A new approach: Computer-assisted problem-solving systems

While developing the initial prototype of the IPSS, small numbers of volunteer students (35 students) are conducted to work through the systematic problem solving and give feedback on the strategy usability. In the interview stage, students were asked to be interviewed voluntarily about LON-CAPA and IPSS. The purpose of the interviews was to learn student’s approaches to the current format (which part should be improved prior to the IPSS application) and improved format (what are their perceptions). The problems shown in the introductory calculus-based physics course on LON-CAPA were selected in the application. Problems were presented to students first on LON-CAPA, then on IPSS, and they were asked to solve the problems to compare two problem solving mediums.

In the first application (LON-CAPA), students entered the answer to the problem on the computer. If the answer is correct, they saw the “correct” message in a green box. If it’s incorrect, the “incorrect” message appeared. They were allowed 99 attempts to find the correct answer. It’s obvious that in this kind of problem solving system, the “correct” answer is sufficient to be evaluated.

Some students (80.3%) declared that LON-CAPA helped students to take a better set of notes in “PDF” format. Few (10.3%) were happy with its capability to randomize problems, both algorithmic numerical exercises, as well as problems that are qualitative and conceptual, including numbers, options, images, graphs, formulas, labels, etc. The students can discuss the assignments, but cannot simply exchange answers.

Most of the students (76.5%) pointed out that some technical features of LON-CAPA could be improved:

i) Detailed Feedback: in current version there is no detailed solution way showing the calculation steps to the students.

ii) Decrease the number of attempts: students felt demoralized when not getting correct the answer after 99 attempts.

iii) Incorporation of Simulations: students do not visualize the real-world concepts.

In the second application (IPSS), the same problems were given and needed to be solved. In the first stage, students were responsible with finding the fundamental principle. If it’s known by student, s/he could proceed to the second stage. The second stage was about the concepts asked in the problem. The questions related with the problem were asked in the later stage. Two boxes were given to select the proper parameters included in the equation and to write the necessary equation. In the last stage, students checked the problem solving steps and submitted their solutions to the computer system. After all these steps, the solution of the instructor was shown. With the help of this answer, students could compare their solutions with the solution key.

Virtually most of the students (85.2%) stated that they found the IPSS helpful to their learning because of detailed solution steps, although some students (8.4%) thought IPSS takes too long to reach the final solution. At the same time, 92.5% of students reported that the problem solving strategy steps by the computer programs was useful and something that they would try to use in the future.

Further, 76.7% of students said that they were more attentive when IPSS was used and 81.3% felt more motivated. Finally, 79.8% of students wished that there were more similar programs available. On the whole, the students found the IPSS easy and intuitive to work through any outside instructions.