Error Characterisation in Problem Solving Tasks

Jean-Bernard Auriol, Jean-Louis Dessalles

Abstract

Students’ errors become manifest through erroneous behaviours noticed by the teacher. However, addressing behavioural deviation alone is not sufficient to design appropriate feedback. We propose here a model of student error, based on a separation between procedural and logical knowledge. This model is tested through its ability to predict the observed behaviour of subjects solving the Tower of Hanoi problem. Using this model, we are able to propose a “deep” error classification, based on the observation of the internal representations of the system when it generates deviant behaviours. From this characterisation of errors, we aim at designing a critiquing system. Such a system will deliver more elaborate feedback to the learner, from which we hope better pedagogical efficiency and better acceptability.

Keywords: Error, error repair, misconception, procedural learning, overlay

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