Practical Use of an Error-based Problem Presentation System in Mechanics

Abstract

Learners studying mechanics sometimes fail to learn correct scientific knowledge because of misconceptions they have from their experience with everyday phenomena. Error-based Simulation (EBS), which encourages trial-and-error by presenting a simulation based on the learner’s solution, is effective in correcting errors. However, learners that make similar mistakes over a long period of time during the trial-and-error process tend to become stuck and fail to make progress in problem solving. In this study, we developed a system for adaptively providing auxiliary problems that address the areas in which stuck learners repeatedly make errors, helping them to overcome these errors and allowing them to progress. We evaluated the effectiveness of this system by testing it in a junior high school class. The results suggest that it was effective for junior high school students’ learning.