A Didactic Interface in a Programming Tutor
نویسندگان
چکیده
This paper describes an interface that provides accessible cognitive components to programming learners during problem solving. We show how an Intelligent Tutoring System can keep the epistemological fidelity between its interface and its internal representation. For this purpose, we allow the student, throughout the interface, to select high level actions (cognitive knowledge components) and primitive actions mapped to elementary patterns, i.e., pieces of code commonly used by experienced programmers and educators.
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