Automatically generating visual syntax-directed editors
Communications of the ACM
Syntax-directed editing environments: issues and features
SAC '93 Proceedings of the 1993 ACM/SIGAPP symposium on Applied computing: states of the art and practice
The Cornell program synthesizer: a syntax-directed programming environment
Communications of the ACM
A tutorial program for propositional logic with human/computer interactive learning
SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education
Using Bayesian Networks to Manage Uncertainty in Student Modeling
User Modeling and User-Adapted Interaction
An Intelligent Teaching Assistant System for Logic
ITS '02 Proceedings of the 6th International Conference on Intelligent Tutoring Systems
DiaLog: A System for Dialogue Logic
CADE-14 Proceedings of the 14th International Conference on Automated Deduction
ETPS: A System to Help Students Write Formal Proofs
Journal of Automated Reasoning
Off-task behavior in the cognitive tutor classroom: when students "game the system"
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
A Proof Environment for Teaching Mathematics
Journal of Automated Reasoning
Living Book -- Deduction, Slicing, and Interaction
Journal of Automated Reasoning
Proceedings of the 27th international conference on Software engineering
Writing Questions for an Intelligent Book Using External AI
ICALT '06 Proceedings of the Sixth IEEE International Conference on Advanced Learning Technologies
Natural language dialog with a tutor system for mathematical proofs
Proceedings of the 2005 joint Chinese-German conference on Cognitive systems
TYPES'02 Proceedings of the 2002 international conference on Types for proofs and programs
Isabelle/HOL: a proof assistant for higher-order logic
Isabelle/HOL: a proof assistant for higher-order logic
Towards Merging PlatΩ and PGIP
Electronic Notes in Theoretical Computer Science (ENTCS)
Experimental Evaluation of Automatic Hint Generation for a Logic Tutor
International Journal of Artificial Intelligence in Education - Best of AIED 2011
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The Intelligent Book project aims to improve online education by designing materials that can model the subject matter they teach, in the manner of a reactive learning environment. In this paper, we investigate using an automated proof assistant, particularly Isabelle/HOL, as the model supporting first year undergraduate exercises in which students write proofs in number theory. Automated proof assistants are generally considered to be difficult for novices to learn. We examine whether, by providing a very specialized interface, it is possible to build something that is usable enough to be of educational value. To ensure students cannot "game the system" the exercise avoids tactic-choosing interaction styles but asks the student to write out the proof. Proofs are written using MathsTiles: composable tiles that resemble written mathematics. Unlike traditional syntax-directed editors, MathsTiles allows students to keep many answer fragments on the canvas at the same time and does not constrain the order in which an answer is written. Also, the tile syntax does not need to match the underlying Isar syntax exactly, and different tiles can be used for different questions. The exercises take place within the context of an Intelligent Book. We performed a user study and qualitative analysis of the system. Some users were able to complete proofs with much less training than is usual for the automated proof assistant itself, but there remain significant usability issues to overcome.