In recent years, programming education has gained recognition at various educational levels due to its increasing importance. As the need for problem-solving skills becomes more vital, researchers have emphasized the significance of developing algorithmic thinking (AT) skills to help students in program development and error debugging. Despite the…

This work presents the intelligent tutoring system, EvoLogic, developed to assist students in problems of natural production in propositional logic. EvoLogic has been modeled as a multiagent system composed of three autonomous agents: interface, pedagogical and specialist agents. It supports pedagogical strategies inspired by the theory of…

Learning programming logic remains an obstacle for students from different academic fields. Considered one of the essential disciplines in the field of Science and Technology, it is vital to investigate the new tools or techniques used in the teaching and learning of Programming Language. This work presents a systematic literature review (SLR) on…

The global shortage of skilled programmers remains a persistent challenge. High dropout rates in introductory programming courses pose a significant obstacle to graduation. Previous studies highlighted learning difficulties in programming students, but their specific weaknesses remained unclear. This gap exists due to the predominant focus on the…

This study explores learner engagement with Advanced Computational Thinking (ACT) in the New Zealand digital curriculum. "Advanced" in ACT refers to an expansive, transdisciplinary, and future-looking understanding of computational thinking (CT). ACT promotes CT beyond narrow modes of problem-solving (abstraction, algorithmic thinking,…

Although artificial Intelligence (AI) is prevalent and impacts facets of daily life, there is limited research on responsible and humanistic design, implementation, and evaluation of AI, especially in the field of education. Afterall, learning is inherently a social endeavor involving human interactions, rendering the need for AI designs to be…

This paper is a theoretical discussion of several functions of knowledge systems based on the idea of partial matching, that is, comparison of two or more descriptions by identification of their similarities. Several knowledge system functions are described in terms of partial or best matchings including analogical reasoning, inductive inference,…

This description of the Structure-Mapping Engine (SME), a flexible, cognitive simulation program for studying analogical processing which is based on Gentner's Structure-Mapping theory of analogy, points out that the SME provides a "tool kit" for constructing matching algorithms consistent with this theory. This report provides: (1) a…

Presents a probabilistic technique to retrieve passages from texts having a large size or heterogeneous semantic content. Results of experiments comparing the probabilistic technique to one based on a text segmentation algorithm revealed that the passage size affects passage retrieval performance; text organization and query generality may have an…

Presented is a model of problem solving that incorporates elements of hypothetico-deductive reasoning in the Piagetian sense, and heuristic-algorithmic processing in the information-processing sense. It assumes that people invoke both formal reasoning strategies and learned algorithms whenever they solve problems. The proposed model integrates the…

This paper reports an experiment designed to test theoretical relations among fast problem solving, more complex and slower problem solving, and research concerning fundamental memory processes. Using a cathode ray tube, subjects were presented with propositions of the form "Y is in list X" which they memorized. In later testing they were asked to…

Eight factors were studied to determine their relationship to success in a beginning computer science course. Significant correlations were found between the final exam score and reading comprehension, sequence completion, logical reasoning, and algorithmic execution. (Authors/JN)

Examines the hypothesis that there are preliminary stages in problem solving that are often neglected in teaching chemistry. Discusses correlations calculated between the student's ability to handle disembedding and cognitive restructuring tasks in the spatial domain and ability to solve chemistry problems. (TW)