Journal of Computers in Mathematics and Science Teaching
An evaluation of learners' satisfaction toward mobile learning
ACOS'07 Proceedings of the 6th Conference on WSEAS International Conference on Applied Computer Science - Volume 6
Review: Integrating cognitive load theory and concepts of human-computer interaction
Computers in Human Behavior
Live python-based visualization laboratory
Edutainment'11 Proceedings of the 6th international conference on E-learning and games, edutainment technologies
Computer-assisted learning in primary school mathematics using ViLLE education tool
Proceedings of the 12th Koli Calling International Conference on Computing Education Research
Domain-specific knowledge representation and inference engine for an intelligent tutoring system
Knowledge-Based Systems
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Previous computer-assisted problem-solving systems have incorporated all the problem-solving steps within a single stage, making it difficult to diagnose stages at which errors occurred when a student encounters difficulties, and imposing a too-high cognitive load on students in their problem solving. This study proposes a computer-assisted system named MathCAL, whose design is based on four problem-solving stages: (1) understanding the problem, (2) making a plan, (3) executing the plan and (4) reviewing the solution. A sample of one hundred and thirty fifth-grade students (aged 11 years old) completed a range of elementary school mathematical problems and empirically demonstrated. The results showed MathCAL to be effective in improving the performance of students with lower problem solving ability. This evaluation allowed us to address the problem of whether the assistances in various stages help students with their problem solving. These assistances improve students' problem-solving skills in each stage.