高校化学を対象とするマイクロワールドにおける学習者モデルの構築方法

抄録

We think that a Micro-World should have learner model in order to guide a learner who is in impasse. In other words, the system should infer which knowledge is not understood by learner (we call such knowledge ‘doubtful knowledge’). In our previous works, we proposed a planning and plan recognition approach to generate advice appropriately by observing learner’s actions in Micro-World for high school chemistry. The system can infer doubtfulness of only a type of knowledge on the relation between goal and it’s means (we call such knowledge ‘goal-means knowledge’). However, it is not enough to guide a learner appropriately. We propose the method to infer doubtfulness of the other types of knowledge (like causal relation, numerical relation and so on), in order to construct a useful learner model for helping the learner in impasse. We take two approach to infer the doubtfulness of knowledge. One is to show a learner a final goal with condition which the learner must achieve, because when the learner can keep the condition, we can think that the learner must have the knowledge necessary to keep the condition. Another is comparing learner’s faulty actions with correct actions, because difference of them are caused by learner’s lack of knowledge. In addition, we report on our experimental system which is a Micro-World for high school chemistry.