Abstract
Educating our future citizens in science and engineering is vitally important to ensure future advancement. Presently, in the light of environmental sustainability, it is critical that students learn concepts relating to energy, its consumption and future demands. In this article, we harness the state of the educational technology, namely Intelligent Tutoring System to teach concepts relating to energy and power. We describe the design and implementation of our computer-based tutor to bridge this knowledge and skills gap. We built a responsive tutoring system with Carnegie Mellon University’s Cognitive Tutor Authoring Tools that challenges the students with quantitative problems based on energy, provides immediate feedback to student answers and provides need-based, timely help that supports student learning. We explain our research-based design that provides a friendly and welcoming user interface, displays astute and anticipatory software behaviour, and scaffolds student learning through appropriate clues and hints.
Highlights
Learning science and engineering is not limited to students within those majors
In a world with everexpanding technology, it is vital that students learn the scientific method, so that they may be able to logically evaluate tall claims and emphatic assertions affirmed by politicians and advertisers (Haig, 2010)
Deploying this tutor for use by students was possible through TutorShop, a learner management system made for use with intelligent tutors hosted by Carnegie Mellon University. We discuss how such a non-programmer teacher created tutoring system that was developed to teach principles of energy and power to students majoring in a non-STEM field. The aim of this exercise was to teach the relationship between two important ideas in physics: energy and power
Summary
Learning science and engineering is not limited to students within those majors. In a world with everexpanding technology, it is vital that students learn the scientific method, so that they may be able to logically evaluate tall claims and emphatic assertions affirmed by politicians and advertisers (Haig, 2010). Despite such pressing need for teaching and learning in sciences and engineering, the quality of education is lagging behind the possibilities offered by today’s technology, especially for non-majors (Dehaan, 2005)
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