In this thesis, we propose an interactive Problem-based Visual Basic Programming Tutoring System using Model-Tracing approach. In conclusion, the tutoring system is based on the following techniques: Model-Tracing tutoring skeleton, Problem-Based Learning (PBL) environment, Ontology-based VB domain concept taxonomy, and Frame-based knowledge representation.
All this are used for constructing Visual Basic (VB) programming language knowledge which could be further shared and reused. Our PROBLEM tutoring system framework is a knowledge system which the elicitation and the validation of domain facts can be done.
Frame knowledge base is used for foundation of this tutoring system. For this foundation, we
proposed the two-phased system architecture for programming knowledge constructing and reasoning. Each of two-phased system is based on a problem-solving principle using PBL strategy. In our research, programming learning contents are presented to both teachers and students by quizzes. Any quizzes employ Ontology to manage required knowledge classes of VB domain. Overall our tutoring system takes advantage of Model-Tracing methodology skeleton. We have three contributions as follows:
(1) Conduct interactive Problem-Based VB programming learning scenarios.
(2) Combine Model-Tracing tutoring with Frame-based knowledge reasoning.
(3) Construct Ontology-based VB programming learning environment.
Our work provides interactive and conducting programming learning for students. At present, the PROBLEM tutoring system can only deal with tracing VB programs syntactically.
Thus, we give the following suggestions:
Develop adaptively quizzes based on student model for asking advanced questions in programming learning. Let each student receives an individualized practice session (learning contents, hints, guidance, etc.), i.e. a well mechanism of asking questions.
Enable further reusing Knowledge Class Hierarchy of models constructed, e.g.
Binary Search uses the Objects of Bubble Sort.
We hope deeply the related researches are going from strength to strength to support students learning in future.
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