JUCS - Journal of Universal Computer Science 18(10): 1279-1307, doi: 10.3217/jucs-018-10-1279
Automating the Analysis of Problem-solving Activities in Learning Environments: the Co-Lab Case Study
Rafael Duque, Lars Bollen‡, Anjo Anjewierden‡, Crescencio Bravo§‡ University of Twente, Enschede, Netherlands§ University of Castilla-La Mancha, Ciudad Real, Spain
Corresponding author: Rafael Duque ( rafael.duque@unican.es ) © Rafael Duque, Lars Bollen, Anjo Anjewierden, Crescencio Bravo. This article is freely available under the J.UCS Open Content License. Citation:
Duque R, Bollen L, Anjewierden A, Bravo C (2012) Automating the Analysis of Problem-solving Activities in Learning Environments: the Co-Lab Case Study. JUCS - Journal of Universal Computer Science 18(10): 1279-1307. https://doi.org/10.3217/jucs-018-10-1279 |  |
Abstract
The analysis of problem-solving activities carried out by students in learning settings involves studying the students' actions and assessing the solutions they have created. This analysis constitutes an ideal starting point to support an automatic intervention in the student activity by means of feedback or other means to help students build their own knowledge. In this paper, we present a model-driven framework to facilitate the automation of this problem-solving analysis and of providing feedback. This framework includes a set of authoring tools that enable software developers to specify the analysis process and its intervention mechanisms by means of visual languages. The models specified in this way are computed by the framework in order to create technological support to automate the problem-solving analysis. The use of the framework is illustrated thanks to a case study in the field of System Dynamics where problem-solving practices are analysed.
Keywords
computer-supported learning environments, analysis of problem-solving activities, model-driven development, visual languages