Automating the design of graphical presentations of relational information
ACM Transactions on Graphics (TOG)
The Role of Counterexamples in Discovery Learning Environment: Awareness of the Chance for Learning
Proceedings of the Joint JSAI 2001 Workshop on New Frontiers in Artificial Intelligence
Chance discoveries for making decisions in complex real world
New Generation Computing
The Role of Counterexamples in Discovery Learning Environment: Awareness of the Chance for Learning
Proceedings of the Joint JSAI 2001 Workshop on New Frontiers in Artificial Intelligence
Metacognitive and computational aspects of chance discovery
New Generation Computing - Special issue on chance discovery
First international workshop on chance discovery
The Knowledge Engineering Review
Selecting potentially relevant records using re-identification methods
New Generation Computing
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In the context of education, a chance occurs when a learner makes a mistake. It becomes a good opportunity of learning and brings new knowledge. Novel phenomena are often given as counterexamples, that indicate the difference between a learner's prediction and the result of her/his solution. It is, however, difficult for a learner to learn from counterexamples, because if the significance of them is not clear, a learner often ignores them and learning doesn't occur. The role of a teacher (or tutoring system) is to help a learner grasp the chance. Our research focuses how to evaluate the effectiveness of counterexamples. We propose the method of doing it from two educational viewpoints: (1) Does it suggest the occurrence of error clearly? (Visibility), and (2) Does it suggest the cause of error? (Suggestiveness) Some case studies are presented to illustrate these functions. Then, we'll compare the chance discovery in other fields with ours, and discuss what is the essential for chance discovery.