Online multimedia education systems traditionally tend to consist almost exclusively of multiple choice or numeric response style questions. However, many curricula such as math, physics, and chemistry typically involve students completing large, complex, multi-step problems where the process used to solve the problem is more important than the final answer. Current online multimedia systems are generally insufficient to model or assess problems like these. In this thesis, I address this issue by implementing a Process Analyzer and its authoring tool. The Process Analyzer aims to improve student problem solving skills by acting as a self-tutoring tool that can analyze a students problem-solving process and adapt accordingly, providing corrective guidance hints if necessary. Secondly, it provides instructors with an in-depth analysis of the process or thinking steps that students are using to solve complex problems. Instructors can therefore assess students based on their problem-solving process, and not just their final answer. / Software Engineering and Intelligent Systems
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:AEU.10048/886 |
| Date | 06 1900 |
| Creators | Rossol, Nathaniel |
| Contributors | Mandal, Mrinal (Electrical and Computer Engineering), Cheng, Irene (Computing Science), Mandal, Mrinal (Electrical and Computer Engineering), Cheng, Irene (Computing Science), Bilash, Olenka (Education), Miller, James (Electrical and Computer Engineering) |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 2918644 bytes, application/pdf |
Page generated in 0.0018 seconds