's student
model increases and becomes 4. Now, the domain concepts of section 5 (i.e. the
domain concepts 5.1 to 5.6) should be delivered to Mary. However, the domain
concepts C
5.2
, C
5.3
, C
5.4
and C
5.5
are considered already learned. Therefore Elena
has to read only the domain concepts C
5.1
and C
5.6
.
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