Toward facilitating assistance to students attempting engineering design problems
Name
icer06d-glassman.pdf
Description
Accepted version
Size
538.17 KB
Format
Adobe PDF
Checksum (MD5)
5a6921ed132015893270053c7a6c761a
Author(s)
Glassman, Elena L
Miller, Robert C.
Date Issued
August 2013
Journal
Proceedings of the ninth annual international ACM conference on International computing education research
Publisher
Association for Computing Machinery (ACM)
Citation
Glassman, Elena L., Ned Gulley and robert C. Miller. "Toward facilitating assistance to students attempting engineering design problems." In Proceeding ICER '13 Proceedings of the ninth annual international ACM conference on International computing education research, San Diego, San California, USA, August 12-14, 2013, Pages 41-46.
Version
Author's final manuscript
Abstract
In engineering design courses, many problems have a specification that the student's implementation must meet, but give the student a large range of freedom for the internal design of that implementation. There may be several distinct, correct strategies for solving them, some of which may be unknown to the teaching staff or intelligent tutor designer. When a student is pursuing an unrecognized strategy and begins to struggle, staff may redirect them, costing unnecessary work, and automated hint generators may offer unhelpful feedback. We have taken a first step toward discovering these alternate correct strategies by visualizing many student solutions together, using dynamic and static features of these solutions, so that the teaching staff can understand the space of correct strategies. This approach has been applied to two domains: an online Matlab programming challenge and an undergraduate computer architecture course. We discuss these initial investigations and pose discussion questions to the community about potential enhancement and application of this analysis.
MIT Department
Massachusetts Institute of Technology. Computer Science and Artificial Intelligence Laboratory
Terms of Use
Creative Commons Attribution-Noncommercial-Share Alike
Persistent DSpace Link
DOI of Published Version
https://doi.org/10.1145/2493394.2493400
