著者

古池 謙人 東本 崇仁 堀口 知也 平嶋 宗

出版者

一般社団法人 人工知能学会

雑誌

人工知能学会論文誌 (ISSN:13460714)

巻号頁・発行日

vol.35, no.5, pp.C-J82_1-17, 2020-09-01 (Released:2020-09-01)

参考文献数

29

被引用文献数

1

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Recently, the demand for programming education is increasing worldwide. Enhancing intelligent tutoringsystems (ITSs) in programming education is therefore very important. For a computer to intelligently support suchlearning, it is desirable that it be adaptive to individual learning. In ITS research, learning effectiveness is enhancedby (A) controlling features of the question or problem to be asked by indexing based on characteristics of targetdomains, or by (B) making appropriate interventions such as feedback by grasping problem-solving processes basedon explainable problem-solving models.It is important to reuse knowledge acquired through problem-solving in programming. To reuse knowledge, itis effective to first understand differences between knowledge items and then to organize that knowledge. In programming,requirements become a problem to be solved. Requirements are defined separately in the software engineeringfield as functional requirements and non-functional requirements. Functional requirements are requirements for whatis satisfied, while non-functional requirements are characteristics for satisfying the functional requirements such asinterface or security. The purpose of this study is to organize the knowledge related to this process by regarding theachievement of functional requirements as problem-solving in programming.Assuming that problem-solving is directed toward acquisition of knowledge required for a solution, descriptionsof the programming knowledge itself lead to indexing of the problem. Some studies have utilized function–behavior–structure aspects, combining each aspect to handle knowledge in parts and using them for knowledge descriptions.We have considered that the problem-solving process in this programming can be explained according tothe definition of function–behavior–structure aspects. Therefore, we proposed a model of parts based on function–behavior–structure aspects. And, we further proposed a model of the problem-solving process of parts.In order to verify the effectiveness of feedback by the proposed models, an evaluation experiment was performedin comparison with the feedback by our previous system. Feedback by the proposed models is that can begenerated based on “parts management” function and “grasp behavior of structure” function of the ITS functions thatcan be realized by the proposed model.Experiment results are suggested that the proposed models can provide more appropriate feedback that can berealized in the system, suggesting that effective support can be realized through learning of parts under the proposedmodels.In this research, by defining programming knowledge as parts, we approach various elements related to programmingthat have previously been considered tacit and clarify and organize each element independently of theprogramming language used. In this way, we try to construct a model of the problem-solving process using partsfrom the viewpoint of learning and formalize tacit knowledge.

著者

堀口 知也 ホリグチ トモヤ Horiguchi Tomoya

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13136

著者

松田 憲幸 高木 佐恵子 曽我 真人 堀口 知也 平嶋 宗 瀧 寛和 吉本 富士市

出版者

The Institute of Electronics, Information and Communication Engineers

雑誌

電子情報通信学会論文誌 D (ISSN:18804535)

巻号頁・発行日

vol.J91-D, no.2, pp.324-332, 2008-02-01

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初心者のための鉛筆デッサンの基礎は,対象を見えたまま正確に描きとる写実であり,獲得が難しい技能である.初心者は自己の写実の誤りに気づくことができない,あるいはデッサン画全体に漠然とした違和感を感じることができても,具体的に写実の何が誤りかを判断できず,同じ誤りを繰り返す.反復練習を指導する教師は,写実の誤りを理解させるため,描く対象と異なった立体物をイメージさせるたとえ(比喩)を用いる.学習者は比喩説明を聞く過程で徐々に,明らかに異なるイメージの写実と感じるようになり,ついに自己の写実の誤りに気づくと考えられる.本論文は学習者の鉛筆デッサン画像に含まれる写実の誤りを顕在化した三次元モデルを構築する手法を検討する.本手法は誤った写実による1枚の画像から,誤りを映し出し,かつ直感的に不自然さを感じさせる三次元モデルを構築する.写実の8種の誤りを対象に,デッサン画像の誤りを特徴づける15個の特徴量を用いて三次元モデルのスケーリング変換を定義した.三次元モデルを表示する顕在化ツールを実装した.学習者が本ツールを用いることで,鉛筆デッサンに含まれる写実の誤りに気づきやすくなると期待できる.