Abstract

In this paper we present a student module modeling knowledge states and learning skills of students in the field of Newtonian dynamics. Student data recorded during the exploratory activity in microworlds are used to infer mental representations concerning the concept of force. A fuzzy algorithm able to follow the cognitive states the student goes through in solving a task and to interpret the monitored changes is discussed.

Citation

Andaloro, G. & Bellomonte, L. (1998). Student Knowledge and Learning Skill Modeling in the Learning Environment 'Forces'. Computers & Education, 30(3), 209. Elsevier Ltd. Retrieved April 2, 2023 from https://www.learntechlib.org/p/165208/.

Keywords

• Algorithms
• Cognitive Processes
• instructional design
• Knowledge Level
• Learning Activities
• Learning Modules
• Mental Computation
• problem solving