https://cstwiki.wtb.tue.nl/api.php?action=feedcontributions&user=S153905&feedformat=atomControl Systems Technology Group - User contributions [en]2024-03-28T21:54:19ZUser contributionsMediaWiki 1.39.5https://cstwiki.wtb.tue.nl/index.php?title=PRE2019_1_Group3&diff=81299PRE2019 1 Group32019-10-28T17:10:04Z<p>S153905: /* Conclusion */</p>
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<div>'''Adaptive learning software for mathematics'''<br />
<br />
<br />
== Group Members ==<br />
{| class="wikitable" style="border-style: solid; border-width: 1px;" cellpadding="3"<br />
!style="text-align:left;"| Name<br />
!style="text-align:left"| Study<br />
!style="text-align:left;"| Student ID<br />
|- <br />
| Ruben Haakman || Electrical Engineering || 0993994<br />
|-<br />
| Tom Verberk || Software Science || 1016472<br />
|-<br />
| Peter Visser || Applied Physics || 0877628 <br />
|-<br />
|}<br />
<br />
== Planning ==<br />
Every week we will have 2 meetings, in between the meetings we will work on individual tasks, results of the individual tasks will be examined in the meetings, the tasks discussed are the time when the tasks has to be done. Once a week a meeting with the tutor(s) is arranged to discuss progress and teamwork. In week 8 we will present our prototype to the class, and afterwards we will finalize the wiki. (One can click on the images to enlarge them!)<br />
<br />
[[File:Planning_1_(12-9).PNG|200px]]<br />
<br />
[[File:Planning_2_(12-9).PNG|200px]]<br />
<br />
== Introduction ==<br />
<br />
There has been a big increase of technology in education; smart boards, laptops, tablets and online learning systems are now commonly used in classrooms. A lot of students have troubles with learning mathematics. Recent technologies in online learning software can help those students learn faster and keep them motivated. It also reduces the workload for teachers.<br />
<br />
== Problem Statement ==<br />
<br />
Currently, most students make all math exercises from a book. The only feedback they get is if their answer is right or wrong. The exercises are the same for every student and are made to match the general level of all students, resulting in questions which are too simple or too difficult for most of the students. In this way the only way to give personal support is by the teacher which does not have time to help everyone individually. Adaptive Learning Software for Mathematics can help with this problem.<br />
<br />
== State of the art ==<br />
<br />
=== Articles ===<br />
<br />
Title: '''Math Aversion (State of the Art)''' <br />
<br />
Link: https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/6210554 <br />
<br />
Relevance: incorporate conceptual thinking and illustrations to make students understand mathematical ideas<br />
<br />
Title: '''The Math Wars'''<br />
<br />
Link: https://journals-sagepub-com.dianus.libr.tue.nl/doi/pdf/10.1177/0895904803260042<br />
<br />
Relevance: The article provides an overview of the didactic discussion on math in the past century, as well as the latest controversy, the math war (maybe part of a larger culture war?). It boils down to a fervent discussion between ‘traditionalists’ and ‘modernists’, and their attempts to influence governmental educational policies on math (such as ‘the Standards’ and ‘the Framework’). The text is focussed on the US, but this is likely a trend in the West in general. It is useful to have some knowledge about these philosophical-didactic discussions, although in our limited time we should focus on how to implement the suggested methods of the two groups, not so much on the arguments.<br />
<br />
Title: '''Mathematics is about the world''' - R.E. Knapp<br />
<br />
Link: (book)<br />
<br />
Relevance: A book about the role of mathematics in our lives, and therefore useful for thinking about how to teach the subject. The book claims that mathematics is abstract, but nevertheless is about the world around us, which we try to understand. That discovering quantitative relationships suits our needs for indirect measurement(s), such as the ‘tool’ of establishing geometric relationships. Trying to concretize the notion - that math is a powerful tool for humans - in our program will help to motivate students to engage with the topic, and help them understand new ‘tools’. <br />
<br />
Title: '''Preparation, practice, and performance''': An empirical examination of the impact of Standards-based Instruction on secondary students’ math and science achievement<br />
<br />
Link: https://journals.sagepub.com/doi/pdf/10.7227/RIE.81.5<br />
<br />
Relevance: One set of studies on the impact of ‘SBI’ (standards-based instruction) methods, such as: student self-assessment, inquiry-based activities, group-based projects, hands-on experiences, use of computer technologies, and the use of calculators. ‘Non-SBI practices’: teacher lecture, individual student drill and practice worksheets, and computer drill and practice programmes, etc. <br />
<br />
overview of (SBI) student-centred methods:<br />
- using manipulatives or hands-on materials, such as styrofoam balls and toothpicks for building molecular models, dominoes, base ten blocks, tangrams, spinners, rulers, fraction bars, algebra tiles, coins, and geometric solids.<br />
- incorporating inquiry, discovery, and problem-solving approaches, such as making binoculars out of recycled materials, using scenarios from nature and everyday life events for groups of students to research and investigate using math and science concepts<br />
- applying math and science concepts to real-world contexts, such as banking, energy concerns, environmental issues, and timelines; <br />
- connecting mathematics and science preparation skills to specific careers and occupations<br />
- using calculators and technologies for capturing and analysing original data from original math and science experiments<br />
- communicating math and science concepts, through journal writing, small-group discussions, and laboratory/technical reporting of experiments and results.<br />
<br />
Results:<br />
- SBI practices that were found to be significant contributors to students’ math achievement include the use of manipulatives, self-assessment, co-operative group projects, and computer technology. <br />
- SBI practices that were found to be significant contributors to students’ science achievement include the use of inquiry, self-assessment, co-operative group projects, and computer technology. <br />
- Virtually none of the observed non-SBI practices was found to be a significant contributor to student math or science achievement by gender or ethnic groupings. <br />
<br />
Useful, because looking at effective methods is one way to know which side is right in the math war, or at least what methods we can use in our program. Our program might in a (superficial?) way fit into SBI, although that will ultimately depend on the type of exercises and methods we will include. <br />
<br />
Title: '''Didactic material confronted with the concept of mathematical literacy''' <br />
<br />
Link: https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1023%2FB%3AEDUC.0000017693.32454.01.pdf<br />
<br />
Relevance: this essay is critical of the ‘highly technocratic’ vision ‘from the top’ that aims to let experts device didactic materials to be used by teachers and students, whilst ignoring: <br />
- why is math taught and what is the role of didactic material?, <br />
- how and why do students actually use such materials?, <br />
- In which ways do didactic materials shape the teachers’ activities? <br />
- What does it mean that didactic material is never adopted but always adapted?<br />
<br />
Therefore the author claims it is more useful to focus on ‘valuable mathematical activities’ instead of ‘innovative didactic materials’. <br />
<br />
Furthermore, the author claims that “mathematical literacy” should be the leitmotiv for the teaching and learning of mathematics (up to secondary school). Mathematical literacy conceives “the relationship between mathematics, the surrounding culture, and the curriculum”. He mentions how this should influence didactic materials, and what these materials should look like. He critiques the ‘optimism’ and ‘exclusivity’ approaches of teaching math,and supports the ‘inclusivity’ approach, which presents math as ‘a method to understand the social and economic world we live in. This strategy considers mathematical activity as potentially critical, political, loaded with values, and informative’ and “The cognitive style of daily routine is of high relevance within these mathematical activities, since it is a fundamental aim of the strategy to empower common sense. It is intended to develop the attitude of daily life towards an attitude of critical consciousness.”.<br />
<br />
Useful because it really focuses on the users of didactic material (like our program!), an approach we can use to increase the value students (and teachers) find in our program. We should consider/confirm what mathematical literacy is, and whether it is the right standard to determine what is a valuable mathematical activity. The ‘inclusivity’ approach seems very interesting. However, the author seems very interesting in using math to discuss politics, if not to politicize (young) students, this seems a bad idea.<br />
<br />
Title: '''Geometrical analogies in mathematics lessons'''<br />
<br />
Link: https://academic-oup-com.dianus.libr.tue.nl/teamat/article/26/4/201/1664642<br />
<br />
Relevance: <br />
A summary of possibilities of mathematics lessons regarding the use of analogies in teaching geometry for different age groups. Useful because we might apply this in the exercises to teach users geometry. <br />
<br />
<br />
Title: ''' Open Learner Models: Research Questions''' Special Issue of the IJAIED<br />
<br />
Link: <br />
https://content-iospress-com.dianus.libr.tue.nl/download/international-journal-of-artificial-intelligence-in-education/jai17-2-01?id=international-journal-of-artificial-intelligence-in-education%2Fjai17-2-01<br />
<br />
Relevance: good summary of “learner models” and discussion of relevant aspects , very detailed, but good to use in a brainstorm for concretising the project. <br />
<br />
Title: '''Intelligent Agent-Based e-Learning System for Adaptive Learning'''<br />
<br />
Link: https://www-igi-global-com.dianus.libr.tue.nl/gateway/article/full-text-pdf/58052 <br />
<br />
Relevance:<br />
Adaptive learning approach: support learners to achieve the intended learning outcomes through a personalized way. <br />
<br />
The main idea: to personalize the learning content in a way that can cope with individual differences in aptitude. <br />
NOT: personalizing the presentation style of the learning materials<br />
<br />
model:<br />
- Aptitude-Treatment Interaction theory (ATI): there is a strong bond between the effectiveness of an instructional strategy (i.e. treatment) and the aptitude level of students <br />
-- aptitude: the capability to learn in a specific area either because of having talent or having prior knowledge in this area<br />
- Biggs’ Constructive Alignment Model: (use to operationalize ATI): an effective curriculum depends on adequately describing the educational goals desired. Biggs views curriculum as a teaching system, ultimate goal of system is to guide students towards the desired educational goals. He advocates the alignment of individual components in the system like teaching and learning activities (TLAs) and assessment tasks (ATs). It is a hierarchical framework. <br />
-- inherits the central idea of constructivism that education is a way to train students to be a self-learner<br />
> aim: improving students’ learning outcomes through enhancing their intrinsic motivation<br />
<br />
“Students with lower cognitive skill require highly structured instructional environments than students with higher cognitive skills (Snow, 1989).”<br />
<br />
Title: '''Personalized Adaptive Learner Model in E-Learning System Using FCM and Fuzzy Inference System'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs40815-017-0309-y.pdf<br />
<br />
Relevance: Some new dimensions of adaptivity are discussed here, like automatic and dynamic detection of learning styles. This is more precise and quicker than previous ones. It is a literature-based approach in which a personalized adaptive learner model (PALM) was constructed. This proposed learner model mines learner’s navigational accesses data and finds learner’s behavioural patterns which individualize each learner and provide personalization according to their learning styles in the learning process. Fuzzy cognitive maps and fuzzy inference system, soft computing techniques, were introduced to implement PALM. Result shows that personalized adaptive e-learning system is better and promising than the non-adaptive in terms of benefits to the learners and improvement in overall learning process. Thus, providing adaptivity as per learner’s needs is an important factor for enhancing the efficiency and effectiveness of the entire learning process.<br />
<br />
Title: '''Elo-based learner modeling for the adaptive practice of facts'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs11257-016-9185-7.pdf<br />
<br />
Relevance: <br />
- computerized adaptive system for practicing factual knowledge. <br />
- widely varying degrees of prior knowledge. <br />
- modular approach: 1. an estimation of prior knowledge, 2. an estimation of current knowledge, and 3. the construction of questions. <br />
- detailed discussion of learner models for both estimation steps (1 & 2),<br />
-- a novel use of the Elo rating system for learner modeling. <br />
--- results, and variations in model and effectiveness<br />
<br />
very useful, only change the topic<br />
<br />
Titel: The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects<br />
Link: https://files.eric.ed.gov/fulltext/EJ1068797.pdf<br />
Abstract:<br />
This report begins by summarizing current applications of ideas from artificial intelligence (Al) to education. It then uses that summary to project various future applications of Al--and advanced technology in general--to education, as well as highlighting problems that will confront the wide scale implementation of these technologies in the classroom.<br />
(relevance): This report gives an example of an already thought of algebra learning AI. However the program doesn’t automatically figure the level of the student. These things are called intelligence tutoring systems (or ITS). Overall very useful article.<br />
<br />
Titel: Permutations of Control: Cognitive Considerations for Agent-Based Learning Environments<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: While there has been a significant amount of research on technical issues regarding the development of agent-based learning environments (e.g., see the special issue of Journal of Interactive Learning Research, (1999, v10(3/4)), there is less information regarding cognitive foundations for these environments. The management of control is a prime issue with agent-based computer environments given the relative independence and autonomy of the agent from other system components. This paper presents four dimensions of control that should be considered in designing agent-based learning environments: Instructural purpose, Feedback, relationship, confidence in AI.<br />
(relevance): More focussed on the cognitive foundation for Artificial intelligence environment. Interesting for the Usefulness of our ideas.<br />
<br />
Titel: Introducing the Enhanced Personal Portal Model in a Synchromodal Learning Environment<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: Study that simulated a digital classroom (by placing camera’s students etcetera)<br />
(relevance): Not really relevant for us but interesting to take notice of (perhaps also making a digital environment for our idea)<br />
<br />
Titel: Intelligence Unleashed<br />
Link: https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/innovation/Intelligence-Unleashed-Publication.pdf<br />
Abstract: this short paper has two aims in mind. The first was to explain to a non-specialist, interested reader what AIEd (Artificial Intelligence in Education) is: its goals, how it is built, and how it works. The second aim was to set out the argument for what AIEd can offer learning, both now and in the future, with an eye towards improving learning and life outcomes for all. <br />
(relevance): This is a company who does research in this topic, it works together with teachers and researchers, therefore this might come as a big <br />
<br />
Titel: Web intelligence and artificial intelligence in education.<br />
Link: https://www.researchgate.net/publication/220374721_Web_Intelligence_and_Artificial_Intelligence_in_Education<br />
Abstract: This paper surveys important aspects of Web Intelligence (WI) in the context of Artificial Intelligence in Education (AIED) research. WI explores the fundamental roles as well as practical impacts of Artificial Intelligence (AI) and advanced Information Technology (IT) on the next generation of Web-related products, systems, services, and activities.<br />
(relevance): More information on Web Intelligence and how it works together with AIED, it focusses on practical inpacts and advanced information technology, especially the first part is interesting for us.<br />
<br />
<br />
<br />
Titel: 10 roles for artificial intelligence in education<br />
Link: https://www.teachthought.com/the-future-of-learning/10-roles-for-artificial-intelligence-in-education/<br />
Abstract: This article explores 10 roles for artificial intelligence in education Being:<br />
Automate, such as grading<br />
Adapt to student needs<br />
Point out improvements<br />
Ai tutors.<br />
Helpfull feedback<br />
changes how we find and interact with inforamtion.<br />
change role of teachers<br />
trial and error less intimidating<br />
change how schools find, teach and support students<br />
AI may change where students learn, who teaches them, and how they acquire basic skills.<br />
(relevance): It can show us some new thing AI helps teachers, which we haven’t thought of yet.<br />
<br />
Titel: Exploring the impact of artificial intelligence on teaching and learning in higher education<br />
Link: https://www.researchgate.net/publication/321258756_Exploring_the_impact_of_artificial_intelligence_on_teaching_and_learning_in_higher_education<br />
Abstract: This paper explores the phenomena of the emergence of the use of artificial intelligence in teaching and learning in higher education. It investigates educational implications of emerging technologies on the way students learn and how institutions teach and evolve. Recent technological advancements and the increasing speed of adopting new technologies in higher education are explored in order to predict the future nature of higher education in a world where artificial intelligence is part of the fabric of our universities.<br />
(relevance): It shows the use of Artificial intelligence already in higher education, it might give us some learingpoints while developing our own artificial intelligence.<br />
<br />
Titel: The roles of models in Artificial Intelligence and Education research: a prospective view<br />
<br />
Link: https://telearn.archives-ouvertes.fr/hal-00190395/<br />
Abstract: In this paper I speculate on the near future of research in Artificial Intelligence and Education (AIED), on the basis of three uses of models of educational processes: models as scientific tools, models as components of educational artefacts, and models as bases for design of educational artefacts. In terms of the first role, I claim that the recent shift towards studying collaborative learning situations needs to be accompanied by an evolution of the types of theories and models that are used, beyond computational models of individual cognition. In terms of the second role, I propose that in order to integrate computer-based learning systems into schools, we need to 'open up' the curriculum to educational technology, 'open up' educational technologies to actors in educational systems and 'open up' those actors to the technology (i.e. by training them). In terms of the third role, I propose that models can be bases for design of educational technologies by providing design methodologies and system components, or by constraining the range of tools that are available for learners. In conclusion I propose that a defining characteristic of AIED research is that it is, or should be, concerned with all three roles of models, to a greater or lesser extent in each case.<br />
(relevance): It can be used to explain a model in which our artificial intelligence solution wolud be beneficial to use.<br />
<br />
Titel: Evolution and Revolution in Artificial Intelligence in Education<br />
<br />
Link: https://link.springer.com/article/10.1007/s40593-016-0110-3<br />
Abstract: The field of Artificial Intelligence in Education (AIED) has undergone significant developments over the last twenty-five years. As we reflect on our past and shape our future, we ask two main questions: What are our major strengths? And, what new opportunities lay on the horizon? We analyse 47 papers from three years in the history of the Journal of AIED (1994, 2004, and 2014) to identify the foci and typical scenarios that occupy the field of AIED.<br />
(relevance): It can give us a quick and ordered view of what research has already been done in the form of AI and where there lie some possibilities for us (written in 2016)<br />
<br />
<br />
<br />
Title: '''Towards Emotionally Aware AI Smart Classroom: Current Issues and Directions for Engineering and Education'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/8253436 <br />
<br />
Abstract: Paper about a emotionally-aware AI smart classroom which can take over the role of a teacher.<br />
<br />
<br />
Title: '''AI and education: the importance of teacher and student relations'''<br />
<br />
Link: https://link.springer.com/article/10.1007/s00146-017-0693-8 <br />
<br />
Abstract: Paper about the difference in relationship between student-teacher and student-AI<br />
<br />
<br />
Title: '''Designing educational technologies in the age of AI: A learning sciences‐driven approach'''<br />
<br />
Link: https://doi.org/10.1111/bjet.12861 <br />
<br />
Abstract: How to develop an AI algorithm based on studies about how people learn.<br />
<br />
<br />
Title: '''Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review'''<br />
<br />
Link: https://journals.sagepub.com/doi/10.3102/0034654315581420 <br />
<br />
Abstract: This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems.<br />
<br />
<br />
Title: '''Artificial Intelligence as an Effective Classroom Assistant'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/7742268 <br />
<br />
Abstract: Article about blended learning, wherein the teacher can offload some work to the AI system.<br />
<br />
<br />
Title: '''Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0747563215001120 <br />
<br />
Abstract: Review on how learning styles were integrated into adaptive e-learning systems.<br />
<br />
<br />
Title: '''Learning Computer Networks Using Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ALHLCN <br />
<br />
Abstract: This paper describes an intelligent tutoring system that helps student study computer networks.<br />
<br />
<br />
Title: '''Mathematics Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ABUMIT <br />
<br />
Abstract: Intelligent tutoring system for teaching mathematics that help students understand the basics of math and that helps a lot of students of all ages to understand the <br />
topic.<br />
<br />
<br />
Title: '''TECH8 intelligent and adaptive e-learning system: Integration into Technology and Science classrooms in lower secondary schools'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0360131514002875 <br />
<br />
Abstract: The purpose of this research is to demonstrate the design and evaluation of an adaptive, intelligent and, most important, an individualised intelligent tutoring system <br />
(ITS) based on the cognitive characteristics of the individual learner.<br />
<br />
<br />
=== Other groups with similar subject ===<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2016_3_Groep18: Elementary school. Made 4 small educational games for children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep14: Elementary school. Made a simple math game for young children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep8: High school. Made an adaptive gamified online learning system using Moodle. The goal of this group is similar to our goal, but they focused more on gamification and less in making the exercises personalized for each student. They used Moodle as an open source online learning system. The big advantage of Moodle is the wide range of plugins that already exist, so it was possible to build further upon those plugins. However creating quizzes and exercises especially mathematical expressions was difficult and time consuming. Many of the plugins they used had no documentation which made it hard to make changes.<br />
<br />
=== Currently available software ===<br />
An overview of already existing software and their limitations<br />
<br />
<br />
'''Getal & Ruimte'''<br />
*Limited number of exercises, only a digitalized version of the exercises from the book.<br />
*Does not remember previously made mistakes in questions.<br />
*Does not repeat previously incorrectly made exercises.<br />
*No hints and feedback after a question. Students must look up the answers in a digital book.<br />
<br />
<br />
'''Khan Academy'''<br />
*No specific feedback based on mistakes.<br />
*Does not remember previously made mistakes in questions.<br />
<br />
<br />
<br />
'''Wolfram Alpha Problem Generator'''<br />
*No specific feedback based on mistakes.<br />
*Does not remember previously made mistakes in questions.<br />
*No automatic problem selection, users must decide when to go to the next level.<br />
<br />
<br />
'''Mathspace'''<br />
*Does not cover all the material of high school.<br />
*Does not remember previously made mistakes in questions.<br />
<br />
<br />
'''Why is our program better?'''<br />
<br />
The software of Getal & Ruimte is specifically made for high school students, follows the structure of the book and covers all the material . However it is mostly a digitalized version of the book with some adaptiveness. The program does not repeat incorrectly made questions or common made mistakes. Newer programs like Khan Academy, Wolfram Alpha and Mathspace are smarter and are build from the beginning as an online program instead of starting from an existing book. Khan Academy has a system to decide when to go to the next level, Wolfram Alpha covers almost all the material and can give step by step solutions for all problems. Mathspace gives specific feedback and can also give feedback on intermediate steps. They all lack the possibility to repeat questions where the student had difficulty or made the same mistake.<br />
<br />
== Users, stakeholders and their requirements ==<br />
<br />
=== Primary users: high school mathematics students ===<br />
<br />
Our primary users will be high school mathematics students (or people who want to study this on their own). The subject of mathematics is a vital one for developing abstract thinking and applied in many ways in technical fields, and the skill of problem solving can be applied in many ways in life. At the same time mathematics is often considered difficult by students. For these reasons we think the subject of mathematics is where good value can be provided with our web-based AI-enhanced learning tool. Additionally, mathematics (like other hard sciences) allows for easier checking of answers than the type of language-based (short) essay answers that are required for social sciences. Vocabulary would be a suitable topic as well, however we are unaware of a shortage in German or French translators, whereas there is a shortage in engineering and in the skilled trades. Since highschool in the bridge between primary and college, that is where our program could be most valuable. The introductory test to assess the mathematics level can incorporate primary school topics, and we could offer such exercises to the slightly more mature student as well, whereas primary school children are less self-directed. <br />
<br />
By estimating the current level of understanding and the learning style (speed, etc.) of the individual student, we can offer a tailored learning experience that will help the student get quick feedback (and hopefully more positive results), which will help with building confidence in tackling (new) mathematics problems and might even make the subject more enjoyable. <br />
Using students to beta-test our program will be a useful way to interact with these users, since they might be less able to communicate exactly what it that is lacking in their mathematics course. The proof of the pudding is in the eating, measuring success and especially engagement over time will show how well our program works. Once the students have an actual product to work with they might give valuable feedback on why they kept using it, or why they stopped using it. Of course here we need to take into account that some students might have learning difficulties that need more direct coaching or are just plainly uninterested in improving their lack of mathematical skill. Our program might help some of these kinds of students, but assuming it will be the mathematics panacea is unwise. We aim to get a prototype early b-test with students done at the end of the project. <br />
<br />
- HAVO/VWO!<br />
<br />
=== Primary users: high school mathematics teachers ===<br />
<br />
Other primary users will be high school mathematics teachers. Students can of course start using the web-program on their own, but if high school teachers find it valuable enough to recommend it to students, that could be a good sign. Of course we will have to consider their biases in didactics and their general mindset in terms of improving education (for some it might be lacking). Nevertheless, their impact can be useful, by for instance finding out what in their experience are the main difficulties students have, and trying to adapt for those thing in our program (content-wise, but also in terms of engagement). We will form a focus group of a few of these teachers to make qualitatitve study on the difficulties of teaching mathematics. Their input will be used to determine the direction and attributes of our prototype. Later on we might get them to evaluate it (in combination with a beta-test on students?). <br />
<br />
=== Secundairy users: Headmasters ===<br />
<br />
Headmasters are stakeholders, since they have a say in the way mathematics is taught in their school. Financial cost will be always be in the back of their minds, and as such they will critically assess the performance, robustness and scalability of the program. But, they are clearly concerned about the rates at which students progress through key-courses like mathematics (in the Netherlands it has certain higher requirements than some other courses in terms of passing classes and graduating). If our program can help with that, this is an opportunity. Maybe, our program’s introductory test can be used as the intro-test for new students, and the program can help bridging the gap (the school may decide to used other ways to help these students as well). Depending on the school the headmasters may also have didactical views that are key to the identity of the school that may or may not match with what we decide to use in our program. Given the diversity in education-land, this simply means there will always be some less enthusiastic headmasters with respect to adopting our program. It could be tempting to go with the majority, but we have to independently assess whether the majority is correct, maybe the majority view is related to the problems in teaching mathematics. <br />
<br />
=== Tertiary users / stakeholders ===<br />
<br />
==== Ministry of Education ====<br />
<br />
At a more distant level the ministry of education has similar concerns as the headmasters in terms of money spend and passing rates, but they also bound to more ideological/didactic points of view that are determined by the parliament and the current minister, tough on the other hand the bureaucracy itself might also have a mainstream point of view that is somewhat different. These views will somewhat affect the chances of our program ultimately getting adopted in individual school, if for instance certain funding is allocated to, or withdrawn from, computer-based mathemathics/learning aids – with certain requirements, etc. However, the ministry does not determine for the school what teaching aids they must use in particular. <br />
<br />
==== (Technical) Universities / STEM departments ====<br />
<br />
Technical universities and STEM departments at others have two stakes, one is a higher level of mathematics ability of incoming students, since it is the basis on which many majors (if not all) depend. This could save money in terms of additional efforts, and can bring in more money (if students progress/graduate quicker). Secondly, the more engaging mathematics program we aim to develop might induce more student to choose to go to a technical university or a STEM major instead of a alpha or gamma major. <br />
<br />
==== (Tech) companies ====<br />
<br />
Given the lack of workers in the skilled trades and in engineering, technical companies have a clear stake in students being better in (applied) mathematical problems solving. And such skills can in fact be useful in many jobs, so companies in general might benefit, although it might sound less interesting than clean-desk or scrum or feng shui.<br />
<br />
== Approach/milestones/deliverables ==<br />
We will start with some up front research, we will make some sort about didactics and how to apply this in our webpage we want to create.<br />
While doing research about these topics we will start working on our webpage. We are planning to build some sort of web page or program. This artifact will have some sort of artificial intelligence which keeps track of the level of skill of the student and gives exercises matching the skill level of the student.<br />
After being done with the research about didactics. We will lay the proposal of our artifact in front of several high school teachers. We want to have their input, as the artifact is build for there purpose. We then apply the given advise in our artifact.<br />
Lastly we plan to test our improved application for use, we will go to the same (or other) high school teachers and ask if we can test them in their classes. We then come up with a conclusion and finish the research.<br />
<br />
Our milestones will be the finish of our research, the alpha version of our application, then the comments of the teachers, then the beta version of our application. The findings of the test subject and finally the final version.<br />
<br />
Our deliverables will be a research about the current software and possible use of AI in education, the findings we got from talking to teachers, the test results found when testing on students and finally our artifact, described on this wiki. Furthermore, we deliver a presentation on our project. (Note: we ended up not using artificial intelligence for our project, it was the direction we decided to study in the first week).<br />
<br />
== Requirements ==<br />
*Gives students individualized support such as hints, feedback, and problem selection<br />
**Hints and feedback based on the learning style of the student (Felder and Silverman model)<br />
**Recognizes common mistakes and gives explanation if those mistakes are made multiple times<br />
**Repeat previously incorrectly made questions<br />
*Simple, intuitive and motivating user interface<br />
**Consistensy across all pages<br />
**No distractive elements<br />
*Motivates students to make exercises<br />
**Shows progress of different modules<br />
**Level of the exercises matches the level of the student<br />
*Collaborative learning<br />
**Students can help each other with exercises<br />
**Competitive gamification<br />
<br />
<br />
Using an adapting collabrative learning system can help students learning the subject and also motivate students<ref>Walker, E., Rummel, N. & Koedinger, K.R. Int J Artif Intell Educ (2014) 24: 33. https://doi.org/10.1007/s40593-013-0001-9</ref>.<br />
<br />
Questions and feedback can be personalised for every students learning style by using the Felder and Silverman model<ref>Felder and Silverman, [https://www.engr.ncsu.edu/wp-content/uploads/drive/1QP6kBI1iQmpQbTXL-08HSl0PwJ5BYnZW/1988-LS-plus-note.pdf "LEARNING AND TEACHING STYLES IN ENGINEERING EDUCATION"], 1988.</ref>. This model describes four learning categories where each category is characterized by two opposite attributes. The Felder and Silverman’s main four categories are the following:<br />
*Sensing versus Intuitive<br />
*Visual versus Verbal <br />
*Active versus Reflective<br />
*Sequential versus Global<br />
<br />
Course satisfaction has a significant effect on performance but performance does not have a strong positive effect on course satisfaction. Previous online learning experience influences self-regulated learning directly. <ref>Chih-Hsuan Wang, David M. Shannon & Margaret E. Ross (2013) Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning, Distance Education, 34:3, 302-323, https://doi.org/10.1080/01587919.2013.835779</ref><br />
<br />
Motivation and emotion significantly influence student learning experiences, including achievement, satisfaction, and passing vs. nonpassing; whereas the use of learning strategies did not.<ref>Moon-Heum Cho & Michele L. Heron (2015) Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course, Distance Education, 36:1, 80-99, https://doi.org/10.1080/01587919.2015.1019963</ref><br />
== Concept ==<br />
<br />
=== Hierarchy of mathematics modules ===<br />
<br />
In the figure below is a sketch of what the structure of the program can look like. The modules might be related more complexely, this we need to assess. Modules can have sub-modules. The number of exercises is one key aspect in attuning to the individual learner. <br />
<br />
[[File:Hierarchy_AI_learning.png]]<br />
<br />
=== Didactics of mathematics === <br />
<br />
==== Desk study: Getal en Ruimte studybook ====<br />
To orient ourselves into the well-established mainstream didactic methodology, we ordered a book from the most used mathematics book-serie in the Netherlands: "Getal and Ruimte". We ordered the first book for VWO 3, since we considered that the to be an interesting class, the one before the choice for the alpha (maatschappij) or beta (wetenschap) direction is made. We decided to focus on the material of the first chapter, since our project ran during the beginning of the school year. This choice would allow us to let some students in that year try our software at the end of the project, to get some user-feedback. The topic of linear equation also lends itself to our purposes, since we do not intent to recreate Wolfram Mathematics-like problem solving tools, but instead we wanted to focus on the development of an adaptive learning program, with mathematics as the subject. <br />
<br />
==== Qualitative study: focus group ====<br />
<br />
In order to understand the problems with teaching highschool math, a focus study will be held with a few teachers. This qualitative approach will give us valuable in-depth knowlegde on the praxis of the didactics of mathematics. In this short time period it is more useful than a small questionnaire with generally even fewer responses. In a focus group the partipants can all add to the discussion, react to each other, and the interviewer can ask more suitable follow-up questions. <br />
<br />
===== The invitation mail =====<br />
On thursday the 12th the following mail was send to 17 secondary HAVO/VWO schools in Eindhoven and area.<br />
<br />
"Uitnodiging focusgroep voor wiskunde software<br />
<br />
Wij zijn een groepje van drie derdejaars bachelor-studenten op de Technische Universiteit van Eindhoven die graag in contact zouden komen met HAVO/VWO wiskunde leraren voor het ontwikkelen van een online wiskunde hulpmiddel. Wij zijn bezig met een project van twee maanden, waarbij de wensen van gebruikers van technologie centraal staan.<br />
<br />
<br />
Door middel van een groepsgesprek van ongeveer een uur met enkele wiskundedocenten willen wij bespreken welke problemen zij ervaren in de les en op welke manier individu-gerichte software hen daarbij zou kunnen helpen. Voor dit gesprek komen wij graag naar uw school. <br />
<br />
<br />
Met de hulp van deze focusgroep zal het doel van ons prototype worden bepaald. In overleg met de school zouden wij dit prototype enkele weken later (kort) willen laten testen door leerlingen. <br />
<br />
Graag horen wij of een of meerdere wiskunde docenten op uw school interesse hebben in dit gesprek! <br />
<br />
<br />
Met vriendelijke groet,<br />
<br />
Peter Visser,<br />
mede namens Tom Verberk en Ruben Haakman"<br />
<br />
===== Responses =====<br />
From four schools (Eckart college, Were Di college, Carolus Borromeus college and Stedelijk college) we have received positive reactions, all with groups of two or more teachers. Due to their full agenda's and time-constraints, we decided it would be easier to have seperate focus-group conversations at each school. In this way the different didactic methods of the schools can be discussed more in depth as well. We could use results from earlier talks in later talks to have some (one-way) feedback between teachers. Two more school reacted, only to indicate that they did not have time, though they found the project interesting. In the case of no positive reactions, these schools would have been called, to follow up on the mail. However, given the positive reactions, this was not necessary. <br />
<br />
Due to some delay between mails, and the busy schedules of the teachers, the two interviews that materialised were held on the 30th of September (4 teachers, Eckart college) and the 1st of October (2 teachers, Were Di college). The contact with Carolus Borromeus took much longer to react, and eventually did not react, so sadly this option had to be removed from our focusgroup. The fourth school reacted only in the second-to-last week of our project, and any feedback from this meeting (likely to occur even later) would not be useful in our prototype-development.<br />
<br />
===== Preparation =====<br />
<br />
A question list has been prepared, with possible follow up aspects, to guide the discussion of the teachers in the focusgroup, and to try to optimize useful information for our design choices. The points will not be checked off like an interview, but are a guide for the discussion. The concept of quantitative studies, and specifically the focus group (or group discussion) format has been studied with the help of a basic textbook (An Introduction to Qualitative Research: Learning in the Field - Rossman & Rallis). The question-points, and sub-points, are shown below, in Dutch, since the subjects and interviewer are Dutch, and this will improve the quality of the discussion. First the interviewer will shortly introduce himself and explain the project and the goal of the discussion. <br />
<br />
Note: Due to the relatively slow process of setting up meetings, due to slow mail-contact and full teacher agenda's) the interviews happened later in our project that we had envisioned. For this reason the nature of the interview changed somewhat. The initial questionlist was still used, but relatively less time was spend on these questions, and that time was used to ask more specific question about the design-decision we had already made (in order to progress in our limited-time project). These questions naturally fitted after the initial questions. <br />
<br />
1. korte introductie van elke docent: opleiding, ervaring (jaren, klassen, niveaus)<br />
<br />
2. didactische methode van school: boek, lesgeven, hulpmiddelen<br />
- pluspunten<br />
- verbeterpunten<br />
<br />
3. individuele methoden van docenten<br />
<br />
4. problemen met wiskunde-overbrengen? <br />
<br> - wat ter tafel komt!<br />
<br>- concentratie? <br />
<br>- hoofdrekenen vs rekenmachine?<br />
<br>- hoeveelheid oefenen (buiten de les)?<br />
<br> - verschillen tussen leerlingen?<br />
<br />
5. Op welke manier probeert men deze problemen het hoofd te bieden, wat werkt wel en niet?<br />
<br />
6. Op welke manier zou een (online) individueel-adaptief programma hieraan kunnen bijdragen?<br />
<br />
7. Wat is jullie ideale voorstelling van zo’n dergelijke programma?<br />
<br />
8. specifieke vragen over doelstelling programma <br />
<br>-- diagnostische toets<br />
<br>-- goede leerlingen: verder werken<br />
<br>-- zwakke leerlingen: extra oefenen<br />
<br>-- vervangen van deel van oefenen met boek<br />
<br>-- klassikaal toetsen (meteen oefenen van hoofdrekenen?)<br />
<br>-- helemaal zelfstandig<br />
<br>-- Herhalen van de theorie in het programma, of juist focus op oefenen?<br />
<br />
9. Manieren om studenten 'engaged' te houden (over langere tijd)?<br />
<br />
10. Het idee van deel-hints voor het helpen oplossen van een probleem (ipv simpelweg het antwoord of de hele uitwerking)?<br />
<br />
11. Gedurende het jaar toetsen over stof van voorgaande hoofdstukken om kennis couranter te houden?<br />
<br />
12. Vooral focus op studenten die meer oefening nodig hebben?<br />
<br />
13. functie: extra oefenmateriaal, op termijn vervanging van de opdrachten in het boek, maar theorieboek en uitleg van docent blijven nodig?<br />
<br />
14. Verdere aspecten die ter tafel komen.<br />
<br />
===== Results =====<br />
<br />
Both interviews were recorded, in order for the interviewer to focus on the conversation instead of note-taking, and also for the ease of listening back to certain parts that afterwards seemed bussy with talk. For the ease of this report, these recordings have been summarised below, with a focus on distilling the general feedback on functionality and requirements. <br />
<br />
''Eckart college (Eindhoven)'': <br />
<br />
Over het algemeen waren de 4 docenten te spreken over het idee.<br />
Ze hebben al wel een soort software, maar zonder hints, en ze moeten zelf de opdrachten inprogrammeren. Ze gebruiken dat niet echt kreeg ik de indruk.<br />
Hoofdrekenen vonden ze niet echt een probleem, omdat ze in de les de rekenmachines niet laten gebruiken, dus leerlingen ontwikkelen de vaardigheid op deze manier al.<br />
Het idee van hints waren ze erg over te spreken, als verbetering op een antwoordboekje (of de hele uitwerking).<br />
Ook het idee dat ze een beter diagnose middel hebben met deze software sprak ze aan. Verder vonden ze het vooral interessant als aanvulling op de les, en (deelse) vervanging van de opdrachten uit het boek. <br />
<br />
Voor de verschillende niveau’s en jaren de problemen nogal verschillend. Specifiek voor VWO 3 speelt dat er een tweedeling is tussen wie waarschijnlijk wiskunde a en wie waarschijnlijk wiskunde b gaan doen. De ene groep heeft meer uitleg nodig, en herhaling van de simplere opdrachten, de andere groep heeft dingen eerder door (en door verveling kunnen die lastig zijn in de les).<br />
<br />
Daarom willen de docenten ook een toepassing voor die betere leerlingen, niet per sé ‘extra’ werk, maar vervangende opdrachten, die interessanter zijn, o.i.d. (Dit hadden we zelf ook bedacht, maar valt dus buiten ons prototype).<br />
<br />
Een andere tip is dat leerlingen de mogelijkheid moeten hebben om een opdracht (of opdrachtsoort) op te slaan, om die vervolgens dan makkelijk te kunnen laten zien aan de docent in de les.<br />
<br />
Verder vonden de docenten het ook een goed idee als leerlingen elkaar (online) kunnen helpen met een opdracht, en daar dan misschien iets van punten voor kunnen krijgen. (Dit lijkt me buiten het prototype vallen, maar kunnen we meenemen in de verbeterpunten)<br />
<br />
Ook nog een tip dat we het goed moeten opdelen in blokjes, zodat het niet te lang duurt, en ervoor moeten zorgen dat leerlingen kunnen zien hoe ver ze zijn, bijv. Een progressie-balkje. <br />
<br />
Een docent wilde ook een soort vragenuurtje organiseren buiten de les, waar leerlingen dan vragen over de software kunnen stellen. De andere drie waren hier niet enthousiast over. Die vinden dat de software vooral moet dienen om de leerling te helpen richting zelfstandig leren te werken. Hetzelfde geld voor mailtjes over vragen in de software.<br />
<br />
Wel vonden ze dat er een feedback middel moet zijn om technische problemen met de software of opdrachten te kunnen aangeven. <br />
<br />
Voor de prototype test zijn er twee docenten met een vwo3 klas. Ze zitten tussen een vakantie en een toetsweek, dus hebben geen tijd om in begin van week 43 het prototype in de klas te proberen. Wel vonden het een goed idee om (nadat ze het zelf hebben bekeken) een link door te sturen. Omdat de toets over hoofdstukken 1 en 2 gaat, is qua prototype vooral handig voor de leerlingen (en dus voor user-feedback) als de invulling voor hoofdstuk 1 dat wij hebben gekozen, vooral een soort uitgebreide diagnostische toets is. De uitbereiding is dan qua het soort vragen, en qua herhaling van vragen bij foute (of pas na hints opgeloste) vragen. <br />
<br />
Verder moeten ipv inlognaam ‘nicknaam’ gebruiken, ipv met privacy van leerlingen die vaak onder de 16 jaar oud zijn. Een vraag over klas of docent zou volgens hen wel kunnen, om het uit elkaar te houden, en omdat dit niet individueel te traceren is. <br />
<br />
Een goede vraag was ook of we wel het huidige aanbod in de markt hebben bestudeerd. Dat is denk ik iets wat wel in de presentatie en/of wiki moet bespreken. <br />
<br />
''Were Di college (Valkenswaard)'':<br />
<br />
Over het algemeen waren de 2 docenten te spreken over het idee.<br />
Ze hebben ook al wel een soort software, maar zonder hints, en ze moeten zelf de opdrachten inprogrammeren. Ze gebruiken dat niet echt kreeg ik de indruk.<br />
Hoofdrekenen vonden ze wel echt een probleem, als onderdeel van een algemeen gebrek aan rekenvaardigheden, als ze van de basisschool afkomen. Hiervoor kan het idee van diagnostische toets voor nieuwe leerlingen dus handig zijn, zodat men sneller en gerichter kan inspringen op gaten in deze vaardigheden. Ook diagnose voor nieuwe klassen (voor een docent nieuw) vonden ze een goed idee. <br />
<br />
Het idee van hints waren ze erg over te spreken, als verbetering op een antwoordboekje (of de hele uitwerking).<br />
Verder vonden ze het vooral interessant als aanvulling op de les, en (deelse) vervanging van de opdrachten uit het boek. <br />
<br />
Daarom willen de docenten ook een toepassing voor die betere leerlingen, niet per sé ‘extra’ werk, maar vervangende opdrachten, die interessanter zijn, o.i.d. (Dit hadden we zelf ook bedacht, maar valt dus buiten ons prototype). Probleem hierbij is hoe groot het de verschillen worden, en in hoeverre één les dan nog toereikend is voor de grote verschillen. <br />
<br />
Het idee om een opdracht (of opdrachtsoort) op te slaan, om die vervolgens dan makkelijk te kunnen laten zien aan de docent in de les, vonden ze erg handig.<br />
<br />
Ook nog een tip dat we het goed moeten opdelen in blokjes, zodat het niet te lang duurt, en ervoor moeten zorgen dat leerlingen kunnen zien hoe ver ze zijn, bijv. Een progressie-balkje. Volgens de docenten zou dit soort ‘gamification’ (er een spelletje van maken) het vooral voor jongens interessanter kunnen maken. <br />
<br />
De docenten hebben allebei niet vwo3 als klas, en op deze school is er binnenkort geen toets over hoofdstuk 1 + 2. Dus hier is het test-idee voor de andere school niet zo nuttig. Wel kunnen we de link van het programma doorsturen aan de ene docent, die het dan wil doorgeven aan de betreffende docenten, maar ik denk dat we hier niet veel van moeten verwachten, omdat het voor de leerlingen dan puur herhalen is zonder ‘noodzaak’ zoals een toets…<br />
<br />
Ook hier was een goede vraag of we wel het huidige aanbod in de markt hebben bestudeerd. Dat is denk ik iets wat wel in de presentatie en/of wiki moet bespreken. Maar zelf hadden ze nog niet van dit soort software gehoord.<br />
<br />
===== Discussion and implementation =====<br />
<br />
The importance of the following requirements has been affirmed with the help of the focusgroup:<br />
<br>- exercise practice tool (as opposed to theory-laden)<br />
<br>- use contextual hints to help students learn (compared to merely showing the answer or the whole derivation)<br />
<br>- repeat exercises until the student has solved a few without hints<br />
<br>- show progress to students<br />
<br>- the diagnostic functionality for teachers: student performance overview and details<br />
<br>- for later: exercises for the faster students so they can use their time in highschool worthwhile <br />
<br />
The following requirements have been added with the help of te focusgroup:<br />
<br>- easy to use for teachers (an end-product, no need to program in questions, etc.)<br />
<br>- use nicknames instead of 'name' with respect to privacy of students under 16.<br />
<br>- keep the (sub)modules short enough, so that student can complete one in a timespan that fits their concentration-arc<br />
<br>- ability to save an exercise, in order to discuss it with students<br />
<br>- feedback option, so students can report problems to the developers<br />
<br>- later on: possibility to discuss problems on an online platform ?<br />
<br />
== Design choices ==<br />
<br />
=== Homework-support tool ===<br />
After studying the didactic articles, the Getal & Ruimte book, and the focusgroup discussions, we decided that our mathematics software would be a homework-support tool, or an assisted homework tool, instead of a full-fledged independent studies program. The main problem for students is that they need to spend enough time on their homework, not that the teachers are doing a very bad job in explaining the theory, or that the book does not explain the theory that well. Doing it better than the current school would require a breakthrough on didactics on our part, which has not much to do with software, and more with philosophy and psychology. <br />
<br />
The reality of current students is that they have two tools for understanding the theory (teacher and book), but that they have but one real tool for making homework, which is checking if their answer is correct (or figuring out why that answer is correct). Or asking the teacher in the next lesson, but students seem to do this very little, they write question marks in their notebooks, but then just skip to the next question, according to the teachers we spoke with. Of course, teachers would be unable to answer all such question marks in limited classroom time. For this reason helping students make their homework with software is our chosen goal of this project. <br />
=== New software ===<br />
Based on our review of current software, we decided that implementing our ideas about adaptive learning required new software, where we could easily manage users, and add functionalities in the programming language, Python, we (to a greater or lesser extent) had experience in. Furthermore Python is a much used language, with extensive documentation and importable modules such as SciPy.<br />
=== Topic ===<br />
For the prototype we wanted to choose one chapter. We decided that an interesting group would be VWO3, since those students face the choice to go into the beta or the alpha direction (with their respective math-levels), and if successful the possibility to recruit more people into the beta-sciences, perhaps even prospective Tue students. In order to test the prototype with the student of teachers we interviewed, we decided that we would pick the first chapter of the book, linear equations. We bought this book to study the widely accepted didactic method ‘Getal & Ruimte’ as an example and stepping stone.<br />
=== Adaptive hints ===<br />
One main aspect of our concept of adaptive learning is adaptive hints, so that based on the errors of students they can choose to get a tip on how to solve the type of problem. This instead of either looking up the answer, or looking up the fully worked out solution. Especially for students who have difficulties with math, ‘reverse-engineering’ the method to get to the right answer might not be the best way to learn mathematics, and seeing the whole solution does not teach one to think through problems. In our software we want to give them a hint, and let them redo a similar question (with different numbers), this can happen with multiple errors in a row, from fundamental, to making a mistake with a minus sign in the final answer. This is an attempt to automatize the kind of ‘activating’ tips that (good) teachers or homework-tutors tend to give. <br />
Another way we give adaptive hints is by giving a student an indication if he has made a particular type of error multiple times, this will help him to understand what the mistake is, and we can suggest to look up the theory in book, or to ask this question to the teacher in the next class. This is meant as a fail-safe, but also implemented in an activating way. <br />
=== Adaptive repetition ===<br />
Another key aspect of adaptive learning is adaptive repetition. We decided to give this two forms. The first way is on the level of questions (question-types, really). In order to make sure the students has understood the particular solution strategy for a question type, we aim to make the student give a correct answer three times. This means that the repetition for a student depends on how well they make exercises, if they get it right from the start, and work diligently, they can move on after 3 questions of one type. However, the more students struggles with applying concepts, or with working problems out consistently, the more repetition the student will get. This works somewhat similar to the book, which often has subquestions that are similar. The faster students can usually skip half of them, whereas the students who struggle might need all of them.<br />
<br />
Another form of adaptive repetition is our idea to make the size diagnostic test depend on how well a student has done in that module, with a basic minimum. Furthermore, our idea is to also use the program to repeat exercises from previous module(s) during the final testing of the next module, so that the various topics in a year stay somewhat familiar, which is useful for follow-up chapters (in the same or a next year). This repetition can also depend on how well students did a particular module, maybe depend also a grades of school tests, and perhaps on how well a student generally seems to retain knowledge over longer periods. These latter repetition forms go beyond our the scope of our prototype. <br />
=== Progress, but not score ===<br />
We decided that students would not get a score for how many good or bad answers they gave, since the aim is to foster learning, not grading. We want to indicate how many good answers they have given on a particular question, when they are working on it, so that they know when they could go to the next question-type. Furthermore we can indicate how many question-types there are in a module, and where they are in that regard. A percentage would not work well, since that will change depending on each good and wrong answer. <br />
=== Teacher overview ===<br />
We decided that teachers would be helped by a overall overview of the performance of students, so they can see how many questions each students has attempted, and how often they made errors. They can quickly see which students have not done anything, and which ones are struggling and which ones are doing very well. This is something teachers like to have, especially in the beginning of a school year, but also to track changes in terms of effort. Furthermore we could make an overview for each question, and which ones seemed most difficult for the students.<br />
<br />
== Question-types and implementation ==<br />
We selected a few question-types for our program for chapter one of the the ‘Getal & Ruimte’ book for VWO3. We selected for question-types that would be easier to program, so that we did not select anything with graphs. This is because we wanted to focus on showing our adaptive learning system idea, not on programming such images. Furthermore, based on teacher feedback, we decided to skip questions with text, and selected for ‘exact’ problems. Next, we wanted a logical progression in question difficulty, which is also the didactic method of the book itself. <br />
<br />
In the beginning we selected questions from all 5 paragraphs, but eventually we decided that we would only showcase a few questions, since each took quite some time, even after the implementation-basics were set-up. This had two causes, one, the need to make sure answers were whole numbers, since that is the method of the book as well, to insure students can calculate numbers by head, and the increased complexity with each question-type. <br />
<br />
Below, for each question we will show an example, the generalized form, and discuss the way in which the right answer was pre-calculated. <br />
Question 1: reduce / herleid <br />
- example: 0x + - 10 + 9x + - 1<br />
- solution: 9x - 11<br />
- generalized: ax + b + cx + d<br />
- calculation: (a+c)x + (b+d)<br />
<br />
Implementation: The variables a,b,c,d are random integer values, which can be positive or negative. We ensured that the constants would not be zero here, since that would be too trivial, a zero in front on an ‘x’ is les trivial (for this level). We split up the answer in two answers, one for each sum of variables. Based on these two answer, we could give hints about the summation of x-terms and constants (both, or one being mistaken). <br />
Question 2: reduce, made sure only x-terms are on the left<br />
- example: -9x + - 5 = -1x + 1<br />
- solution: -8x = 6<br />
- generalized: ax + b = cx + d<br />
- calculation: (a-c)x = (b-d)<br />
<br />
Implementation: This question is quite similar in terms of programming, we did make sure not let the two x-term constants (a and c) have the same value, since that would result in a trivial question. <br />
Question 3: solve the linear equation for y<br />
- example: -13y + - 3 = -12y + 4<br />
- solution: y = -7<br />
- generalized: ay + b = cy + d<br />
- calculation: y = (b-d)/(a-c)<br />
Implementation: This question is more difficult to make, because of the division, and the requirement for the answer x to be an integer. So to calculate the variables, we start with a random integer, make sure it is not zero, then give the denominator (a-c) a random value, and make the nominator (b-d) equal to the product of the answer and the denominator. To make sure it checks out, a is defined as the denominator minus c (random value), and d is defined as the nominator plus b (random value). Furthermore we made sure both terms of the division would not be zero. <br />
<br />
In terms of hints, we only get one value from the user, and we used errors from the simple minus sign, to calculating if the user had perhaps made errors in either nominator (such as ‘b+d’) and denominator (such as ‘a+c’). We also can see if the person calculated these two terms correctly, but then divides them in the wrong way. This all gives the possibility of wrong answers with decimals, and to make things work we changed the button input form, and relatedly had to change the values to floats, and use round-offs. <br />
Question 4: solve the linear equation for t<br />
- example: -17(1t + 0) + 0(-8t + 0) = 1(-5t + -111) + -3(1t + -7)<br />
- solution: t = 10<br />
- generalized: a(bt + c) + d(et + f) = g(ht + i) + j(kt + l)<br />
- calculation: t = (g*i + j*l - a*c - d*f) /( a*b + d*e - g*h - j*k)<br />
Implementation: <br />
This question is much more difficult to implement, since it has 12 variables. The approach is somewhat similar to question 3, but to make sure it works with many random variables, including zero’s, it was difficult to program. To make sure the integer answer, the programming starts from there again. To ensure the denominator is solved for, a is calculated with the help of the ‘bottom’ value, and divided by b (which is set as 1, to prevent problems). The same is done with the nominator, with the help of top, by calculating i (which depends on a as well), by dividing by g (which is set as 1). Attempts to randomize all values, and based on that solve the problem in different ways were made for many hours, but eventually we settled for a slightly more practical way.<br />
<br />
In terms of hints, a problem with a one-value answer as given by the users, is that backwards calculations to find out where mistakes were made become basically impossible, in the sense that it can give false ‘positives’, if answers are wrong. This will be noted in the discussion, it is probably best to make questions with step-answers to familiarize students with problems, and then give a similar question-type with only the one-value answer form, to ensure that they have learned the steps by heart this can be done by repetition at later point. Similarly, for diagnostic tests the current question-form is more useful, since students would otherwise be given too much hints to solve problems. So a difference between homework-question and diagnostic-question answer forms is a future solution to improve on our goal of adaptive math software.<br />
<br />
== Technical aspects ==<br />
<br />
In this part of the wiki the technical aspects of our application will be explained. First the foundations of our application will be discussed, next the database structure of the application will be discussed, thereafter the layout of the web page will be discussed. Following that specific methods used in the code will be viewed in more detail and explained in a clear and structured manner, lastly the interface of the application will be discussed.<br />
<br />
The following is documentation for our github repository. To view the working application click the following link and do the steps described in the readme. <br><br />
https://github.com/tomverberk/accounts<br />
<br />
=== Foundation === <br />
<br />
Most of our application is programmed using Python 3.0. As a web framework we used Django: an free and open source web application written in python. A framework is nothing more than a collection of modules that make development easier.The official project site describes Django as "a high-level Python Web framework that encourages rapid development and clean, pragmatic design. [LINK TO SITE]. For the interface we used a application wide CSS template. <br><br><br />
<br />
The main application can be split into 3 parts: Login module, Question module and Teacher module. <br><br><br />
<br />
Login Module: <br><br />
The login module consists of the actual login mechanism, This includes an register form, a login form, a landing page (page where you "land" when you enter the url) and a home page. <br><br><br />
<br />
Question module: <br><br />
The queston module consists of 2 main parts. The General Question part and the actual question part. The General question part mainly contains method that are used for all modules in general, or are related to routing. (E.G. the select current module module). The actual question part is related to the individual questions. <br><br />
The genaral questions part contains: current module section, select module section. <br><br />
The actual question part contains: All the seperate questions, answer pages to all the questions and the "answer next question" part. <br><br><br />
<br />
Teacher module: <br><br />
The teacher module consist of all the teacher functionality. This includes an teacher verification question and the student overview, once the teacher is verified. <br><br><br />
<br />
=== Database ===<br />
<br />
An sqlLite database was used to manage our data. To manage the data in the best way possible and without keeping unused data we choose the following database tables in our database<br />
<br />
==== Customuser ====<br />
Customuser is the standard User database table python has, only it is adjusted to serve us the way we want it. We added 3 extra values untop of the values that were standard. The standard data is given in italics, our new data is given in bold, in brackets the type of data is given. All the data that is in the Customuser table is: <br><br><br />
''Id''(integer): The Id that is given to a user. <br><br />
''password''(varchar(128)): The password filled in by the user. <br><br />
''last_login''(datatime): The last time the user has logged in (NULL if user has not logged in). <br><br />
''is_superuser''(bool): If a user is able to access all pages (Not used in our website). <br><br />
''username''(varchar(150)): The username the user filled in. <br><br />
''first_name''(varchar(30)): The first name of the user (not used in our application due to privacy reasons, our focusgroup suggested this change for us). <br><br />
''last_name''(varchar(150)): The last name of the user (also not used). <br><br />
''email''(varchar(254)): The email of the user, filled in during sign up. <br><br />
''is_staff''(boolean): To denote if some user is part of the development staff, not used in our application (this will allow the user to access all the admin functionality, which is not something we want teachers to be able to do. <br><br />
''is_active''(boolean): To denote if someone is active, this is checked based on the lastlogin time. <br><br />
''date_joined''(datetime): The date and time the user has signed up an account. <br><br />
'''general intelligence'''(integer): The intelligence modifier we keep track of to determine how smart someone is. <br><br />
'''isTeacher'''(boolean): Boolean that states if a user is a teacher. <br><br><br />
<br />
==== Module ====<br />
The Module table is a simple auxilerary table to make sure some data about the modules is contained. The data in the module database has to be changed via some sort of database inserter or management program. We did this beforehand, adding some modules to the database. <br><br />
'''id'''(integer): The id that is given to a certain module. <br><br />
'''title'''(varchar(200)): The title of an given module. <br><br />
'''text'''(text): Some text explaining what the module is about. EG if a module contains quadratic formulas with 2 variables, the text for that module will be this. <br><br><br />
<br />
==== module_user ====<br />
The module_user table is where most of the actions in our database take place. It is the main factor that connects the users to the modules. Every time somebody changes something in the database (except adding teacher or signing up). This table will be selected. As said this table connects the users to the modules, it does this in such a way that it keeps track of how many questions a student has correct, wrong etc. It changes the intelligence of the student of this module to better simulate how smart a student is. The table with its values looks as follows: <br> <br><br />
'''id'''(integer): The ID of the combination such that it is easy to find. This ID is an unique value and is automaticly assigned by the database upon creating such an module_user entry. <br><br />
'''currentModule'''(integer): To denote if the user is currently active in this module. The decision to make this an integer value and not a simple boolean value is because in this way we can keep track of which question of the module the user is working on and not just the module in general. <br><br />
'''amountCorrect'''(integer): The total amount of questions the user has correct in the given module. <br><br />
'''amountWrong'''(integer): The total amount of questions the user has wrong in the given module. <br><br />
'''amountHints'''(integer): The total amount of hints the user requested in the given module, (we decided not to incorperate this later on). <br><br />
'''moduleScore'''(integer): The score of the module. <br><br />
'''mistake1'''(integer): The amount of time the user has made mistake 1 in the given module. <br><br />
'''mistake2'''(integer): The amount of time the user has made mistake 2 in the given module. <br><br />
'''mistake3'''(integer): The amount of time the user has made mistake 3 in the given module. <br><br />
'''mistake4'''(integer): The amount of time the user has made mistake 4 in the given module. <br><br />
'''mistake5'''(integer): The amount of time the user has made mistake 5 in the given module. <br><br />
'''currentQuestionHints'''(integer): The amount of hints the user has asked for the current question. <br><br />
'''currentQuestionCorrect'''(integer): The amount of correct answers the user has given to the current question. <br><br />
'''module_id'''(integer)(ForeignKey): A foreignkey which couples this table coupled to the CustomUser table.<br><br />
'''user_id'''(integer)(ForeignKey): A foreignkey which couples this table to the Module table. <br><br />
<br />
==== Other Tables ====<br />
<br />
=== Layout === <br />
[[File:Landingpage.png|360px|thumb|right|Landing page]]<br />
In this section of the wiki the layout of our application will be discussed. This is done by giving a brief explanation of the web page and the different functionalities it has<br />
<br />
==== Landing page ====<br />
The landing page is the page where you “land” when entering the given URL. From this page you can either login or sign up as a new account. <br> <br><br />
<br />
Functionalities: <br><br />
''Log In Button'': This button will redirect you to the login page. <br><br />
''Schrijf in Button'': This button will redirect you to the sign up page. <br><br><br />
<br />
==== Singup page ====<br />
[[File:Signuppage.png|360px|thumb|right|Signup page]]<br />
The sign up page is the page where you make a new account. You do this by filling in the given form, upon filling in the form in the correct way the website will create an new account for this user. This includes an entry in the ‘’’Customuser’’’ table discussed in the previous section and multiple entries in the ‘’modules_user’’’ table discussed in the previous section one for each module. <br><br><br />
<br />
Functionalities: <br><br />
''username Field'': This field the user has to fill in the username, this username cannot exist in the database yet. There are no further restriction for the username, all given restrictions are given on the web page.<br><br />
''Email Adress Field'': This field the user has to fill in his/her emailadress. The box checks if the email addres can be an existing emailadress. (It checks if there is an example@example.example structure).<br><br />
''Pasword Field'': The user has to fill in his/her password. The password box checks if the requirements to the password given at the page are met. <br><br />
''Repeat password field'': The user has te repeat their password. Such that he will not have accidentely made an type. The page checks if the password was the same as before. <br><br />
'' Signup button'': When pressing the signup button. The webpage will start the signup procedure once all the above checks give a positive result. The webpage will then redirect the user to the landing page where the user can login. <br><br />
'' Login button'': This button will redirect to the login page. It is a simple shortcut for the user to take if it turns out he already had an account.<br />
<br />
==== Login page ====<br />
[[File:Loginpage.png|360px|thumb|right|Login page]]<br />
The loginpage is the page where you login as an user if you already have an account. If the username and password are incorrect the website will give an general error, this means that there is for the website no difference in having a wrong username or having a wrong password. <br> <br><br />
<br />
Functionalities: <br><br />
''Username field'': This field the user has to fill in the username with whom they have an account on the website. <br><br />
''Password field'': This field the user has to fill in the corresponding password. <br><br />
<br />
==== Main functionalities once logged in ====<br />
Once you have logged in as a user you can use the menubar at the top of your screen. This menubar is available at all the pages listed below. The buttons discussed in this subsection will therefore be available but not be discussed during the explanations of the pages that follow. <br><br><br />
<br />
Functionalities: <br><br />
''Home button'': This button redirects to the home page. <br><br />
''Hoofdstukken button'': This button redirects to the module overview page. <br><br />
''Uitloggen button'': This button will log the user out and redirect the user to the landing page. <br><br />
<br />
==== home page ====<br />
[[File:Homepage2019.png|360px|thumb|right|Home page]]<br />
The home page is the page where the user lands when he has filled in the correct username and password. From here on he can access the different possibilities our application has to offer. <br><br><br />
<br />
Functionalities: <br><br />
''Huidige module button'': This button redirects to the current module the user is working on as explained in the “module_user” table section of the database. <br><br />
''Module overzicht button'': This button redirects to the module overview page. <br><br />
''Leraren button'': This button redirects to the teacher page when the user is not a teacher (discussed in user table of database) and redirects to the “confirmed teacher” page when the user is a teacher.<br />
<br />
==== module overview ====<br />
From the module overview page users can pick specific modules they want to study a bit more. They can also look ahead of what is to come. <br><br><br />
<br />
Functionalities: <br><br />
''Specific chapter button'': Each button on this page will redirect to a question with a specific question. Within a specific module the user can select the question they want to answer.<br />
<br />
==== Question view ====<br />
[[File:Quesion1.png|360px|thumb|right|First question]]<br />
<br />
When answering a certain question the user will always first land on the question view page. On this page a question is shown with (1 or 2) number boxes where answers should be filled in. The user can then request a new question. Or check if their answer is correct. <br><br><br />
<br />
Functionalities: <br><br />
''Field 1'': The first answerfield where the user should fill in the correct answer. <br><br />
''Field 2'': The second answerfield where the user should also fill in the correct answer. <br><br />
''Nieuwe vraag button'': This button will refresh the page, meaning that the same kind of question will be asked with different variables. <br><br />
''Controleer button'': The answer to the question will be checked and the user will be redirected to the Question Answer page.<br />
<br />
==== Question Answer ====<br />
[[File:Answer.png|360px|thumb|right|Answer page]]<br />
This is the page where the user will be redirected when he has answered a question. For the sake of explanation the user has answered the question wrongly, but has already answered the same question correct the number of times in which he is able to advance to the next question. By assuming this we will see the full functionality of this page. <br><br><br />
<br />
Functionalities: <br><br />
''Question answer and your answer text”: The page will display the question, your answer and the correct answer, this way you can see where you went wrong. When you have answered the question correct only your answer will be shown. <br><br />
''Bekijk een hint button'': When pressing this button the page will explain the mistake you made. This can be used to do the question correct next time. IF you answered the question correct, this button will not be displayed. <br><br />
''multiple same mistake text'': The page will display a warning to you if you have made the same mistake multiple times. It will ask you to ask the teacher to explain this to you, since you clearly did not understand it. This will only show up when you made the same mistake multiple times. <br><br />
''Doe deze vraag opnieuw button'': This button will ask you the same kind of question again. Meaning this question will be asked again with different variables. <br><br />
''volgende vraag button'': This button will redirect you to the next question. You are only able to press this button once you have reached a certain treshhold (This will be discussed in the NextQuestion Method).<br />
<br />
==== Teacher (not confirmed) ====<br />
[[File:Teacherlogin.png|360px|thumb|right|Teacher login page]]<br />
The teacher page is a page where users will find themselves when they press the teacher button when they are not a teacher. Once they are on this page the only thing they can do is fill in the teacher password. If they have done this they will be made a teacher and can access all the teacher possibilities. <br><br><br />
<br />
Funtionalities: <br><br />
''password field'': This is where the user fills in the teacher password. <br><br />
''controleer button'': This button will check if the filled in password is correct. If the password is incorrect the page will be reloaded and there will not be a change made. If the password was correct the user will be redirected to the confirm teacher page and the user will be made a teacher in the databes.<br />
<br />
==== confirmed teacher ====<br />
[[File:TeacherOverview.png|360px|thumb|right|Teacher overview]]<br />
The confirmed teacher page is an overview for teacher of all the students. It will display for each student the total amount of correct answers, the total amount of wrong answers and the ration between the two. This way teachers can in a quick glance see which students are good and which need some attention. <br><br><br />
<br />
Functionalities: <br><br />
''Nickname Column'': The nickname of the users, this is the username field of the login page. <br><br />
''Slimheid(%) column'': The percentile of questions that were answered correct. <br><br />
''totaal correct column'': The amount of questions that the user has answered correct. <br> <br />
''total fout column'': The amount of question that the user has answered wrong. <br><br />
<br />
=== Methods ===<br />
In this part of the wiki most of the methods used in the application will be discussed. The general use of the method will be discussed. Also The input of the method and the output of the method will be discussed. The output of a method that does not have an direct output will be denoted as <void>. Lots of methods will have the input Request. We decided that instead of listing request we will list all the variables used inside the request and denote that we get the value out of a request.<br />
<br />
==== InsertNewUser ====<br />
This method is called when a user has filled in the sign up form in a correct way. After this method is finished all the different user_module entries will be successfully added to the database. <br> <br><br />
<br />
Implementation: <br> <br />
The method first establishes a database connection. <br><br />
'''For Each''' module in the modules table. <br><br />
'''Do''' the createUser method is called. <br><br><br />
<br />
Input: <br><br />
''User_id'': The ID of the user for which an account was made. <br><br><br />
Output: <void><br />
<br />
==== createUser ====<br />
This method is called in the InsertNewUser method to insert a entry of a user and module to the user_module database. After this method is finished the specific user_module entry will be added to the database. <br><br><br />
<br />
Implementation: <br><br />
'''If''' it is the first module <br><br />
'''Then''' insert the module and user combination with the currentModule variable set to 1. <br><br />
'''Else''' <br><br />
'''Then''' Insert the module and user combination in a normal way. <br> <br><br />
Input: <br> <br><br />
''conn'': A connection to the database. <br><br />
''user_module'': An an object with as first element the id of the user and as second element the id of the module. <br><br><br />
Output: <void><br />
<br />
==== ModuleCurrent ====<br />
The modulecurrent method checks via the database what the current module is and redirects the user to the page with the current module. <br><br><br />
Implementation: <br><br />
The method first establishes a database connection <br><br />
Then the database checks the currentModule of the user within the database and stores this in the variable “Currentmodule”. <br><br />
The method then redirects to the correct page given the currentmodule value. <br> <br><br />
Input: <br><br />
''user_id (request)'': The user_id of the user for which we need to add an entry. <br><br />
''module_id(request)'': The module_id of the module for which we need to add an entry. <br> <br><br />
Output: <void><br />
<br />
==== General Question ====<br />
This is a general overview of what each question looks like, Therefore specific implementation might differ, but this overview gives a clear explanation what happens within a method. This method is used to make the question for each module and display the question on the screen. <br><br><br />
Implementation: <br><br />
The method first generate a random answer between -20 and 20 for the question. <br><br />
It checks if the answer = 0. If this is the case it sets the answer to 1. <br><br />
It now generates another random value between -10 and 10. <br><br />
It checks if this is 0. If this it the case it sets the answer to 1. <br><br />
It now computes values based on these random values, in such a way that there will be a nice looking question. <br><br />
It saves the variables and answers in a variable. <br><br><br />
Input: <void> <br><br><br />
Output: The web page will display the question.<br />
<br />
==== General Answer ====<br />
This is a general overview of what each question answer method looks like. Therefore specific implementation might differ, but this overview gives a clear explanation what happens within a method. This method makes sure that the correct actions are done when the user has answered a question. <br><br><br />
<br />
Implementation: <br> <br />
The database compares the given answer to the correct answer. <br><br />
'''If''' the answer was correct <br><br />
'''then'''Update the database with the answerAnswered method <br><br />
'''Else if''' the mistake was a notable mistake (for every question we prepared common mistakes) <br><br />
'''then''' Update the database with the answerAnsered method, but with the number of the mistake made) <br><br />
Update the hint variable with the hint for the certain mistake <br><br />
'''Else'''' <br><br />
'''then''' Update the database with the answerAnswered method. <br><br />
Update the hint variable with a generic hint. <br><br />
Check if the mistake was made more than we wanted. <br><br />
Check if the next question is possible. <br> <br><br />
Input: <br><br />
''Answergiven'' (request): The answer the user has given. <br><br />
''Answeroriginal'' (request): The original answer.<br><br />
''User_id'' (request): The ID of the user that answered the question. <br> <br><br />
<br />
Output: The page that displays the page and all the relevant information.<br />
<br />
==== AnswerAnswered ====<br />
This method updates the database with the way the question was answered. It will also return the amount of time the same mistake was made, if a mistake was made. When the method has finished the database will be updated. <br><br><br />
Implementation: <br><br />
The method first establishes a database connection. <br><br />
The database then requests based on the mistake made what to request from the database. In case of a correct question this is the TotalAmountCorrect and currentCorrect. In case of a mistake it is the TotalAmountWrong, currentWrong and the current amount of mistakes of that type made. <br><br />
The application will then update all these values to their new variables. <br><br />
The values will then be updated. <br><br><br />
Input: <br><br />
''user_id'': The id of the user who filled in the question. <br><br />
''module_id'': The id of the module the question was for. <br><br />
''Correct'': If the user has answered the question correctly. <br><br />
''mistakeNr'': What mistake if any the user has made. <br><br><br />
Output: the number of times the same mistake has been made by this user.<br />
<br />
==== NextQuestionPossible ====<br />
This method checks if it is possible for the user to go to the next question. This is done based on how many of the same question the user has answered correctly. This method returns true if the user has answered the question correct enough time and false otherwise. <br><br><br />
<br />
Implementation: <br><br />
The method first establishes a database connection. <br><br />
The method than request the currentAmountCorrect value from the database. <br><br />
It then compares this variable with a given number. <br> <br><br />
Input: <br><br />
''user_id'': The id of the user we want checked. <br><br />
''module_id'': The id of the module we are currently in. <br><br><br />
Output: True if the next question is allowed, False otherwise<br />
<br />
==== FromQuestionToQuestion ====<br />
When pressing the next question button we have to refresh the data in the database of the old question in such a way that the currentQuestionCorrect and the hints are reset. Also the currentModule will be changed. After this method is finished the database will be “reset” and the currentModule value will be changed. <br><br><br />
<br />
Implementation: <br><br />
The method first establishes a database connection. <br><br />
The method then resets the variables that need to reset and sets the currentModule to a new value.<br><br><br />
Input: <br><br />
''user_id'': The id of the user we want checked. <br><br />
''module_id'': The id of the module we are currently in. <br><br />
''nextmodule'': The next module we want to go to after this question. <br><br><br />
Output: <void><br />
<br />
==== Teacher ====<br />
This is the teacher landing page, the page checks if the user is a teacher if this is the case it will display the teacheroverview, otherwise it will display the teacher view. <br><br><br />
Implementation: <br><br />
The method first establishes a database connection. <br><br />
'''If''' the user is a teacher <br><br />
'''Then''' get all the information by running the GetAllInfo method. <br><br />
Redirect to the teacher overview page <br><br />
'''Else''' <br><br />
'''Then''' Redirect to the teacher page. <br> <br><br />
Input: <br><br />
''user_id''(request): The Id of the user we want to check for teacher. <br><br><br />
Output: The correct redirect.<br />
<br />
==== GetAllInfo ====<br />
Method that gets all the information from users who are not teacher from the database. <br><br><br />
Implementation: <br><br />
The method first establishes a database connection. <br><br />
It then runs a query which selects all the users that are not teachers. <br><br />
'''For each''' user of this query <br> <br />
'''Do''' request the amount correct and amount wrong for all modules and add all these together. <br><br />
We then save this value in an array. <br><br />
Finally we return the array which now has all the information. <br><br><br />
Input: <void> <br><br><br />
Output: <br><br />
A record for every user which contains: <br><br />
1)''Nickname'': The nickname given by the user. <br><br />
2)''totaal correct'': The total number of questions answered correct. <br><br />
3)''Totaal fout'': The total number of questions answered wrong.<br />
<br />
==== confirmTeacher ====<br />
Method that checks if the given teacher password is correct and makes the correct decision afterwards. <br><br><br />
<br />
Implementation: <br><br />
'''If''' the password is correct. <br><br />
'''Then''' execute the makeTeacher method for the given user. <br><br />
'''Else''' <br><br />
'''Then''' refresh the page. <br> <br><br />
Input: <br><br />
“user_id”(request): The id of the user who filled in the password. <br><br />
“password”(request): The filled in password. <br> <br><br />
Output: <void><br />
<br />
==== makeTeacher ====<br />
Method that makes a user a teacher once the correct password has been filled in. Once the method is finished the user is a teacher in the database. <br><br><br />
<br />
Implementation: <br><br />
The method first establishes a database connection. <br><br />
It then sets the IsTeacher value of the user to True. <br><br><br />
<br />
Input: <br><br />
''user_id'': The ID of the user we want to make a teacher. <br><br />
Output: <void><br />
<br />
=== Interface ===<br />
<br />
==== Quantitative study: first alpha-test ====<br />
<br />
In the beginning of week 43 we aimed to do a alpha-test of the prototype at the schools of the teachers who are in the focusgroup(s). We mainly wanted to ask about their experience and any recommendations they would make. The end of our project was in between their autumn-break and a finals-week at their school, so the teachers indicated that they could only have time to shortly introduce the program, but that students would have to test it in their own time. This was further complicated by our lack of success in getting the program easily usable (by making the website online, or making an .exe-file). We did send emails with the instructions to download the program and the files, however the two teachers that replied indicated that they did not think students would have time for this before the finals week. As an alternative we asked some of our acquaintances of highschool age (siblings, cousins, etc.) to try the program on our own laptops, and to answer a few short questions (in Dutch).<br />
<br />
The questions: <br><br />
1. What do you think is good about the interface, what should be improved?<br />
<br />
2. What do you think is good about the questions, what should be improved?<br />
<br />
3. What do you think is good about the hints, how could it be more helpful? <br />
<br />
4. What do you think about the repetition of questions, should it be more or less? <br />
<br />
5. Additional remarks?<br />
<br />
===== Results =====<br />
We tested the program with 6 acquaintances of highschool age. They seemed to pick up on how to use the software quite well, which means our software is somewhat intuitive, but also that kids these days are apt in using software. Except for one first-year student, the material was not new for the users, which somewhat resembles using the software to practice material that a teachers has explained (instead of it being completely new theory). <br />
<br />
1. Interface<br><br />
The interface was did not receive major criticism, though some aspects were noted to be unfinished, such as a colored indicated for good or wrong answers. One user thought the question-box should be larger, another said that she wondered that the overview would have too many links if the software covered all material. Yet another noticed some some English terms, which should be rewritten in Dutch. They also noticed that the sign-in form interface was not looking very good in case of errors. <br />
<br />
2. Questions<br><br />
Most testers thought the questions worked well, but one thought there should be more questions, while two others were glad to be finished (math is not their favorite subject). One thought all ‘+ -‘ should be written as ‘-‘ by the program, however this is not the case in Getal en Ruimte either. <br />
<br />
3. Hints<br><br />
The students found the notion of hints a welcome addition. Some wanted a hint before even answering a question once. Of course this is possible, but we decided that a student should be made to think first, try something, and then get feedback. We noted that students virtually always clicked on hint if their answer was wrong, maybe because they wanted to move quicker though the program, but without understanding the hints, and making a new question, they could not progress. This probably means we facilitated some learning with the program.<br />
<br />
4. Repetition<br><br />
On the topic of repetition the response was not so positive. Some were quick, and did not want to repeat the (easier) questions three times, others made quite a few mistake with the last question, and wanted to be done with it once they had one correct answer on that question-type. We think the negativity was partly because of the wide range of students, meaning the software was less adapted to them than to the intended audience. Furthermore, we think that it might well be that students dislike some aspects of learning (in the short term), but that it actually helps them in the long term. Of course, making one question of every type seems like it will cost less time, but for most students that is not enough to really learn the techniques involved. <br />
<br />
5. Other remarks<br><br />
Except one student, the students said their schools do not use software in their classes or for homework, and that they found the idea worthwhile. One said it would probably take a lot of time to make all the hints for all the questions in highschool-books.<br />
<br />
== Conclusion ==<br />
<br />
A lot of students have difficulties in learning mathematics. An Adaptive Learning Software can help those students. A list of requirements was formed with help of literature and conversations with high school math teachers. An online website was made using Python, Django and SQLite. The website met most of the important requirements. The conversations with the teachers helped us in reflecting on the existing requirements and came up with some requirement that we didn't think about. Due to the time it took to arrange a meeting with the teachers, there was not enough time to implement all the feedback. Initially the goal was to test our program at a high school to gather feedback. It turned out that sending the whole website as a single file or hosting the website online would be too difficult and time consuming, therefore the final program was tested with some acquaintances on our laptops to get feedback.<br />
<br />
== Discussion ==<br />
<br />
possible improvements!<br />
<br />
== Videos ==<br />
Links to screencapture videos.<br />
<br />
# [https://drive.google.com/open?id=1_UBZ6U26kIbZphZNtDI43tE86QTBAzUb Logging in] Creating an account and logging in.<br />
# [https://drive.google.com/open?id=1F4S9_E-GMCU-mN7ddZG7oZuhJEs-p9kH Overview] Overview of the different pages.<br />
# [https://drive.google.com/open?id=1wL-gSgFrlx4drUZSK1lAho6bHUnnRrTt Question 1] Shows the first question. When an incorrect answer is given the program gives feedback. The user can proceed to the next question when it has given three correct answers.<br />
# [https://drive.google.com/open?id=1FQe3cg27fWKdLeKiaqCyDTBcGmwae0pQ Current module] The program remembers the current module and the user can continue where it left.<br />
# [https://drive.google.com/open?id=1lCga_XYeNHXhTtOx3Pjv9GCKMNm9Xc8H Different questions] Shows the different questions.<br />
# [https://drive.google.com/open?id=1EjLK6aaqaPP4WXRStywmEZFLRM8b1AJE Teacher overview] The teacher overview with progress of all the students.<br />
# [https://drive.google.com/open?id=13whJAd5sjtAZHMeJ2x3Bsg8l_kSEFffq Ending] Logging out of the student account and logging in with a teacher account.<br />
<br />
== References ==<br />
<br />
{{Reflist}}</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=PRE2019_1_Group3&diff=81285PRE2019 1 Group32019-10-28T16:40:51Z<p>S153905: /* Layout */</p>
<hr />
<div>'''Adaptive learning software for mathematics'''<br />
<br />
<br />
== Group Members ==<br />
{| class="wikitable" style="border-style: solid; border-width: 1px;" cellpadding="3"<br />
!style="text-align:left;"| Name<br />
!style="text-align:left"| Study<br />
!style="text-align:left;"| Student ID<br />
|- <br />
| Ruben Haakman || Electrical Engineering || 0993994<br />
|-<br />
| Tom Verberk || Software Science || 1016472<br />
|-<br />
| Peter Visser || Applied Physics || 0877628 <br />
|-<br />
|}<br />
<br />
== Planning ==<br />
Every week we will have 2 meetings, in between the meetings we will work on individual tasks, results of the individual tasks will be examined in the meetings, the tasks dicussed are the time when the tasks has to be done. Once a week a meeting with the tutor(s) is arranged to discuss progress and teamwork. In week 8 we will present our prototype to the class, and afterwards we will finalize the wiki. <br />
<br />
[[File:Planning_1_(12-9).PNG]]<br />
<br />
[[File:Planning_2_(12-9).PNG]]<br />
<br />
Note: The current picture of the planning may not be up to date. The current version can be viewed here: https://docs.google.com/spreadsheets/d/1Mrgz4kAK8DM9imor_zepvkM9XTyXgOXlZZbME7DrzHo/edit#gid=0.<br />
<br />
== Introduction ==<br />
<br />
There has been a big increase of technology in education; smart boards, laptops, tablets and online learning systems are now commonly used in classrooms. A lot of students have troubles with learning mathematics. Recent technologies in online learning software can help those students learn faster and keep them motivated. It also reduces the workload for teachers.<br />
<br />
== Problem Statement ==<br />
<br />
Currently, most students make all math exercises from a book. The only feedback they get is if their answer is right or wrong. The exercises are the same for every student and are made to match the general level of all students, resulting in questions which are too simple or too difficult for most of the students. In this way the only way to give personal support is by the teacher which does not have time to help everyone individually. Adaptive Learning Software for Mathematics can help with this problem.<br />
<br />
== State of the art ==<br />
<br />
=== Articles ===<br />
<br />
Title: '''Math Aversion (State of the Art)''' <br />
<br />
Link: https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/6210554 <br />
<br />
Relevance: incorporate conceptual thinking and illustrations to make students understand mathematical ideas<br />
<br />
Title: '''The Math Wars'''<br />
<br />
Link: https://journals-sagepub-com.dianus.libr.tue.nl/doi/pdf/10.1177/0895904803260042<br />
<br />
Relevance: The article provides an overview of the didactic discussion on math in the past century, as well as the latest controversy, the math war (maybe part of a larger culture war?). It boils down to a fervent discussion between ‘traditionalists’ and ‘modernists’, and their attempts to influence governmental educational policies on math (such as ‘the Standards’ and ‘the Framework’). The text is focussed on the US, but this is likely a trend in the West in general. It is useful to have some knowledge about these philosophical-didactic discussions, although in our limited time we should focus on how to implement the suggested methods of the two groups, not so much on the arguments.<br />
<br />
Title: '''Mathematics is about the world''' - R.E. Knapp<br />
<br />
Link: (book)<br />
<br />
Relevance: A book about the role of mathematics in our lives, and therefore useful for thinking about how to teach the subject. The book claims that mathematics is abstract, but nevertheless is about the world around us, which we try to understand. That discovering quantitative relationships suits our needs for indirect measurement(s), such as the ‘tool’ of establishing geometric relationships. Trying to concretize the notion - that math is a powerful tool for humans - in our program will help to motivate students to engage with the topic, and help them understand new ‘tools’. <br />
<br />
Title: '''Preparation, practice, and performance''': An empirical examination of the impact of Standards-based Instruction on secondary students’ math and science achievement<br />
<br />
Link: https://journals.sagepub.com/doi/pdf/10.7227/RIE.81.5<br />
<br />
Relevance: One set of studies on the impact of ‘SBI’ (standards-based instruction) methods, such as: student self-assessment, inquiry-based activities, group-based projects, hands-on experiences, use of computer technologies, and the use of calculators. ‘Non-SBI practices’: teacher lecture, individual student drill and practice worksheets, and computer drill and practice programmes, etc. <br />
<br />
overview of (SBI) student-centred methods:<br />
- using manipulatives or hands-on materials, such as styrofoam balls and toothpicks for building molecular models, dominoes, base ten blocks, tangrams, spinners, rulers, fraction bars, algebra tiles, coins, and geometric solids.<br />
- incorporating inquiry, discovery, and problem-solving approaches, such as making binoculars out of recycled materials, using scenarios from nature and everyday life events for groups of students to research and investigate using math and science concepts<br />
- applying math and science concepts to real-world contexts, such as banking, energy concerns, environmental issues, and timelines; <br />
- connecting mathematics and science preparation skills to specific careers and occupations<br />
- using calculators and technologies for capturing and analysing original data from original math and science experiments<br />
- communicating math and science concepts, through journal writing, small-group discussions, and laboratory/technical reporting of experiments and results.<br />
<br />
Results:<br />
- SBI practices that were found to be significant contributors to students’ math achievement include the use of manipulatives, self-assessment, co-operative group projects, and computer technology. <br />
- SBI practices that were found to be significant contributors to students’ science achievement include the use of inquiry, self-assessment, co-operative group projects, and computer technology. <br />
- Virtually none of the observed non-SBI practices was found to be a significant contributor to student math or science achievement by gender or ethnic groupings. <br />
<br />
Useful, because looking at effective methods is one way to know which side is right in the math war, or at least what methods we can use in our program. Our program might in a (superficial?) way fit into SBI, although that will ultimately depend on the type of exercises and methods we will include. <br />
<br />
Title: '''Didactic material confronted with the concept of mathematical literacy''' <br />
<br />
Link: https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1023%2FB%3AEDUC.0000017693.32454.01.pdf<br />
<br />
Relevance: this essay is critical of the ‘highly technocratic’ vision ‘from the top’ that aims to let experts device didactic materials to be used by teachers and students, whilst ignoring: <br />
- why is math taught and what is the role of didactic material?, <br />
- how and why do students actually use such materials?, <br />
- In which ways do didactic materials shape the teachers’ activities? <br />
- What does it mean that didactic material is never adopted but always adapted?<br />
<br />
Therefore the author claims it is more useful to focus on ‘valuable mathematical activities’ instead of ‘innovative didactic materials’. <br />
<br />
Furthermore, the author claims that “mathematical literacy” should be the leitmotiv for the teaching and learning of mathematics (up to secondary school). Mathematical literacy conceives “the relationship between mathematics, the surrounding culture, and the curriculum”. He mentions how this should influence didactic materials, and what these materials should look like. He critiques the ‘optimism’ and ‘exclusivity’ approaches of teaching math,and supports the ‘inclusivity’ approach, which presents math as ‘a method to understand the social and economic world we live in. This strategy considers mathematical activity as potentially critical, political, loaded with values, and informative’ and “The cognitive style of daily routine is of high relevance within these mathematical activities, since it is a fundamental aim of the strategy to empower common sense. It is intended to develop the attitude of daily life towards an attitude of critical consciousness.”.<br />
<br />
Useful because it really focuses on the users of didactic material (like our program!), an approach we can use to increase the value students (and teachers) find in our program. We should consider/confirm what mathematical literacy is, and whether it is the right standard to determine what is a valuable mathematical activity. The ‘inclusivity’ approach seems very interesting. However, the author seems very interesting in using math to discuss politics, if not to politicize (young) students, this seems a bad idea.<br />
<br />
Title: '''Geometrical analogies in mathematics lessons'''<br />
<br />
Link: https://academic-oup-com.dianus.libr.tue.nl/teamat/article/26/4/201/1664642<br />
<br />
Relevance: <br />
A summary of possibilities of mathematics lessons regarding the use of analogies in teaching geometry for different age groups. Useful because we might apply this in the exercises to teach users geometry. <br />
<br />
<br />
Title: ''' Open Learner Models: Research Questions''' Special Issue of the IJAIED<br />
<br />
Link: <br />
https://content-iospress-com.dianus.libr.tue.nl/download/international-journal-of-artificial-intelligence-in-education/jai17-2-01?id=international-journal-of-artificial-intelligence-in-education%2Fjai17-2-01<br />
<br />
Relevance: good summary of “learner models” and discussion of relevant aspects , very detailed, but good to use in a brainstorm for concretising the project. <br />
<br />
Title: '''Intelligent Agent-Based e-Learning System for Adaptive Learning'''<br />
<br />
Link: https://www-igi-global-com.dianus.libr.tue.nl/gateway/article/full-text-pdf/58052 <br />
<br />
Relevance:<br />
Adaptive learning approach: support learners to achieve the intended learning outcomes through a personalized way. <br />
<br />
The main idea: to personalize the learning content in a way that can cope with individual differences in aptitude. <br />
NOT: personalizing the presentation style of the learning materials<br />
<br />
model:<br />
- Aptitude-Treatment Interaction theory (ATI): there is a strong bond between the effectiveness of an instructional strategy (i.e. treatment) and the aptitude level of students <br />
-- aptitude: the capability to learn in a specific area either because of having talent or having prior knowledge in this area<br />
- Biggs’ Constructive Alignment Model: (use to operationalize ATI): an effective curriculum depends on adequately describing the educational goals desired. Biggs views curriculum as a teaching system, ultimate goal of system is to guide students towards the desired educational goals. He advocates the alignment of individual components in the system like teaching and learning activities (TLAs) and assessment tasks (ATs). It is a hierarchical framework. <br />
-- inherits the central idea of constructivism that education is a way to train students to be a self-learner<br />
> aim: improving students’ learning outcomes through enhancing their intrinsic motivation<br />
<br />
“Students with lower cognitive skill require highly structured instructional environments than students with higher cognitive skills (Snow, 1989).”<br />
<br />
Title: '''Personalized Adaptive Learner Model in E-Learning System Using FCM and Fuzzy Inference System'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs40815-017-0309-y.pdf<br />
<br />
Relevance: Some new dimensions of adaptivity are discussed here, like automatic and dynamic detection of learning styles. This is more precise and quicker than previous ones. It is a literature-based approach in which a personalized adaptive learner model (PALM) was constructed. This proposed learner model mines learner’s navigational accesses data and finds learner’s behavioural patterns which individualize each learner and provide personalization according to their learning styles in the learning process. Fuzzy cognitive maps and fuzzy inference system, soft computing techniques, were introduced to implement PALM. Result shows that personalized adaptive e-learning system is better and promising than the non-adaptive in terms of benefits to the learners and improvement in overall learning process. Thus, providing adaptivity as per learner’s needs is an important factor for enhancing the efficiency and effectiveness of the entire learning process.<br />
<br />
Title: '''Elo-based learner modeling for the adaptive practice of facts'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs11257-016-9185-7.pdf<br />
<br />
Relevance: <br />
- computerized adaptive system for practicing factual knowledge. <br />
- widely varying degrees of prior knowledge. <br />
- modular approach: 1. an estimation of prior knowledge, 2. an estimation of current knowledge, and 3. the construction of questions. <br />
- detailed discussion of learner models for both estimation steps (1 & 2),<br />
-- a novel use of the Elo rating system for learner modeling. <br />
--- results, and variations in model and effectiveness<br />
<br />
very useful, only change the topic<br />
<br />
Titel: The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects<br />
Link: https://files.eric.ed.gov/fulltext/EJ1068797.pdf<br />
Abstract:<br />
This report begins by summarizing current applications of ideas from artificial intelligence (Al) to education. It then uses that summary to project various future applications of Al--and advanced technology in general--to education, as well as highlighting problems that will confront the wide scale implementation of these technologies in the classroom.<br />
(relevance): This report gives an example of an already thought of algebra learning AI. However the program doesn’t automatically figure the level of the student. These things are called intelligence tutoring systems (or ITS). Overall very useful article.<br />
<br />
Titel: Permutations of Control: Cognitive Considerations for Agent-Based Learning Environments<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: While there has been a significant amount of research on technical issues regarding the development of agent-based learning environments (e.g., see the special issue of Journal of Interactive Learning Research, (1999, v10(3/4)), there is less information regarding cognitive foundations for these environments. The management of control is a prime issue with agent-based computer environments given the relative independence and autonomy of the agent from other system components. This paper presents four dimensions of control that should be considered in designing agent-based learning environments: Instructural purpose, Feedback, relationship, confidence in AI.<br />
(relevance): More focussed on the cognitive foundation for Artificial intelligence environment. Interesting for the Usefulness of our ideas.<br />
<br />
Titel: Introducing the Enhanced Personal Portal Model in a Synchromodal Learning Environment<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: Study that simulated a digital classroom (by placing camera’s students etcetera)<br />
(relevance): Not really relevant for us but interesting to take notice of (perhaps also making a digital environment for our idea)<br />
<br />
Titel: Intelligence Unleashed<br />
Link: https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/innovation/Intelligence-Unleashed-Publication.pdf<br />
Abstract: this short paper has two aims in mind. The first was to explain to a non-specialist, interested reader what AIEd (Artificial Intelligence in Education) is: its goals, how it is built, and how it works. The second aim was to set out the argument for what AIEd can offer learning, both now and in the future, with an eye towards improving learning and life outcomes for all. <br />
(relevance): This is a company who does research in this topic, it works together with teachers and researchers, therefore this might come as a big <br />
<br />
Titel: Web intelligence and artificial intelligence in education.<br />
Link: https://www.researchgate.net/publication/220374721_Web_Intelligence_and_Artificial_Intelligence_in_Education<br />
Abstract: This paper surveys important aspects of Web Intelligence (WI) in the context of Artificial Intelligence in Education (AIED) research. WI explores the fundamental roles as well as practical impacts of Artificial Intelligence (AI) and advanced Information Technology (IT) on the next generation of Web-related products, systems, services, and activities.<br />
(relevance): More information on Web Intelligence and how it works together with AIED, it focusses on practical inpacts and advanced information technology, especially the first part is interesting for us.<br />
<br />
<br />
<br />
Titel: 10 roles for artificial intelligence in education<br />
Link: https://www.teachthought.com/the-future-of-learning/10-roles-for-artificial-intelligence-in-education/<br />
Abstract: This article explores 10 roles for artificial intelligence in education Being:<br />
Automate, such as grading<br />
Adapt to student needs<br />
Point out improvements<br />
Ai tutors.<br />
Helpfull feedback<br />
changes how we find and interact with inforamtion.<br />
change role of teachers<br />
trial and error less intimidating<br />
change how schools find, teach and support students<br />
AI may change where students learn, who teaches them, and how they acquire basic skills.<br />
(relevance): It can show us some new thing AI helps teachers, which we haven’t thought of yet.<br />
<br />
Titel: Exploring the impact of artificial intelligence on teaching and learning in higher education<br />
Link: https://www.researchgate.net/publication/321258756_Exploring_the_impact_of_artificial_intelligence_on_teaching_and_learning_in_higher_education<br />
Abstract: This paper explores the phenomena of the emergence of the use of artificial intelligence in teaching and learning in higher education. It investigates educational implications of emerging technologies on the way students learn and how institutions teach and evolve. Recent technological advancements and the increasing speed of adopting new technologies in higher education are explored in order to predict the future nature of higher education in a world where artificial intelligence is part of the fabric of our universities.<br />
(relevance): It shows the use of Artificial intelligence already in higher education, it might give us some learingpoints while developing our own artificial intelligence.<br />
<br />
Titel: The roles of models in Artificial Intelligence and Education research: a prospective view<br />
<br />
Link: https://telearn.archives-ouvertes.fr/hal-00190395/<br />
Abstract: In this paper I speculate on the near future of research in Artificial Intelligence and Education (AIED), on the basis of three uses of models of educational processes: models as scientific tools, models as components of educational artefacts, and models as bases for design of educational artefacts. In terms of the first role, I claim that the recent shift towards studying collaborative learning situations needs to be accompanied by an evolution of the types of theories and models that are used, beyond computational models of individual cognition. In terms of the second role, I propose that in order to integrate computer-based learning systems into schools, we need to 'open up' the curriculum to educational technology, 'open up' educational technologies to actors in educational systems and 'open up' those actors to the technology (i.e. by training them). In terms of the third role, I propose that models can be bases for design of educational technologies by providing design methodologies and system components, or by constraining the range of tools that are available for learners. In conclusion I propose that a defining characteristic of AIED research is that it is, or should be, concerned with all three roles of models, to a greater or lesser extent in each case.<br />
(relevance): It can be used to explain a model in which our artificial intelligence solution wolud be beneficial to use.<br />
<br />
Titel: Evolution and Revolution in Artificial Intelligence in Education<br />
<br />
Link: https://link.springer.com/article/10.1007/s40593-016-0110-3<br />
Abstract: The field of Artificial Intelligence in Education (AIED) has undergone significant developments over the last twenty-five years. As we reflect on our past and shape our future, we ask two main questions: What are our major strengths? And, what new opportunities lay on the horizon? We analyse 47 papers from three years in the history of the Journal of AIED (1994, 2004, and 2014) to identify the foci and typical scenarios that occupy the field of AIED.<br />
(relevance): It can give us a quick and ordered view of what research has already been done in the form of AI and where there lie some possibilities for us (written in 2016)<br />
<br />
<br />
<br />
Title: '''Towards Emotionally Aware AI Smart Classroom: Current Issues and Directions for Engineering and Education'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/8253436 <br />
<br />
Abstract: Paper about a emotionally-aware AI smart classroom which can take over the role of a teacher.<br />
<br />
<br />
Title: '''AI and education: the importance of teacher and student relations'''<br />
<br />
Link: https://link.springer.com/article/10.1007/s00146-017-0693-8 <br />
<br />
Abstract: Paper about the difference in relationship between student-teacher and student-AI<br />
<br />
<br />
Title: '''Designing educational technologies in the age of AI: A learning sciences‐driven approach'''<br />
<br />
Link: https://doi.org/10.1111/bjet.12861 <br />
<br />
Abstract: How to develop an AI algorithm based on studies about how people learn.<br />
<br />
<br />
Title: '''Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review'''<br />
<br />
Link: https://journals.sagepub.com/doi/10.3102/0034654315581420 <br />
<br />
Abstract: This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems.<br />
<br />
<br />
Title: '''Artificial Intelligence as an Effective Classroom Assistant'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/7742268 <br />
<br />
Abstract: Article about blended learning, wherein the teacher can offload some work to the AI system.<br />
<br />
<br />
Title: '''Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0747563215001120 <br />
<br />
Abstract: Review on how learning styles were integrated into adaptive e-learning systems.<br />
<br />
<br />
Title: '''Learning Computer Networks Using Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ALHLCN <br />
<br />
Abstract: This paper describes an intelligent tutoring system that helps student study computer networks.<br />
<br />
<br />
Title: '''Mathematics Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ABUMIT <br />
<br />
Abstract: Intelligent tutoring system for teaching mathematics that help students understand the basics of math and that helps a lot of students of all ages to understand the <br />
topic.<br />
<br />
<br />
Title: '''TECH8 intelligent and adaptive e-learning system: Integration into Technology and Science classrooms in lower secondary schools'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0360131514002875 <br />
<br />
Abstract: The purpose of this research is to demonstrate the design and evaluation of an adaptive, intelligent and, most important, an individualised intelligent tutoring system <br />
(ITS) based on the cognitive characteristics of the individual learner.<br />
<br />
<br />
=== Other groups with similar subject ===<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2016_3_Groep18: Elementary school. Made 4 small educational games for children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep14: Elementary school. Made a simple math game for young children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep8: High school. Made an adaptive gamified online learning system using Moodle. The goal of this group is similar to our goal, but they focused more on gamification and less in making the exercises personalized for each student. They used Moodle as an open source online learning system. The big advantage of Moodle is the wide range of plugins that already exist, so it was possible to build further upon those plugins. However creating quizzes and exercises especially mathematical expressions was difficult and time consuming. Many of the plugins they used had no documentation which made it hard to make changes.<br />
<br />
=== Currently available software ===<br />
An overview of already existing software and their limitations<br />
<br />
<br />
'''Getal & Ruimte'''<br />
*Limited number of exercises, only a digitalized version of the exercises from the book.<br />
*Does not remember previously made mistakes in questions.<br />
*Does not repeat previously incorrectly made exercises.<br />
*No hints and feedback after a question. Students must look up the answers in a digital book.<br />
<br />
<br />
'''Khan Academy'''<br />
*No specific feedback based on mistakes.<br />
*Does not remember previously made mistakes in questions.<br />
<br />
<br />
<br />
'''Wolfram Alpha Problem Generator'''<br />
*No specific feedback based on mistakes.<br />
*Does not remember previously made mistakes in questions.<br />
*No automatic problem selection, users must decide when to go to the next level.<br />
<br />
<br />
'''Mathspace'''<br />
*Does not cover all the material of high school.<br />
*Does not remember previously made mistakes in questions.<br />
<br />
<br />
'''Why is our program better?'''<br />
<br />
The software of Getal & Ruimte is specifically made for high school students, follows the structure of the book and covers all the material . However it is mostly a digitalized version of the book with some adaptiveness. The program does not repeat incorrectly made questions or common made mistakes. Newer programs like Khan Academy, Wolfram Alpha and Mathspace are smarter and are build from the beginning as an online program instead of starting from an existing book. Khan Academy has a system to decide when to go to the next level, Wolfram Alpha covers almost all the material and can give step by step solutions for all problems. Mathspace gives specific feedback and can also give feedback on intermediate steps. They all lack the possibility to repeat questions where the student had difficulty or made the same mistake.<br />
<br />
== Users, stakeholders and their requirements ==<br />
<br />
=== Primary users: high school mathematics students ===<br />
<br />
Our primary users will be high school mathematics students (or people who want to study this on their own). The subject of mathematics is a vital one for developing abstract thinking and applied in many ways in technical fields, and the skill of problem solving can be applied in many ways in life. At the same time mathematics is often considered difficult by students. For these reasons we think the subject of mathematics is where good value can be provided with our web-based AI-enhanced learning tool. Additionally, mathematics (like other hard sciences) allows for easier checking of answers than the type of language-based (short) essay answers that are required for social sciences. Vocabulary would be a suitable topic as well, however we are unaware of a shortage in German or French translators, whereas there is a shortage in engineering and in the skilled trades. Since highschool in the bridge between primary and college, that is where our program could be most valuable. The introductory test to assess the mathematics level can incorporate primary school topics, and we could offer such exercises to the slightly more mature student as well, whereas primary school children are less self-directed. <br />
<br />
By estimating the current level of understanding and the learning style (speed, etc.) of the individual student, we can offer a tailored learning experience that will help the student get quick feedback (and hopefully more positive results), which will help with building confidence in tackling (new) mathematics problems and might even make the subject more enjoyable. <br />
Using students to beta-test our program will be a useful way to interact with these users, since they might be less able to communicate exactly what it that is lacking in their mathematics course. The proof of the pudding is in the eating, measuring success and especially engagement over time will show how well our program works. Once the students have an actual product to work with they might give valuable feedback on why they kept using it, or why they stopped using it. Of course here we need to take into account that some students might have learning difficulties that need more direct coaching or are just plainly uninterested in improving their lack of mathematical skill. Our program might help some of these kinds of students, but assuming it will be the mathematics panacea is unwise. We aim to get a prototype early b-test with students done at the end of the project. <br />
<br />
- HAVO/VWO!<br />
<br />
=== Primary users: high school mathematics teachers ===<br />
<br />
Other primary users will be high school mathematics teachers. Students can of course start using the web-program on their own, but if high school teachers find it valuable enough to recommend it to students, that could be a good sign. Of course we will have to consider their biases in didactics and their general mindset in terms of improving education (for some it might be lacking). Nevertheless, their impact can be useful, by for instance finding out what in their experience are the main difficulties students have, and trying to adapt for those thing in our program (content-wise, but also in terms of engagement). We will form a focus group of a few of these teachers to make qualitatitve study on the difficulties of teaching mathematics. Their input will be used to determine the direction and attributes of our prototype. Later on we might get them to evaluate it (in combination with a beta-test on students?). <br />
<br />
=== Secundairy users: Headmasters ===<br />
<br />
Headmasters are stakeholders, since they have a say in the way mathematics is taught in their school. Financial cost will be always be in the back of their minds, and as such they will critically assess the performance, robustness and scalability of the program. But, they are clearly concerned about the rates at which students progress through key-courses like mathematics (in the Netherlands it has certain higher requirements than some other courses in terms of passing classes and graduating). If our program can help with that, this is an opportunity. Maybe, our program’s introductory test can be used as the intro-test for new students, and the program can help bridging the gap (the school may decide to used other ways to help these students as well). Depending on the school the headmasters may also have didactical views that are key to the identity of the school that may or may not match with what we decide to use in our program. Given the diversity in education-land, this simply means there will always be some less enthusiastic headmasters with respect to adopting our program. It could be tempting to go with the majority, but we have to independently assess whether the majority is correct, maybe the majority view is related to the problems in teaching mathematics. <br />
<br />
=== Tertiary users / stakeholders ===<br />
<br />
==== Ministry of Education ====<br />
<br />
At a more distant level the ministry of education has similar concerns as the headmasters in terms of money spend and passing rates, but they also bound to more ideological/didactic points of view that are determined by the parliament and the current minister, tough on the other hand the bureaucracy itself might also have a mainstream point of view that is somewhat different. These views will somewhat affect the chances of our program ultimately getting adopted in individual school, if for instance certain funding is allocated to, or withdrawn from, computer-based mathemathics/learning aids – with certain requirements, etc. However, the ministry does not determine for the school what teaching aids they must use in particular. <br />
<br />
==== (Technical) Universities / STEM departments ====<br />
<br />
Technical universities and STEM departments at others have two stakes, one is a higher level of mathematics ability of incoming students, since it is the basis on which many majors (if not all) depend. This could save money in terms of additional efforts, and can bring in more money (if students progress/graduate quicker). Secondly, the more engaging mathematics program we aim to develop might induce more student to choose to go to a technical university or a STEM major instead of a alpha or gamma major. <br />
<br />
==== (Tech) companies ====<br />
<br />
Given the lack of workers in the skilled trades and in engineering, technical companies have a clear stake in students being better in (applied) mathematical problems solving. And such skills can in fact be useful in many jobs, so companies in general might benefit, although it might sound less interesting than clean-desk or scrum or feng shui.<br />
<br />
== Approach/milestones/deliverables ==<br />
We will start with some up front research, we will make some sort about didactics and how to apply this in our webpage we want to create.<br />
While doing research about these topics we will start working on our webpage. We are planning to build some sort of web page or program. This artifact will have some sort of artificial intelligence which keeps track of the level of skill of the student and gives exercises matching the skill level of the student.<br />
After being done with the research about didactics. We will lay the proposal of our artifact in front of several high school teachers. We want to have their input, as the artifact is build for there purpose. We then apply the given advise in our artifact.<br />
Lastly we plan to test our improved application for use, we will go to the same (or other) high school teachers and ask if we can test them in their classes. We then come up with a conclusion and finish the research.<br />
<br />
Our milestones will be the finish of our research, the alpha version of our application, then the comments of the teachers, then the beta version of our application. The findings of the test subject and finally the final version.<br />
<br />
Our deliverables will be a research about the current software and possible use of AI in education, the findings we got from talking to teachers, the test results found when testing on students and finally our artifact, described on this wiki. Furthermore, we deliver a presentation on our project. (Note: we ended up not using artificial intelligence for our project, it was the direction we decided to study in the first week).<br />
<br />
== Requirements ==<br />
*Gives students individualized support such as hints, feedback, and problem selection<br />
**Hints and feedback based on the learning style of the student (Felder and Silverman model)<br />
**Recognizes common mistakes and gives explanation if those mistakes are made multiple times<br />
**Repeat previously incorrectly made questions<br />
*Simple, intuitive and motivating user interface<br />
**Consistensy across all pages<br />
**No distractive elements<br />
*Motivates students to make exercises<br />
**Shows progress of different modules<br />
**Level of the exercises matches the level of the student<br />
*Collaborative learning<br />
**Students can help each other with exercises<br />
**Competitive gamification<br />
<br />
<br />
Using an adapting collabrative learning system can help students learning the subject and also motivate students<ref>Walker, E., Rummel, N. & Koedinger, K.R. Int J Artif Intell Educ (2014) 24: 33. https://doi.org/10.1007/s40593-013-0001-9</ref>.<br />
<br />
Questions and feedback can be personalised for every students learning style by using the Felder and Silverman model<ref>Felder and Silverman, [https://www.engr.ncsu.edu/wp-content/uploads/drive/1QP6kBI1iQmpQbTXL-08HSl0PwJ5BYnZW/1988-LS-plus-note.pdf "LEARNING AND TEACHING STYLES IN ENGINEERING EDUCATION"], 1988.</ref>. This model describes four learning categories where each category is characterized by two opposite attributes. The Felder and Silverman’s main four categories are the following:<br />
*Sensing versus Intuitive<br />
*Visual versus Verbal <br />
*Active versus Reflective<br />
*Sequential versus Global<br />
<br />
Course satisfaction has a significant effect on performance but performance does not have a strong positive effect on course satisfaction. Previous online learning experience influences self-regulated learning directly. <ref>Chih-Hsuan Wang, David M. Shannon & Margaret E. Ross (2013) Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning, Distance Education, 34:3, 302-323, https://doi.org/10.1080/01587919.2013.835779</ref><br />
<br />
Motivation and emotion significantly influence student learning experiences, including achievement, satisfaction, and passing vs. nonpassing; whereas the use of learning strategies did not.<ref>Moon-Heum Cho & Michele L. Heron (2015) Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course, Distance Education, 36:1, 80-99, https://doi.org/10.1080/01587919.2015.1019963</ref><br />
== Concept ==<br />
<br />
=== Hierarchy of mathematics modules ===<br />
<br />
In the figure below is a sketch of what the structure of the program can look like. The modules might be related more complexely, this we need to assess. Modules can have sub-modules. The number of exercises is one key aspect in attuning to the individual learner. <br />
<br />
[[File:Hierarchy_AI_learning.png]]<br />
<br />
=== Didactics of mathematics === <br />
<br />
==== Desk study: Getal en Ruimte studybook ====<br />
To orient ourselves into the well-established mainstream didactic methodology, we ordered a book from the most used mathematics book-serie in the Netherlands: "Getal and Ruimte". We ordered the first book for VWO 3, since we considered that the to be an interesting class, the one before the choice for the alpha (maatschappij) or beta (wetenschap) direction is made. We decided to focus on the material of the first chapter, since our project ran during the beginning of the school year. This choice would allow us to let some students in that year try our software at the end of the project, to get some user-feedback. The topic of linear equation also lends itself to our purposes, since we do not intent to recreate Wolfram Mathematics-like problem solving tools, but instead we wanted to focus on the development of an adaptive learning program, with mathematics as the subject. <br />
<br />
==== Qualitative study: focus group ====<br />
<br />
In order to understand the problems with teaching highschool math, a focus study will be held with a few teachers. This qualitative approach will give us valuable in-depth knowlegde on the praxis of the didactics of mathematics. In this short time period it is more useful than a small questionnaire with generally even fewer responses. In a focus group the partipants can all add to the discussion, react to each other, and the interviewer can ask more suitable follow-up questions. <br />
<br />
===== The invitation mail =====<br />
On thursday the 12th the following mail was send to 17 secondary HAVO/VWO schools in Eindhoven and area.<br />
<br />
"Uitnodiging focusgroep voor wiskunde software<br />
<br />
Wij zijn een groepje van drie derdejaars bachelor-studenten op de Technische Universiteit van Eindhoven die graag in contact zouden komen met HAVO/VWO wiskunde leraren voor het ontwikkelen van een online wiskunde hulpmiddel. Wij zijn bezig met een project van twee maanden, waarbij de wensen van gebruikers van technologie centraal staan.<br />
<br />
<br />
Door middel van een groepsgesprek van ongeveer een uur met enkele wiskundedocenten willen wij bespreken welke problemen zij ervaren in de les en op welke manier individu-gerichte software hen daarbij zou kunnen helpen. Voor dit gesprek komen wij graag naar uw school. <br />
<br />
<br />
Met de hulp van deze focusgroep zal het doel van ons prototype worden bepaald. In overleg met de school zouden wij dit prototype enkele weken later (kort) willen laten testen door leerlingen. <br />
<br />
Graag horen wij of een of meerdere wiskunde docenten op uw school interesse hebben in dit gesprek! <br />
<br />
<br />
Met vriendelijke groet,<br />
<br />
Peter Visser,<br />
mede namens Tom Verberk en Ruben Haakman"<br />
<br />
===== Responses =====<br />
From four schools (Eckart college, Were Di college, Carolus Borromeus college and Stedelijk college) we have received positive reactions, all with groups of two or more teachers. Due to their full agenda's and time-constraints, we decided it would be easier to have seperate focus-group conversations at each school. In this way the different didactic methods of the schools can be discussed more in depth as well. We could use results from earlier talks in later talks to have some (one-way) feedback between teachers. Two more school reacted, only to indicate that they did not have time, though they found the project interesting. In the case of no positive reactions, these schools would have been called, to follow up on the mail. However, given the positive reactions, this was not necessary. <br />
<br />
Due to some delay between mails, and the busy schedules of the teachers, the two interviews that materialised were held on the 30th of September (4 teachers, Eckart college) and the 1st of October (2 teachers, Were Di college). The contact with Carolus Borromeus took much longer to react, and eventually did not react, so sadly this option had to be removed from our focusgroup. The fourth school reacted only in the second-to-last week of our project, and any feedback from this meeting (likely to occur even later) would not be useful in our prototype-development.<br />
<br />
===== Preparation =====<br />
<br />
A question list has been prepared, with possible follow up aspects, to guide the discussion of the teachers in the focusgroup, and to try to optimize useful information for our design choices. The points will not be checked off like an interview, but are a guide for the discussion. The concept of quantitative studies, and specifically the focus group (or group discussion) format has been studied with the help of a basic textbook (An Introduction to Qualitative Research: Learning in the Field - Rossman & Rallis). The question-points, and sub-points, are shown below, in Dutch, since the subjects and interviewer are Dutch, and this will improve the quality of the discussion. First the interviewer will shortly introduce himself and explain the project and the goal of the discussion. <br />
<br />
Note: Due to the relatively slow process of setting up meetings, due to slow mail-contact and full teacher agenda's) the interviews happened later in our project that we had envisioned. For this reason the nature of the interview changed somewhat. The initial questionlist was still used, but relatively less time was spend on these questions, and that time was used to ask more specific question about the design-decision we had already made (in order to progress in our limited-time project). These questions naturally fitted after the initial questions. <br />
<br />
1. korte introductie van elke docent: opleiding, ervaring (jaren, klassen, niveaus)<br />
<br />
2. didactische methode van school: boek, lesgeven, hulpmiddelen<br />
- pluspunten<br />
- verbeterpunten<br />
<br />
3. individuele methoden van docenten<br />
<br />
4. problemen met wiskunde-overbrengen? <br />
<br> - wat ter tafel komt!<br />
<br>- concentratie? <br />
<br>- hoofdrekenen vs rekenmachine?<br />
<br>- hoeveelheid oefenen (buiten de les)?<br />
<br> - verschillen tussen leerlingen?<br />
<br />
5. Op welke manier probeert men deze problemen het hoofd te bieden, wat werkt wel en niet?<br />
<br />
6. Op welke manier zou een (online) individueel-adaptief programma hieraan kunnen bijdragen?<br />
<br />
7. Wat is jullie ideale voorstelling van zo’n dergelijke programma?<br />
<br />
8. specifieke vragen over doelstelling programma <br />
<br>-- diagnostische toets<br />
<br>-- goede leerlingen: verder werken<br />
<br>-- zwakke leerlingen: extra oefenen<br />
<br>-- vervangen van deel van oefenen met boek<br />
<br>-- klassikaal toetsen (meteen oefenen van hoofdrekenen?)<br />
<br>-- helemaal zelfstandig<br />
<br>-- Herhalen van de theorie in het programma, of juist focus op oefenen?<br />
<br />
9. Manieren om studenten 'engaged' te houden (over langere tijd)?<br />
<br />
10. Het idee van deel-hints voor het helpen oplossen van een probleem (ipv simpelweg het antwoord of de hele uitwerking)?<br />
<br />
11. Gedurende het jaar toetsen over stof van voorgaande hoofdstukken om kennis couranter te houden?<br />
<br />
12. Vooral focus op studenten die meer oefening nodig hebben?<br />
<br />
13. functie: extra oefenmateriaal, op termijn vervanging van de opdrachten in het boek, maar theorieboek en uitleg van docent blijven nodig?<br />
<br />
14. Verdere aspecten die ter tafel komen.<br />
<br />
===== Results =====<br />
<br />
Both interviews were recorded, in order for the interviewer to focus on the conversation instead of note-taking, and also for the ease of listening back to certain parts that afterwards seemed bussy with talk. For the ease of this report, these recordings have been summarised below, with a focus on distilling the general feedback on functionality and requirements. <br />
<br />
''Eckart college (Eindhoven)'': <br />
<br />
Over het algemeen waren de 4 docenten te spreken over het idee.<br />
Ze hebben al wel een soort software, maar zonder hints, en ze moeten zelf de opdrachten inprogrammeren. Ze gebruiken dat niet echt kreeg ik de indruk.<br />
Hoofdrekenen vonden ze niet echt een probleem, omdat ze in de les de rekenmachines niet laten gebruiken, dus leerlingen ontwikkelen de vaardigheid op deze manier al.<br />
Het idee van hints waren ze erg over te spreken, als verbetering op een antwoordboekje (of de hele uitwerking).<br />
Ook het idee dat ze een beter diagnose middel hebben met deze software sprak ze aan. Verder vonden ze het vooral interessant als aanvulling op de les, en (deelse) vervanging van de opdrachten uit het boek. <br />
<br />
Voor de verschillende niveau’s en jaren de problemen nogal verschillend. Specifiek voor VWO 3 speelt dat er een tweedeling is tussen wie waarschijnlijk wiskunde a en wie waarschijnlijk wiskunde b gaan doen. De ene groep heeft meer uitleg nodig, en herhaling van de simplere opdrachten, de andere groep heeft dingen eerder door (en door verveling kunnen die lastig zijn in de les).<br />
<br />
Daarom willen de docenten ook een toepassing voor die betere leerlingen, niet per sé ‘extra’ werk, maar vervangende opdrachten, die interessanter zijn, o.i.d. (Dit hadden we zelf ook bedacht, maar valt dus buiten ons prototype).<br />
<br />
Een andere tip is dat leerlingen de mogelijkheid moeten hebben om een opdracht (of opdrachtsoort) op te slaan, om die vervolgens dan makkelijk te kunnen laten zien aan de docent in de les.<br />
<br />
Verder vonden de docenten het ook een goed idee als leerlingen elkaar (online) kunnen helpen met een opdracht, en daar dan misschien iets van punten voor kunnen krijgen. (Dit lijkt me buiten het prototype vallen, maar kunnen we meenemen in de verbeterpunten)<br />
<br />
Ook nog een tip dat we het goed moeten opdelen in blokjes, zodat het niet te lang duurt, en ervoor moeten zorgen dat leerlingen kunnen zien hoe ver ze zijn, bijv. Een progressie-balkje. <br />
<br />
Een docent wilde ook een soort vragenuurtje organiseren buiten de les, waar leerlingen dan vragen over de software kunnen stellen. De andere drie waren hier niet enthousiast over. Die vinden dat de software vooral moet dienen om de leerling te helpen richting zelfstandig leren te werken. Hetzelfde geld voor mailtjes over vragen in de software.<br />
<br />
Wel vonden ze dat er een feedback middel moet zijn om technische problemen met de software of opdrachten te kunnen aangeven. <br />
<br />
Voor de prototype test zijn er twee docenten met een vwo3 klas. Ze zitten tussen een vakantie en een toetsweek, dus hebben geen tijd om in begin van week 43 het prototype in de klas te proberen. Wel vonden het een goed idee om (nadat ze het zelf hebben bekeken) een link door te sturen. Omdat de toets over hoofdstukken 1 en 2 gaat, is qua prototype vooral handig voor de leerlingen (en dus voor user-feedback) als de invulling voor hoofdstuk 1 dat wij hebben gekozen, vooral een soort uitgebreide diagnostische toets is. De uitbereiding is dan qua het soort vragen, en qua herhaling van vragen bij foute (of pas na hints opgeloste) vragen. <br />
<br />
Verder moeten ipv inlognaam ‘nicknaam’ gebruiken, ipv met privacy van leerlingen die vaak onder de 16 jaar oud zijn. Een vraag over klas of docent zou volgens hen wel kunnen, om het uit elkaar te houden, en omdat dit niet individueel te traceren is. <br />
<br />
Een goede vraag was ook of we wel het huidige aanbod in de markt hebben bestudeerd. Dat is denk ik iets wat wel in de presentatie en/of wiki moet bespreken. <br />
<br />
''Were Di college (Valkenswaard)'':<br />
<br />
Over het algemeen waren de 2 docenten te spreken over het idee.<br />
Ze hebben ook al wel een soort software, maar zonder hints, en ze moeten zelf de opdrachten inprogrammeren. Ze gebruiken dat niet echt kreeg ik de indruk.<br />
Hoofdrekenen vonden ze wel echt een probleem, als onderdeel van een algemeen gebrek aan rekenvaardigheden, als ze van de basisschool afkomen. Hiervoor kan het idee van diagnostische toets voor nieuwe leerlingen dus handig zijn, zodat men sneller en gerichter kan inspringen op gaten in deze vaardigheden. Ook diagnose voor nieuwe klassen (voor een docent nieuw) vonden ze een goed idee. <br />
<br />
Het idee van hints waren ze erg over te spreken, als verbetering op een antwoordboekje (of de hele uitwerking).<br />
Verder vonden ze het vooral interessant als aanvulling op de les, en (deelse) vervanging van de opdrachten uit het boek. <br />
<br />
Daarom willen de docenten ook een toepassing voor die betere leerlingen, niet per sé ‘extra’ werk, maar vervangende opdrachten, die interessanter zijn, o.i.d. (Dit hadden we zelf ook bedacht, maar valt dus buiten ons prototype). Probleem hierbij is hoe groot het de verschillen worden, en in hoeverre één les dan nog toereikend is voor de grote verschillen. <br />
<br />
Het idee om een opdracht (of opdrachtsoort) op te slaan, om die vervolgens dan makkelijk te kunnen laten zien aan de docent in de les, vonden ze erg handig.<br />
<br />
Ook nog een tip dat we het goed moeten opdelen in blokjes, zodat het niet te lang duurt, en ervoor moeten zorgen dat leerlingen kunnen zien hoe ver ze zijn, bijv. Een progressie-balkje. Volgens de docenten zou dit soort ‘gamification’ (er een spelletje van maken) het vooral voor jongens interessanter kunnen maken. <br />
<br />
De docenten hebben allebei niet vwo3 als klas, en op deze school is er binnenkort geen toets over hoofdstuk 1 + 2. Dus hier is het test-idee voor de andere school niet zo nuttig. Wel kunnen we de link van het programma doorsturen aan de ene docent, die het dan wil doorgeven aan de betreffende docenten, maar ik denk dat we hier niet veel van moeten verwachten, omdat het voor de leerlingen dan puur herhalen is zonder ‘noodzaak’ zoals een toets…<br />
<br />
Ook hier was een goede vraag of we wel het huidige aanbod in de markt hebben bestudeerd. Dat is denk ik iets wat wel in de presentatie en/of wiki moet bespreken. Maar zelf hadden ze nog niet van dit soort software gehoord.<br />
<br />
===== Discussion and implementation =====<br />
<br />
The importance of the following requirements has been affirmed with the help of the focusgroup:<br />
<br>- exercise practice tool (as opposed to theory-laden)<br />
<br>- use contextual hints to help students learn (compared to merely showing the answer or the whole derivation)<br />
<br>- repeat exercises until the student has solved a few without hints<br />
<br>- show progress to students<br />
<br>- the diagnostic functionality for teachers: student performance overview and details<br />
<br>- for later: exercises for the faster students so they can use their time in highschool worthwhile <br />
<br />
The following requirements have been added with the help of te focusgroup:<br />
<br>- easy to use for teachers (an end-product, no need to program in questions, etc.)<br />
<br>- use nicknames instead of 'name' with respect to privacy of students under 16.<br />
<br>- keep the (sub)modules short enough, so that student can complete one in a timespan that fits their concentration-arc<br />
<br>- ability to save an exercise, in order to discuss it with students<br />
<br>- feedback option, so students can report problems to the developers<br />
<br>- later on: possibility to discuss problems on an online platform ?<br />
<br />
== Design choices ==<br />
<br />
=== Homework-support tool ===<br />
After studying the didactic articles, the Getal & Ruimte book, and the focusgroup discussions, we decided that our mathematics software would be a homework-support tool, or an assisted homework tool, instead of a full-fledged independent studies program. The main problem for students is that they need to spend enough time on their homework, not that the teachers are doing a very bad job in explaining the theory, or that the book does not explain the theory that well. Doing it better than the current school would require a breakthrough on didactics on our part, which has not much to do with software, and more with philosophy and psychology. <br />
<br />
The reality of current students is that they have two tools for understanding the theory (teacher and book), but that they have but one real tool for making homework, which is checking if their answer is correct (or figuring out why that answer is correct). Or asking the teacher in the next lesson, but students seem to do this very little, they write question marks in their notebooks, but then just skip to the next question, according to the teachers we spoke with. Of course, teachers would be unable to answer all such question marks in limited classroom time. For this reason helping students make their homework with software is our chosen goal of this project. <br />
=== New software ===<br />
Based on our review of current software, we decided that implementing our ideas about adaptive learning required new software, where we could easily manage users, and add functionalities in the programming language, Python, we (to a greater or lesser extent) had experience in. Furthermore Python is a much used language, with extensive documentation and importable modules such as SciPy.<br />
=== Topic ===<br />
For the prototype we wanted to choose one chapter. We decided that an interesting group would be VWO3, since those students face the choice to go into the beta or the alpha direction (with their respective math-levels), and if successful the possibility to recruit more people into the beta-sciences, perhaps even prospective Tue students. In order to test the prototype with the student of teachers we interviewed, we decided that we would pick the first chapter of the book, linear equations. We bought this book to study the widely accepted didactic method ‘Getal & Ruimte’ as an example and stepping stone.<br />
=== Adaptive hints ===<br />
One main aspect of our concept of adaptive learning is adaptive hints, so that based on the errors of students they can choose to get a tip on how to solve the type of problem. This instead of either looking up the answer, or looking up the fully worked out solution. Especially for students who have difficulties with math, ‘reverse-engineering’ the method to get to the right answer might not be the best way to learn mathematics, and seeing the whole solution does not teach one to think through problems. In our software we want to give them a hint, and let them redo a similar question (with different numbers), this can happen with multiple errors in a row, from fundamental, to making a mistake with a minus sign in the final answer. This is an attempt to automatize the kind of ‘activating’ tips that (good) teachers or homework-tutors tend to give. <br />
Another way we give adaptive hints is by giving a student an indication if he has made a particular type of error multiple times, this will help him to understand what the mistake is, and we can suggest to look up the theory in book, or to ask this question to the teacher in the next class. This is meant as a fail-safe, but also implemented in an activating way. <br />
=== Adaptive repetition ===<br />
Another key aspect of adaptive learning is adaptive repetition. We decided to give this two forms. The first way is on the level of questions (question-types, really). In order to make sure the students has understood the particular solution strategy for a question type, we aim to make the student give a correct answer three times. This means that the repetition for a student depends on how well they make exercises, if they get it right from the start, and work diligently, they can move on after 3 questions of one type. However, the more students struggles with applying concepts, or with working problems out consistently, the more repetition the student will get. This works somewhat similar to the book, which often has subquestions that are similar. The faster students can usually skip half of them, whereas the students who struggle might need all of them.<br />
<br />
Another form of adaptive repetition is our idea to make the size diagnostic test depend on how well a student has done in that module, with a basic minimum. Furthermore, our idea is to also use the program to repeat exercises from previous module(s) during the final testing of the next module, so that the various topics in a year stay somewhat familiar, which is useful for follow-up chapters (in the same or a next year). This repetition can also depend on how well students did a particular module, maybe depend also a grades of school tests, and perhaps on how well a student generally seems to retain knowledge over longer periods. These latter repetition forms go beyond our the scope of our prototype. <br />
=== Progress, but not score ===<br />
We decided that students would not get a score for how many good or bad answers they gave, since the aim is to foster learning, not grading. We want to indicate how many good answers they have given on a particular question, when they are working on it, so that they know when they could go to the next question-type. Furthermore we can indicate how many question-types there are in a module, and where they are in that regard. A percentage would not work well, since that will change depending on each good and wrong answer. <br />
=== Teacher overview ===<br />
We decided that teachers would be helped by a overall overview of the performance of students, so they can see how many questions each students has attempted, and how often they made errors. They can quickly see which students have not done anything, and which ones are struggling and which ones are doing very well. This is something teachers like to have, especially in the beginning of a school year, but also to track changes in terms of effort. Furthermore we could make an overview for each question, and which ones seemed most difficult for the students.<br />
<br />
== Question-types ==<br />
<br />
== Technical aspects ==<br />
<br />
In this part of the wiki the technical aspects of our application will be explained. First the foundations of our application will be discussed, next the database structure of the application will be discussed, thereafter the layout of the web page will be discussed. Following that specific methods used in the code will be viewed in more detail and explained in a clear and structured manner, lastly the interface of the application will be discussed.<br />
<br />
=== Foundation === <br />
<br />
Most of our application is programmed using Python 3.0. As a web framework we used Django: an free and open source web application written in python. A framework is nothing more than a collection of modules that make development easier.The official project site describes Django as "a high-level Python Web framework that encourages rapid development and clean, pragmatic design. [LINK TO SITE]. For the interface we used a application wide CSS template. <br><br><br />
<br />
The main application can be split into 3 parts: Login module, Question module and Teacher module. <br><br><br />
<br />
Login Module: <br><br />
The login module consists of the actual login mechanism, This includes an register form, a login form, a landing page (page where you "land" when you enter the url) and a home page. <br><br><br />
<br />
Question module: <br><br />
The queston module consists of 2 main parts. The General Question part and the actual question part. The General question part mainly contains method that are used for all modules in general, or are related to routing. (E.G. the select current module module). The actual question part is related to the individual questions. <br><br />
The genaral questions part contains: current module section, select module section. <br><br />
The actual question part contains: All the seperate questions, answer pages to all the questions and the "answer next question" part. <br><br><br />
<br />
Teacher module: <br><br />
The teacher module consist of all the teacher functionality. This includes an teacher verification question and the student overview, once the teacher is verified. <br><br><br />
<br />
=== Database ===<br />
<br />
An sqlLite database was used to manage our data. To manage the data in the best way possible and without keeping unused data we choose the following database tables in our database<br />
<br />
==== Customuser ====<br />
Customuser is the standard User database table python has, only it is adjusted to serve us the way we want it. We added 3 extra values untop of the values that were standard. The standard data is given in italics, our new data is given in bold, in brackets the type of data is given. All the data that is in the Customuser table is: <br><br><br />
''Id''(integer): The Id that is given to a user. <br><br />
''password''(varchar(128)): The password filled in by the user. <br><br />
''last_login''(datatime): The last time the user has logged in (NULL if user has not logged in). <br><br />
''is_superuser''(bool): If a user is able to access all pages (Not used in our website). <br><br />
''username''(varchar(150)): The username the user filled in. <br><br />
''first_name''(varchar(30)): The first name of the user (not used in our application due to privacy reasons, our focusgroup suggested this change for us). <br><br />
''last_name''(varchar(150)): The last name of the user (also not used). <br><br />
''email''(varchar(254)): The email of the user, filled in during sign up. <br><br />
''is_staff''(boolean): To denote if some user is part of the development staff, not used in our application (this will allow the user to access all the admin functionality, which is not something we want teachers to be able to do. <br><br />
''is_active''(boolean): To denote if someone is active, this is checked based on the lastlogin time. <br><br />
''date_joined''(datetime): The date and time the user has signed up an account. <br><br />
'''general intelligence'''(integer): The intelligence modifier we keep track of to determine how smart someone is. <br><br />
'''isTeacher'''(boolean): Boolean that states if a user is a teacher. <br><br><br />
<br />
==== Module ====<br />
The Module table is a simple auxilerary table to make sure some data about the modules is contained. The data in the module database has to be changed via some sort of database inserter or management program. We did this beforehand, adding some modules to the database. <br><br />
'''id'''(integer): The id that is given to a certain module. <br><br />
'''title'''(varchar(200)): The title of an given module. <br><br />
'''text'''(text): Some text explaining what the module is about. EG if a module contains quadratic formulas with 2 variables, the text for that module will be this. <br><br><br />
<br />
==== module_user ====<br />
The module_user table is where most of the actions in our database take place. It is the main factor that connects the users to the modules. Every time somebody changes something in the database (except adding teacher or signing up). This table will be selected. As said this table connects the users to the modules, it does this in such a way that it keeps track of how many questions a student has correct, wrong etc. It changes the intelligence of the student of this module to better simulate how smart a student is. The table with its values looks as follows: <br><br />
'''id'''(integer): The ID of the combination such that it is easy to find. This ID is an unique value and is automaticly assigned by the database upon creating such an module_user entry.<br />
'''currentModule'''(integer): To denote if the user is currently active in this module. The decision to make this an integer value and not a simple boolean value is because in this way we can keep track of which question of the module the user is working on and not just the module in general.<br />
'''amountCorrect'''(integer): The total amount of questions the user has correct in the current module.<br />
'''amountWrong'''(integer):<br />
'''amountHints'''(integer):<br />
'''moduleScore'''(integer):<br />
'''mistake1'''(integer):<br />
'''mistake2'''(integer):<br />
'''mistake3'''(integer):<br />
'''mistake4'''(integer):<br />
'''mistake5'''(integer):<br />
'''currentQuestionHints'''(integer):<br />
'''currentQuestionCorrect'''(integer):<br />
'''module_id'''(integer)(ForeignKey):<br />
'''user_id'''(integer)(ForeignKey):<br />
<br />
=== Layout === <br />
[[File:Landingpage.png|360px|thumb|right|Landing page]]<br />
In this section of the wiki the layout of our application will be discussed. This is done by giving a brief explanation of the web page and the different functionalities it has<br />
<br />
==== Landing page ====<br />
The landing page is the page where you “land” when entering the given URL. From this page you can either login or sign up as a new account. <br> <br><br />
<br />
Functionalities: <br><br />
''Log In Button'': This button will redirect you to the login page. <br><br />
''Schrijf in Button'': This button will redirect you to the sign up page. <br><br><br />
<br />
==== Singup page ====<br />
[[File:Signuppage.png|360px|thumb|right|Signup page]]<br />
The sign up page is the page where you make a new account. You do this by filling in the given form, upon filling in the form in the correct way the website will create an new account for this user. This includes an entry in the ‘’’Customuser’’’ table discussed in the previous section and multiple entries in the ‘’modules_user’’’ table discussed in the previous section one for each module. <br><br><br />
<br />
Functionalities: <br><br />
''username Field'': This field the user has to fill in the username, this username cannot exist in the database yet. There are no further restriction for the username, all given restrictions are given on the web page.<br><br />
''Email Adress Field'': This field the user has to fill in his/her emailadress. The box checks if the email addres can be an existing emailadress. (It checks if there is an example@example.example structure).<br><br />
''Pasword Field'': The user has to fill in his/her password. The password box checks if the requirements to the password given at the page are met. <br><br />
''Repeat password field'': The user has te repeat their password. Such that he will not have accidentely made an type. The page checks if the password was the same as before. <br><br />
'' Signup button'': When pressing the signup button. The webpage will start the signup procedure once all the above checks give a positive result. The webpage will then redirect the user to the landing page where the user can login. <br><br />
'' Login button'': This button will redirect to the login page. It is a simple shortcut for the user to take if it turns out he already had an account.<br />
<br />
==== Login page ====<br />
[[File:Loginpage.png|360px|thumb|right|Login page]]<br />
The loginpage is the page where you login as an user if you already have an account. If the username and password are incorrect the website will give an general error, this means that there is for the website no difference in having a wrong username or having a wrong password. <br> <br><br />
<br />
Functionalities: <br><br />
''Username field'': This field the user has to fill in the username with whom they have an account on the website. <br><br />
''Password field'': This field the user has to fill in the corresponding password. <br><br />
<br />
==== Main functionalities once logged in ====<br />
Once you have logged in as a user you can use the menubar at the top of your screen. This menubar is available at all the pages listed below. The buttons discussed in this subsection will therefore be available but not be discussed during the explanations of the pages that follow. <br><br><br />
<br />
Functionalities: <br><br />
''Home button'': This button redirects to the home page. <br><br />
''Hoofdstukken button'': This button redirects to the module overview page. <br><br />
''Uitloggen button'': This button will log the user out and redirect the user to the landing page. <br><br />
<br />
==== home page ====<br />
[[File:Homepage2019.png|360px|thumb|right|Home page]]<br />
The home page is the page where the user lands when he has filled in the correct username and password. From here on he can access the different possibilities our application has to offer. <br><br><br />
<br />
Functionalities: <br><br />
''Huidige module button'': This button redirects to the current module the user is working on as explained in the “module_user” table section of the database. <br><br />
''Module overzicht button'': This button redirects to the module overview page. <br><br />
''Leraren button'': This button redirects to the teacher page when the user is not a teacher (discussed in user table of database) and redirects to the “confirmed teacher” page when the user is a teacher.<br />
<br />
==== module overview ====<br />
From the module overview page users can pick specific modules they want to study a bit more. They can also look ahead of what is to come. <br><br><br />
<br />
Functionalities: <br><br />
''Specific chapter button'': Each button on this page will redirect to a question with a specific question. Within a specific module the user can select the question they want to answer.<br />
<br />
==== Question view ====<br />
[[File:Quesion1.png|360px|thumb|right|First question]]<br />
<br />
When answering a certain question the user will always first land on the question view page. On this page a question is shown with (1 or 2) number boxes where answers should be filled in. The user can then request a new question. Or check if their answer is correct. <br><br><br />
<br />
Functionalities: <br><br />
''Field 1'': The first answerfield where the user should fill in the correct answer. <br><br />
''Field 2'': The second answerfield where the user should also fill in the correct answer. <br><br />
''Nieuwe vraag button'': This button will refresh the page, meaning that the same kind of question will be asked with different variables. <br><br />
''Controleer button'': The answer to the question will be checked and the user will be redirected to the Question Answer page.<br />
<br />
==== Question Answer ====<br />
[[File:Answer.png|360px|thumb|right|Answer page]]<br />
This is the page where the user will be redirected when he has answered a question. For the sake of explanation the user has answered the question wrongly, but has already answered the same question correct the number of times in which he is able to advance to the next question. By assuming this we will see the full functionality of this page. <br><br><br />
<br />
Functionalities: <br><br />
''Question answer and your answer text”: The page will display the question, your answer and the correct answer, this way you can see where you went wrong. When you have answered the question correct only your answer will be shown. <br><br />
''Bekijk een hint button'': When pressing this button the page will explain the mistake you made. This can be used to do the question correct next time. IF you answered the question correct, this button will not be displayed. <br><br />
''multiple same mistake text'': The page will display a warning to you if you have made the same mistake multiple times. It will ask you to ask the teacher to explain this to you, since you clearly did not understand it. This will only show up when you made the same mistake multiple times. <br><br />
''Doe deze vraag opnieuw button'': This button will ask you the same kind of question again. Meaning this question will be asked again with different variables. <br><br />
''volgende vraag button'': This button will redirect you to the next question. You are only able to press this button once you have reached a certain treshhold (This will be discussed in the NextQuestion Method).<br />
<br />
==== Teacher (not confirmed) ====<br />
[[File:Teacherlogin.png|360px|thumb|right|Teacher login page]]<br />
The teacher page is a page where users will find themselves when they press the teacher button when they are not a teacher. Once they are on this page the only thing they can do is fill in the teacher password. If they have done this they will be made a teacher and can access all the teacher possibilities. <br><br><br />
<br />
Funtionalities: <br><br />
''password field'': This is where the user fills in the teacher password. <br><br />
''controleer button'': This button will check if the filled in password is correct. If the password is incorrect the page will be reloaded and there will not be a change made. If the password was correct the user will be redirected to the confirm teacher page and the user will be made a teacher in the databes.<br />
<br />
==== confirmed teacher ====<br />
[[File:TeacherOverview.png|360px|thumb|right|Teacher overview]]<br />
The confirmed teacher page is an overview for teacher of all the students. It will display for each student the total amount of correct answers, the total amount of wrong answers and the ration between the two. This way teachers can in a quick glance see which students are good and which need some attention. <br><br><br />
<br />
Functionalities: <br><br />
''Nickname Column'': The nickname of the users, this is the username field of the login page. <br><br />
''Slimheid(%) column'': The percentile of questions that were answered correct. <br><br />
''totaal correct column'': The amount of questions that the user has answered correct. <br> <br />
''total fout column'': The amount of question that the user has answered wrong. <br><br />
<br />
=== Methods ===<br />
In this part of the wiki most of the methods used in the application will be discussed. The general use of the method will be discussed. Also The input of the method and the output of the method will be discussed. The output of a method that does not have an direct output will be denoted as <void>. Lots of methods will have the input Request. We decided that instead of listing request we will list all the variables used inside the request and denote that we get the value out of a request.<br />
<br />
==== InsertNewUser ====<br />
This method is called when a user has filled in the sign up form in a correct way. After this method is finished all the different user_module entries will be successfully added to the database. <br> <br><br />
<br />
Implementation: <br> <br />
The method first establishes a database connection. <br><br />
'''For Each''' module in the modules table. <br><br />
'''Do''' the createUser method is called. <br><br><br />
<br />
Input: <br><br />
''User_id'': The ID of the user for which an account was made. <br><br><br />
Output: <void><br />
<br />
==== createUser ====<br />
This method is called in the InsertNewUser method to insert a entry of a user and module to the user_module database. After this method is finished the specific user_module entry will be added to the database. <br><br><br />
<br />
Implementation: <br><br />
'''If''' it is the first module <br><br />
'''Then''' insert the module and user combination with the currentModule variable set to 1. <br><br />
'''Else''' <br><br />
'''Then''' Insert the module and user combination in a normal way. <br> <br><br />
Input: <br> <br><br />
''conn'': A connection to the database. <br><br />
''user_module'': An an object with as first element the id of the user and as second element the id of the module. <br><br><br />
Output: <void><br />
<br />
==== ModuleCurrent ====<br />
The modulecurrent method checks via the database what the current module is and redirects the user to the page with the current module. <br><br><br />
Implementation: <br><br />
The method first establishes a database connection <br><br />
Then the database checks the currentModule of the user within the database and stores this in the variable “Currentmodule”. <br><br />
The method then redirects to the correct page given the currentmodule value. <br> <br><br />
Input: <br><br />
''user_id (request)'': The user_id of the user for which we need to add an entry. <br><br />
''module_id(request)'': The module_id of the module for which we need to add an entry. <br> <br><br />
Output: <void><br />
<br />
==== General Question ====<br />
This is a general overview of what each question looks like, Therefore specific implementation might differ, but this overview gives a clear explanation what happens within a method. This method is used to make the question for each module and display the question on the screen. <br><br><br />
Implementation: <br><br />
The method first generate a random answer between -20 and 20 for the question. <br><br />
It checks if the answer = 0. If this is the case it sets the answer to 1. <br><br />
It now generates another random value between -10 and 10. <br><br />
It checks if this is 0. If this it the case it sets the answer to 1. <br><br />
It now computes values based on these random values, in such a way that there will be a nice looking question. <br><br />
It saves the variables and answers in a variable. <br><br><br />
Input: <void> <br><br><br />
Output: The web page will display the question.<br />
<br />
==== General Answer ====<br />
This is a general overview of what each question answer method looks like. Therefore specific implementation might differ, but this overview gives a clear explanation what happens within a method. This method makes sure that the correct actions are done when the user has answered a question. <br><br><br />
<br />
Implementation: <br> <br />
The database compares the given answer to the correct answer. <br><br />
'''If''' the answer was correct <br><br />
'''then'''Update the database with the answerAnswered method <br><br />
'''Else if''' the mistake was a notable mistake (for every question we prepared common mistakes) <br><br />
'''then''' Update the database with the answerAnsered method, but with the number of the mistake made) <br><br />
Update the hint variable with the hint for the certain mistake <br><br />
'''Else'''' <br><br />
'''then''' Update the database with the answerAnswered method. <br><br />
Update the hint variable with a generic hint. <br><br />
Check if the mistake was made more than we wanted. <br><br />
Check if the next question is possible. <br> <br><br />
Input: <br><br />
''Answergiven'' (request): The answer the user has given. <br><br />
''Answeroriginal'' (request): The original answer.<br><br />
''User_id'' (request): The ID of the user that answered the question. <br> <br><br />
<br />
Output: The page that displays the page and all the relevant information.<br />
<br />
==== AnswerAnswered ====<br />
This method updates the database with the way the question was answered. It will also return the amount of time the same mistake was made, if a mistake was made. When the method has finished the database will be updated. <br><br><br />
Implementation: <br><br />
The method first establishes a database connection. <br><br />
The database then requests based on the mistake made what to request from the database. In case of a correct question this is the TotalAmountCorrect and currentCorrect. In case of a mistake it is the TotalAmountWrong, currentWrong and the current amount of mistakes of that type made. <br><br />
The application will then update all these values to their new variables. <br><br />
The values will then be updated. <br><br><br />
Input: <br><br />
''user_id'': The id of the user who filled in the question. <br><br />
''module_id'': The id of the module the question was for. <br><br />
''Correct'': If the user has answered the question correctly. <br><br />
''mistakeNr'': What mistake if any the user has made. <br><br><br />
Output: the number of times the same mistake has been made by this user.<br />
<br />
==== NextQuestionPossible ====<br />
This method checks if it is possible for the user to go to the next question. This is done based on how many of the same question the user has answered correctly. This method returns true if the user has answered the question correct enough time and false otherwise. <br><br><br />
<br />
Implementation: <br><br />
The method first establishes a database connection. <br><br />
The method than request the currentAmountCorrect value from the database. <br><br />
It then compares this variable with a given number. <br> <br><br />
Input: <br><br />
''user_id'': The id of the user we want checked. <br><br />
''module_id'': The id of the module we are currently in. <br><br><br />
Output: True if the next question is allowed, False otherwise<br />
<br />
==== FromQuestionToQuestion ====<br />
When pressing the next question button we have to refresh the data in the database of the old question in such a way that the currentQuestionCorrect and the hints are reset. Also the currentModule will be changed. After this method is finished the database will be “reset” and the currentModule value will be changed. <br><br><br />
<br />
Implementation: <br><br />
The method first establishes a database connection. <br><br />
The method then resets the variables that need to reset and sets the currentModule to a new value.<br><br><br />
Input: <br><br />
''user_id'': The id of the user we want checked. <br><br />
''module_id'': The id of the module we are currently in. <br><br />
''nextmodule'': The next module we want to go to after this question. <br><br><br />
Output: <void><br />
<br />
==== Teacher ====<br />
This is the teacher landing page, the page checks if the user is a teacher if this is the case it will display the teacheroverview, otherwise it will display the teacher view. <br><br><br />
Implementation: <br><br />
The method first establishes a database connection. <br><br />
'''If''' the user is a teacher <br><br />
'''Then''' get all the information by running the GetAllInfo method. <br><br />
Redirect to the teacher overview page <br><br />
'''Else''' <br><br />
'''Then''' Redirect to the teacher page. <br> <br><br />
Input: <br><br />
''user_id''(request): The Id of the user we want to check for teacher. <br><br><br />
Output: The correct redirect.<br />
<br />
==== GetAllInfo ====<br />
Method that gets all the information from users who are not teacher from the database. <br><br><br />
Implementation: <br><br />
The method first establishes a database connection. <br><br />
It then runs a query which selects all the users that are not teachers. <br><br />
'''For each''' user of this query <br> <br />
'''Do''' request the amount correct and amount wrong for all modules and add all these together. <br><br />
We then save this value in an array. <br><br />
Finally we return the array which now has all the information. <br><br><br />
Input: <void> <br><br><br />
Output: <br><br />
A record for every user which contains: <br><br />
1)''Nickname'': The nickname given by the user. <br><br />
2)''totaal correct'': The total number of questions answered correct. <br><br />
3)''Totaal fout'': The total number of questions answered wrong.<br />
<br />
==== confirmTeacher ====<br />
Method that checks if the given teacher password is correct and makes the correct decision afterwards. <br><br><br />
<br />
Implementation: <br><br />
'''If''' the password is correct. <br><br />
'''Then''' execute the makeTeacher method for the given user. <br><br />
'''Else''' <br><br />
'''Then''' refresh the page. <br> <br><br />
Input: <br><br />
“user_id”(request): The id of the user who filled in the password. <br><br />
“password”(request): The filled in password. <br> <br><br />
Output: <void><br />
<br />
==== makeTeacher ====<br />
Method that makes a user a teacher once the correct password has been filled in. Once the method is finished the user is a teacher in the database. <br><br><br />
<br />
Implementation: <br><br />
The method first establishes a database connection. <br><br />
It then sets the IsTeacher value of the user to True. <br><br><br />
<br />
Input: <br><br />
''user_id'': The ID of the user we want to make a teacher. <br><br />
Output: <void><br />
<br />
=== Interface ===<br />
<br />
==== Quantitative study: first alpha-test ====<br />
<br />
In the beginning of week 43 we aimed to do a alpha-test of the prototype at the schools of the teachers who are in the focusgroup(s). We mainly wanted to ask about their experience and any recommendations they would make. The end of our project was in between their autumn-break and a finals-week at their school, so the teachers indicated that they could only have time to shortly introduce the program, but that students would have to test it in their own time. This was further complicated by our lack of success in getting the program easily usable (by making the website online, or making an .exe-file). We did send emails with the instructions to download the program and the files, however the two teachers that replied indicated that they did not think students would have time for this before the finals week. As an alternative we asked some of our acquaintances of highschool age (siblings, cousins, etc.) to try the program on our own laptops, and to answer a few short questions (in Dutch).<br />
<br />
The questions: <br><br />
1. What do you think is good about the interface, what should be improved?<br />
<br />
2. What do you think is good about the questions, what should be improved?<br />
<br />
3. What do you think is good about the hints, how could it be more helpful? <br />
<br />
4. What do you think about the repetition of questions, should it be more or less? <br />
<br />
5. Additional remarks?<br />
<br />
===== Results =====<br />
We tested the program with 6 acquaintances of highschool age. They seemed to pick up on how to use the software quite well, which means our software is somewhat intuitive, but also that kids these days are apt in using software. Except for one first-year student, the material was not new for the users, which somewhat resembles using the software to practice material that a teachers has explained (instead of it being completely new theory). <br />
<br />
1. Interface<br><br />
The interface was did not receive major criticism, though some aspects were noted to be unfinished, such as a colored indicated for good or wrong answers. One user thought the question-box should be larger, another said that she wondered that the overview would have too many links if the software covered all material. Yet another noticed some some English terms, which should be rewritten in Dutch. They also noticed that the sign-in form interface was not looking very good in case of errors. <br />
<br />
2. Questions<br><br />
Most testers thought the questions worked well, but one thought there should be more questions, while two others were glad to be finished (math is not their favorite subject). One thought all ‘+ -‘ should be written as ‘-‘ by the program, however this is not the case in Getal en Ruimte either. <br />
<br />
3. Hints<br><br />
The students found the notion of hints a welcome addition. Some wanted a hint before even answering a question once. Of course this is possible, but we decided that a student should be made to think first, try something, and then get feedback. We noted that students virtually always clicked on hint if their answer was wrong, maybe because they wanted to move quicker though the program, but without understanding the hints, and making a new question, they could not progress. This probably means we facilitated some learning with the program.<br />
<br />
4. Repetition<br><br />
On the topic of repetition the response was not so positive. Some were quick, and did not want to repeat the (easier) questions three times, others made quite a few mistake with the last question, and wanted to be done with it once they had one correct answer on that question-type. We think the negativity was partly because of the wide range of students, meaning the software was less adapted to them than to the intended audience. Furthermore, we think that it might well be that students dislike some aspects of learning (in the short term), but that it actually helps them in the long term. Of course, making one question of every type seems like it will cost less time, but for most students that is not enough to really learn the techniques involved. <br />
<br />
5. Other remarks<br><br />
Except one student, the students said their schools do not use software in their classes or for homework, and that they found the idea worthwhile. One said it would probably take a lot of time to make all the hints for all the questions in highschool-books.<br />
<br />
== Conclusion ==<br />
<br />
== Discussion ==<br />
<br />
possible improvements!<br />
<br />
== Videos ==<br />
Links to screencapture videos.<br />
<br />
# [https://drive.google.com/open?id=1_UBZ6U26kIbZphZNtDI43tE86QTBAzUb Logging in] Creating an account and logging in.<br />
# [https://drive.google.com/open?id=1F4S9_E-GMCU-mN7ddZG7oZuhJEs-p9kH Overview] Overview of the different pages.<br />
# [https://drive.google.com/open?id=1wL-gSgFrlx4drUZSK1lAho6bHUnnRrTt Question 1] Shows the first question. When an incorrect answer is given the program gives feedback. The user can proceed to the next question when it has given three correct answers.<br />
# [https://drive.google.com/open?id=1FQe3cg27fWKdLeKiaqCyDTBcGmwae0pQ Current module] The program remembers the current module and the user can continue where it left.<br />
# [https://drive.google.com/open?id=1lCga_XYeNHXhTtOx3Pjv9GCKMNm9Xc8H Different questions] Shows the different questions.<br />
# [https://drive.google.com/open?id=1EjLK6aaqaPP4WXRStywmEZFLRM8b1AJE Teacher overview] The teacher overview with progress of all the students.<br />
# [https://drive.google.com/open?id=13whJAd5sjtAZHMeJ2x3Bsg8l_kSEFffq Ending] Logging out of the student account and logging in with a teacher account.<br />
<br />
== References ==<br />
<br />
{{Reflist}}<br />
<br />
== Peer Evaluations ==</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=File:Teacherlogin.png&diff=81284File:Teacherlogin.png2019-10-28T16:40:02Z<p>S153905: </p>
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<div></div>S153905https://cstwiki.wtb.tue.nl/index.php?title=File:Signuppage.png&diff=81283File:Signuppage.png2019-10-28T16:39:56Z<p>S153905: </p>
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<div></div>S153905https://cstwiki.wtb.tue.nl/index.php?title=PRE2019_1_Group3&diff=81278PRE2019 1 Group32019-10-28T16:03:09Z<p>S153905: /* Layout */</p>
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<div>'''Adaptive learning software for mathematics'''<br />
<br />
<br />
== Group Members ==<br />
{| class="wikitable" style="border-style: solid; border-width: 1px;" cellpadding="3"<br />
!style="text-align:left;"| Name<br />
!style="text-align:left"| Study<br />
!style="text-align:left;"| Student ID<br />
|- <br />
| Ruben Haakman || Electrical Engineering || 0993994<br />
|-<br />
| Tom Verberk || Software Science || 1016472<br />
|-<br />
| Peter Visser || Applied Physics || 0877628 <br />
|-<br />
|}<br />
<br />
== Planning ==<br />
Every week we will have 2 meetings, in between the meetings we will work on individual tasks, results of the individual tasks will be examined in the meetings, the tasks dicussed are the time when the tasks has to be done. Once a week a meeting with the tutor(s) is arranged to discuss progress and teamwork. In week 8 we will present our prototype to the class, and afterwards we will finalize the wiki. <br />
<br />
[[File:Planning_1_(12-9).PNG]]<br />
<br />
[[File:Planning_2_(12-9).PNG]]<br />
<br />
Note: The current picture of the planning may not be up to date. The current version can be viewed here: https://docs.google.com/spreadsheets/d/1Mrgz4kAK8DM9imor_zepvkM9XTyXgOXlZZbME7DrzHo/edit#gid=0.<br />
<br />
== Introduction ==<br />
<br />
There has been a big increase of technology in education; smart boards, laptops, tablets and online learning systems are now commonly used in classrooms. A lot of students have troubles with learning mathematics. Recent technologies in online learning software can help those students learn faster and keep them motivated. It also reduces the workload for teachers.<br />
<br />
== Problem Statement ==<br />
<br />
Currently, most students make all math exercises from a book. The only feedback they get is if their answer is right or wrong. The exercises are the same for every student and are made to match the general level of all students, resulting in questions which are too simple or too difficult for most of the students. In this way the only way to give personal support is by the teacher which does not have time to help everyone individually. Adaptive Learning Software for Mathematics can help with this problem.<br />
<br />
== State of the art ==<br />
<br />
=== Articles ===<br />
<br />
Title: '''Math Aversion (State of the Art)''' <br />
<br />
Link: https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/6210554 <br />
<br />
Relevance: incorporate conceptual thinking and illustrations to make students understand mathematical ideas<br />
<br />
Title: '''The Math Wars'''<br />
<br />
Link: https://journals-sagepub-com.dianus.libr.tue.nl/doi/pdf/10.1177/0895904803260042<br />
<br />
Relevance: The article provides an overview of the didactic discussion on math in the past century, as well as the latest controversy, the math war (maybe part of a larger culture war?). It boils down to a fervent discussion between ‘traditionalists’ and ‘modernists’, and their attempts to influence governmental educational policies on math (such as ‘the Standards’ and ‘the Framework’). The text is focussed on the US, but this is likely a trend in the West in general. It is useful to have some knowledge about these philosophical-didactic discussions, although in our limited time we should focus on how to implement the suggested methods of the two groups, not so much on the arguments.<br />
<br />
Title: '''Mathematics is about the world''' - R.E. Knapp<br />
<br />
Link: (book)<br />
<br />
Relevance: A book about the role of mathematics in our lives, and therefore useful for thinking about how to teach the subject. The book claims that mathematics is abstract, but nevertheless is about the world around us, which we try to understand. That discovering quantitative relationships suits our needs for indirect measurement(s), such as the ‘tool’ of establishing geometric relationships. Trying to concretize the notion - that math is a powerful tool for humans - in our program will help to motivate students to engage with the topic, and help them understand new ‘tools’. <br />
<br />
Title: '''Preparation, practice, and performance''': An empirical examination of the impact of Standards-based Instruction on secondary students’ math and science achievement<br />
<br />
Link: https://journals.sagepub.com/doi/pdf/10.7227/RIE.81.5<br />
<br />
Relevance: One set of studies on the impact of ‘SBI’ (standards-based instruction) methods, such as: student self-assessment, inquiry-based activities, group-based projects, hands-on experiences, use of computer technologies, and the use of calculators. ‘Non-SBI practices’: teacher lecture, individual student drill and practice worksheets, and computer drill and practice programmes, etc. <br />
<br />
overview of (SBI) student-centred methods:<br />
- using manipulatives or hands-on materials, such as styrofoam balls and toothpicks for building molecular models, dominoes, base ten blocks, tangrams, spinners, rulers, fraction bars, algebra tiles, coins, and geometric solids.<br />
- incorporating inquiry, discovery, and problem-solving approaches, such as making binoculars out of recycled materials, using scenarios from nature and everyday life events for groups of students to research and investigate using math and science concepts<br />
- applying math and science concepts to real-world contexts, such as banking, energy concerns, environmental issues, and timelines; <br />
- connecting mathematics and science preparation skills to specific careers and occupations<br />
- using calculators and technologies for capturing and analysing original data from original math and science experiments<br />
- communicating math and science concepts, through journal writing, small-group discussions, and laboratory/technical reporting of experiments and results.<br />
<br />
Results:<br />
- SBI practices that were found to be significant contributors to students’ math achievement include the use of manipulatives, self-assessment, co-operative group projects, and computer technology. <br />
- SBI practices that were found to be significant contributors to students’ science achievement include the use of inquiry, self-assessment, co-operative group projects, and computer technology. <br />
- Virtually none of the observed non-SBI practices was found to be a significant contributor to student math or science achievement by gender or ethnic groupings. <br />
<br />
Useful, because looking at effective methods is one way to know which side is right in the math war, or at least what methods we can use in our program. Our program might in a (superficial?) way fit into SBI, although that will ultimately depend on the type of exercises and methods we will include. <br />
<br />
Title: '''Didactic material confronted with the concept of mathematical literacy''' <br />
<br />
Link: https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1023%2FB%3AEDUC.0000017693.32454.01.pdf<br />
<br />
Relevance: this essay is critical of the ‘highly technocratic’ vision ‘from the top’ that aims to let experts device didactic materials to be used by teachers and students, whilst ignoring: <br />
- why is math taught and what is the role of didactic material?, <br />
- how and why do students actually use such materials?, <br />
- In which ways do didactic materials shape the teachers’ activities? <br />
- What does it mean that didactic material is never adopted but always adapted?<br />
<br />
Therefore the author claims it is more useful to focus on ‘valuable mathematical activities’ instead of ‘innovative didactic materials’. <br />
<br />
Furthermore, the author claims that “mathematical literacy” should be the leitmotiv for the teaching and learning of mathematics (up to secondary school). Mathematical literacy conceives “the relationship between mathematics, the surrounding culture, and the curriculum”. He mentions how this should influence didactic materials, and what these materials should look like. He critiques the ‘optimism’ and ‘exclusivity’ approaches of teaching math,and supports the ‘inclusivity’ approach, which presents math as ‘a method to understand the social and economic world we live in. This strategy considers mathematical activity as potentially critical, political, loaded with values, and informative’ and “The cognitive style of daily routine is of high relevance within these mathematical activities, since it is a fundamental aim of the strategy to empower common sense. It is intended to develop the attitude of daily life towards an attitude of critical consciousness.”.<br />
<br />
Useful because it really focuses on the users of didactic material (like our program!), an approach we can use to increase the value students (and teachers) find in our program. We should consider/confirm what mathematical literacy is, and whether it is the right standard to determine what is a valuable mathematical activity. The ‘inclusivity’ approach seems very interesting. However, the author seems very interesting in using math to discuss politics, if not to politicize (young) students, this seems a bad idea.<br />
<br />
Title: '''Geometrical analogies in mathematics lessons'''<br />
<br />
Link: https://academic-oup-com.dianus.libr.tue.nl/teamat/article/26/4/201/1664642<br />
<br />
Relevance: <br />
A summary of possibilities of mathematics lessons regarding the use of analogies in teaching geometry for different age groups. Useful because we might apply this in the exercises to teach users geometry. <br />
<br />
<br />
Title: ''' Open Learner Models: Research Questions''' Special Issue of the IJAIED<br />
<br />
Link: <br />
https://content-iospress-com.dianus.libr.tue.nl/download/international-journal-of-artificial-intelligence-in-education/jai17-2-01?id=international-journal-of-artificial-intelligence-in-education%2Fjai17-2-01<br />
<br />
Relevance: good summary of “learner models” and discussion of relevant aspects , very detailed, but good to use in a brainstorm for concretising the project. <br />
<br />
Title: '''Intelligent Agent-Based e-Learning System for Adaptive Learning'''<br />
<br />
Link: https://www-igi-global-com.dianus.libr.tue.nl/gateway/article/full-text-pdf/58052 <br />
<br />
Relevance:<br />
Adaptive learning approach: support learners to achieve the intended learning outcomes through a personalized way. <br />
<br />
The main idea: to personalize the learning content in a way that can cope with individual differences in aptitude. <br />
NOT: personalizing the presentation style of the learning materials<br />
<br />
model:<br />
- Aptitude-Treatment Interaction theory (ATI): there is a strong bond between the effectiveness of an instructional strategy (i.e. treatment) and the aptitude level of students <br />
-- aptitude: the capability to learn in a specific area either because of having talent or having prior knowledge in this area<br />
- Biggs’ Constructive Alignment Model: (use to operationalize ATI): an effective curriculum depends on adequately describing the educational goals desired. Biggs views curriculum as a teaching system, ultimate goal of system is to guide students towards the desired educational goals. He advocates the alignment of individual components in the system like teaching and learning activities (TLAs) and assessment tasks (ATs). It is a hierarchical framework. <br />
-- inherits the central idea of constructivism that education is a way to train students to be a self-learner<br />
> aim: improving students’ learning outcomes through enhancing their intrinsic motivation<br />
<br />
“Students with lower cognitive skill require highly structured instructional environments than students with higher cognitive skills (Snow, 1989).”<br />
<br />
Title: '''Personalized Adaptive Learner Model in E-Learning System Using FCM and Fuzzy Inference System'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs40815-017-0309-y.pdf<br />
<br />
Relevance: Some new dimensions of adaptivity are discussed here, like automatic and dynamic detection of learning styles. This is more precise and quicker than previous ones. It is a literature-based approach in which a personalized adaptive learner model (PALM) was constructed. This proposed learner model mines learner’s navigational accesses data and finds learner’s behavioural patterns which individualize each learner and provide personalization according to their learning styles in the learning process. Fuzzy cognitive maps and fuzzy inference system, soft computing techniques, were introduced to implement PALM. Result shows that personalized adaptive e-learning system is better and promising than the non-adaptive in terms of benefits to the learners and improvement in overall learning process. Thus, providing adaptivity as per learner’s needs is an important factor for enhancing the efficiency and effectiveness of the entire learning process.<br />
<br />
Title: '''Elo-based learner modeling for the adaptive practice of facts'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs11257-016-9185-7.pdf<br />
<br />
Relevance: <br />
- computerized adaptive system for practicing factual knowledge. <br />
- widely varying degrees of prior knowledge. <br />
- modular approach: 1. an estimation of prior knowledge, 2. an estimation of current knowledge, and 3. the construction of questions. <br />
- detailed discussion of learner models for both estimation steps (1 & 2),<br />
-- a novel use of the Elo rating system for learner modeling. <br />
--- results, and variations in model and effectiveness<br />
<br />
very useful, only change the topic<br />
<br />
Titel: The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects<br />
Link: https://files.eric.ed.gov/fulltext/EJ1068797.pdf<br />
Abstract:<br />
This report begins by summarizing current applications of ideas from artificial intelligence (Al) to education. It then uses that summary to project various future applications of Al--and advanced technology in general--to education, as well as highlighting problems that will confront the wide scale implementation of these technologies in the classroom.<br />
(relevance): This report gives an example of an already thought of algebra learning AI. However the program doesn’t automatically figure the level of the student. These things are called intelligence tutoring systems (or ITS). Overall very useful article.<br />
<br />
Titel: Permutations of Control: Cognitive Considerations for Agent-Based Learning Environments<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: While there has been a significant amount of research on technical issues regarding the development of agent-based learning environments (e.g., see the special issue of Journal of Interactive Learning Research, (1999, v10(3/4)), there is less information regarding cognitive foundations for these environments. The management of control is a prime issue with agent-based computer environments given the relative independence and autonomy of the agent from other system components. This paper presents four dimensions of control that should be considered in designing agent-based learning environments: Instructural purpose, Feedback, relationship, confidence in AI.<br />
(relevance): More focussed on the cognitive foundation for Artificial intelligence environment. Interesting for the Usefulness of our ideas.<br />
<br />
Titel: Introducing the Enhanced Personal Portal Model in a Synchromodal Learning Environment<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: Study that simulated a digital classroom (by placing camera’s students etcetera)<br />
(relevance): Not really relevant for us but interesting to take notice of (perhaps also making a digital environment for our idea)<br />
<br />
Titel: Intelligence Unleashed<br />
Link: https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/innovation/Intelligence-Unleashed-Publication.pdf<br />
Abstract: this short paper has two aims in mind. The first was to explain to a non-specialist, interested reader what AIEd (Artificial Intelligence in Education) is: its goals, how it is built, and how it works. The second aim was to set out the argument for what AIEd can offer learning, both now and in the future, with an eye towards improving learning and life outcomes for all. <br />
(relevance): This is a company who does research in this topic, it works together with teachers and researchers, therefore this might come as a big <br />
<br />
Titel: Web intelligence and artificial intelligence in education.<br />
Link: https://www.researchgate.net/publication/220374721_Web_Intelligence_and_Artificial_Intelligence_in_Education<br />
Abstract: This paper surveys important aspects of Web Intelligence (WI) in the context of Artificial Intelligence in Education (AIED) research. WI explores the fundamental roles as well as practical impacts of Artificial Intelligence (AI) and advanced Information Technology (IT) on the next generation of Web-related products, systems, services, and activities.<br />
(relevance): More information on Web Intelligence and how it works together with AIED, it focusses on practical inpacts and advanced information technology, especially the first part is interesting for us.<br />
<br />
<br />
<br />
Titel: 10 roles for artificial intelligence in education<br />
Link: https://www.teachthought.com/the-future-of-learning/10-roles-for-artificial-intelligence-in-education/<br />
Abstract: This article explores 10 roles for artificial intelligence in education Being:<br />
Automate, such as grading<br />
Adapt to student needs<br />
Point out improvements<br />
Ai tutors.<br />
Helpfull feedback<br />
changes how we find and interact with inforamtion.<br />
change role of teachers<br />
trial and error less intimidating<br />
change how schools find, teach and support students<br />
AI may change where students learn, who teaches them, and how they acquire basic skills.<br />
(relevance): It can show us some new thing AI helps teachers, which we haven’t thought of yet.<br />
<br />
Titel: Exploring the impact of artificial intelligence on teaching and learning in higher education<br />
Link: https://www.researchgate.net/publication/321258756_Exploring_the_impact_of_artificial_intelligence_on_teaching_and_learning_in_higher_education<br />
Abstract: This paper explores the phenomena of the emergence of the use of artificial intelligence in teaching and learning in higher education. It investigates educational implications of emerging technologies on the way students learn and how institutions teach and evolve. Recent technological advancements and the increasing speed of adopting new technologies in higher education are explored in order to predict the future nature of higher education in a world where artificial intelligence is part of the fabric of our universities.<br />
(relevance): It shows the use of Artificial intelligence already in higher education, it might give us some learingpoints while developing our own artificial intelligence.<br />
<br />
Titel: The roles of models in Artificial Intelligence and Education research: a prospective view<br />
<br />
Link: https://telearn.archives-ouvertes.fr/hal-00190395/<br />
Abstract: In this paper I speculate on the near future of research in Artificial Intelligence and Education (AIED), on the basis of three uses of models of educational processes: models as scientific tools, models as components of educational artefacts, and models as bases for design of educational artefacts. In terms of the first role, I claim that the recent shift towards studying collaborative learning situations needs to be accompanied by an evolution of the types of theories and models that are used, beyond computational models of individual cognition. In terms of the second role, I propose that in order to integrate computer-based learning systems into schools, we need to 'open up' the curriculum to educational technology, 'open up' educational technologies to actors in educational systems and 'open up' those actors to the technology (i.e. by training them). In terms of the third role, I propose that models can be bases for design of educational technologies by providing design methodologies and system components, or by constraining the range of tools that are available for learners. In conclusion I propose that a defining characteristic of AIED research is that it is, or should be, concerned with all three roles of models, to a greater or lesser extent in each case.<br />
(relevance): It can be used to explain a model in which our artificial intelligence solution wolud be beneficial to use.<br />
<br />
Titel: Evolution and Revolution in Artificial Intelligence in Education<br />
<br />
Link: https://link.springer.com/article/10.1007/s40593-016-0110-3<br />
Abstract: The field of Artificial Intelligence in Education (AIED) has undergone significant developments over the last twenty-five years. As we reflect on our past and shape our future, we ask two main questions: What are our major strengths? And, what new opportunities lay on the horizon? We analyse 47 papers from three years in the history of the Journal of AIED (1994, 2004, and 2014) to identify the foci and typical scenarios that occupy the field of AIED.<br />
(relevance): It can give us a quick and ordered view of what research has already been done in the form of AI and where there lie some possibilities for us (written in 2016)<br />
<br />
<br />
<br />
Title: '''Towards Emotionally Aware AI Smart Classroom: Current Issues and Directions for Engineering and Education'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/8253436 <br />
<br />
Abstract: Paper about a emotionally-aware AI smart classroom which can take over the role of a teacher.<br />
<br />
<br />
Title: '''AI and education: the importance of teacher and student relations'''<br />
<br />
Link: https://link.springer.com/article/10.1007/s00146-017-0693-8 <br />
<br />
Abstract: Paper about the difference in relationship between student-teacher and student-AI<br />
<br />
<br />
Title: '''Designing educational technologies in the age of AI: A learning sciences‐driven approach'''<br />
<br />
Link: https://doi.org/10.1111/bjet.12861 <br />
<br />
Abstract: How to develop an AI algorithm based on studies about how people learn.<br />
<br />
<br />
Title: '''Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review'''<br />
<br />
Link: https://journals.sagepub.com/doi/10.3102/0034654315581420 <br />
<br />
Abstract: This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems.<br />
<br />
<br />
Title: '''Artificial Intelligence as an Effective Classroom Assistant'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/7742268 <br />
<br />
Abstract: Article about blended learning, wherein the teacher can offload some work to the AI system.<br />
<br />
<br />
Title: '''Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0747563215001120 <br />
<br />
Abstract: Review on how learning styles were integrated into adaptive e-learning systems.<br />
<br />
<br />
Title: '''Learning Computer Networks Using Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ALHLCN <br />
<br />
Abstract: This paper describes an intelligent tutoring system that helps student study computer networks.<br />
<br />
<br />
Title: '''Mathematics Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ABUMIT <br />
<br />
Abstract: Intelligent tutoring system for teaching mathematics that help students understand the basics of math and that helps a lot of students of all ages to understand the <br />
topic.<br />
<br />
<br />
Title: '''TECH8 intelligent and adaptive e-learning system: Integration into Technology and Science classrooms in lower secondary schools'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0360131514002875 <br />
<br />
Abstract: The purpose of this research is to demonstrate the design and evaluation of an adaptive, intelligent and, most important, an individualised intelligent tutoring system <br />
(ITS) based on the cognitive characteristics of the individual learner.<br />
<br />
<br />
=== Other groups with similar subject ===<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2016_3_Groep18: Elementary school. Made 4 small educational games for children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep14: Elementary school. Made a simple math game for young children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep8: High school. Made an adaptive gamified online learning system using Moodle. The goal of this group is similar to our goal, but they focused more on gamification and less in making the exercises personalized for each student. They used Moodle as an open source online learning system. The big advantage of Moodle is the wide range of plugins that already exist, so it was possible to build further upon those plugins. However creating quizzes and exercises especially mathematical expressions was difficult and time consuming. Many of the plugins they used had no documentation which made it hard to make changes.<br />
<br />
=== Currently available software ===<br />
An overview of already existing software and their limitations<br />
<br />
<br />
'''Getal & Ruimte'''<br />
*Limited number of exercises, only a digitalized version of the exercises from the book.<br />
*Does not remember previously made mistakes in questions.<br />
*Does not repeat previously incorrectly made exercises.<br />
*No hints and feedback after a question. Students must look up the answers in a digital book.<br />
<br />
<br />
'''Khan Academy'''<br />
*No specific feedback based on mistakes.<br />
*Does not remember previously made mistakes in questions.<br />
<br />
<br />
<br />
'''Wolfram Alpha Problem Generator'''<br />
*No specific feedback based on mistakes.<br />
*Does not remember previously made mistakes in questions.<br />
*No automatic problem selection, users must decide when to go to the next level.<br />
<br />
<br />
'''Mathspace'''<br />
*Does not cover all the material of high school.<br />
*Does not remember previously made mistakes in questions.<br />
<br />
<br />
'''Why is our program better?'''<br />
<br />
The software of Getal & Ruimte is specifically made for high school students, follows the structure of the book and covers all the material . However it is mostly a digitalized version of the book with some adaptiveness. The program does not repeat incorrectly made questions or common made mistakes. Newer programs like Khan Academy, Wolfram Alpha and Mathspace are smarter and are build from the beginning as an online program instead of starting from an existing book. Khan Academy has a system to decide when to go to the next level, Wolfram Alpha covers almost all the material and can give step by step solutions for all problems. Mathspace gives specific feedback and can also give feedback on intermediate steps. They all lack the possibility to repeat questions where the student had difficulty or made the same mistake.<br />
<br />
== Users, stakeholders and their requirements ==<br />
<br />
=== Primary users: high school mathematics students ===<br />
<br />
Our primary users will be high school mathematics students (or people who want to study this on their own). The subject of mathematics is a vital one for developing abstract thinking and applied in many ways in technical fields, and the skill of problem solving can be applied in many ways in life. At the same time mathematics is often considered difficult by students. For these reasons we think the subject of mathematics is where good value can be provided with our web-based AI-enhanced learning tool. Additionally, mathematics (like other hard sciences) allows for easier checking of answers than the type of language-based (short) essay answers that are required for social sciences. Vocabulary would be a suitable topic as well, however we are unaware of a shortage in German or French translators, whereas there is a shortage in engineering and in the skilled trades. Since highschool in the bridge between primary and college, that is where our program could be most valuable. The introductory test to assess the mathematics level can incorporate primary school topics, and we could offer such exercises to the slightly more mature student as well, whereas primary school children are less self-directed. <br />
<br />
By estimating the current level of understanding and the learning style (speed, etc.) of the individual student, we can offer a tailored learning experience that will help the student get quick feedback (and hopefully more positive results), which will help with building confidence in tackling (new) mathematics problems and might even make the subject more enjoyable. <br />
Using students to beta-test our program will be a useful way to interact with these users, since they might be less able to communicate exactly what it that is lacking in their mathematics course. The proof of the pudding is in the eating, measuring success and especially engagement over time will show how well our program works. Once the students have an actual product to work with they might give valuable feedback on why they kept using it, or why they stopped using it. Of course here we need to take into account that some students might have learning difficulties that need more direct coaching or are just plainly uninterested in improving their lack of mathematical skill. Our program might help some of these kinds of students, but assuming it will be the mathematics panacea is unwise. We aim to get a prototype early b-test with students done at the end of the project. <br />
<br />
- HAVO/VWO!<br />
<br />
=== Primary users: high school mathematics teachers ===<br />
<br />
Other primary users will be high school mathematics teachers. Students can of course start using the web-program on their own, but if high school teachers find it valuable enough to recommend it to students, that could be a good sign. Of course we will have to consider their biases in didactics and their general mindset in terms of improving education (for some it might be lacking). Nevertheless, their impact can be useful, by for instance finding out what in their experience are the main difficulties students have, and trying to adapt for those thing in our program (content-wise, but also in terms of engagement). We will form a focus group of a few of these teachers to make qualitatitve study on the difficulties of teaching mathematics. Their input will be used to determine the direction and attributes of our prototype. Later on we might get them to evaluate it (in combination with a beta-test on students?). <br />
<br />
=== Secundairy users: Headmasters ===<br />
<br />
Headmasters are stakeholders, since they have a say in the way mathematics is taught in their school. Financial cost will be always be in the back of their minds, and as such they will critically assess the performance, robustness and scalability of the program. But, they are clearly concerned about the rates at which students progress through key-courses like mathematics (in the Netherlands it has certain higher requirements than some other courses in terms of passing classes and graduating). If our program can help with that, this is an opportunity. Maybe, our program’s introductory test can be used as the intro-test for new students, and the program can help bridging the gap (the school may decide to used other ways to help these students as well). Depending on the school the headmasters may also have didactical views that are key to the identity of the school that may or may not match with what we decide to use in our program. Given the diversity in education-land, this simply means there will always be some less enthusiastic headmasters with respect to adopting our program. It could be tempting to go with the majority, but we have to independently assess whether the majority is correct, maybe the majority view is related to the problems in teaching mathematics. <br />
<br />
=== Tertiary users / stakeholders ===<br />
<br />
==== Ministry of Education ====<br />
<br />
At a more distant level the ministry of education has similar concerns as the headmasters in terms of money spend and passing rates, but they also bound to more ideological/didactic points of view that are determined by the parliament and the current minister, tough on the other hand the bureaucracy itself might also have a mainstream point of view that is somewhat different. These views will somewhat affect the chances of our program ultimately getting adopted in individual school, if for instance certain funding is allocated to, or withdrawn from, computer-based mathemathics/learning aids – with certain requirements, etc. However, the ministry does not determine for the school what teaching aids they must use in particular. <br />
<br />
==== (Technical) Universities / STEM departments ====<br />
<br />
Technical universities and STEM departments at others have two stakes, one is a higher level of mathematics ability of incoming students, since it is the basis on which many majors (if not all) depend. This could save money in terms of additional efforts, and can bring in more money (if students progress/graduate quicker). Secondly, the more engaging mathematics program we aim to develop might induce more student to choose to go to a technical university or a STEM major instead of a alpha or gamma major. <br />
<br />
==== (Tech) companies ====<br />
<br />
Given the lack of workers in the skilled trades and in engineering, technical companies have a clear stake in students being better in (applied) mathematical problems solving. And such skills can in fact be useful in many jobs, so companies in general might benefit, although it might sound less interesting than clean-desk or scrum or feng shui.<br />
<br />
== Approach/milestones/deliverables ==<br />
We will start with some up front research, we will make some sort about didactics and how to apply this in our webpage we want to create.<br />
While doing research about these topics we will start working on our webpage. We are planning to build some sort of web page or program. This artifact will have some sort of artificial intelligence which keeps track of the level of skill of the student and gives exercises matching the skill level of the student.<br />
After being done with the research about didactics. We will lay the proposal of our artifact in front of several high school teachers. We want to have their input, as the artifact is build for there purpose. We then apply the given advise in our artifact.<br />
Lastly we plan to test our improved application for use, we will go to the same (or other) high school teachers and ask if we can test them in their classes. We then come up with a conclusion and finish the research.<br />
<br />
Our milestones will be the finish of our research, the alpha version of our application, then the comments of the teachers, then the beta version of our application. The findings of the test subject and finally the final version.<br />
<br />
Our deliverables will be a research about the current software and possible use of AI in education, the findings we got from talking to teachers, the test results found when testing on students and finally our artifact, described on this wiki. Furthermore, we deliver a presentation on our project. (Note: we ended up not using artificial intelligence for our project, it was the direction we decided to study in the first week).<br />
<br />
== Requirements ==<br />
*Gives students individualized support such as hints, feedback, and problem selection<br />
**Hints and feedback based on the learning style of the student (Felder and Silverman model)<br />
**Recognizes common mistakes and gives explanation if those mistakes are made multiple times<br />
**Repeat previously incorrectly made questions<br />
*Simple, intuitive and motivating user interface<br />
**Consistensy across all pages<br />
**No distractive elements<br />
*Motivates students to make exercises<br />
**Shows progress of different modules<br />
**Level of the exercises matches the level of the student<br />
*Collaborative learning<br />
**Students can help each other with exercises<br />
**Competitive gamification<br />
<br />
<br />
Using an adapting collabrative learning system can help students learning the subject and also motivate students<ref>Walker, E., Rummel, N. & Koedinger, K.R. Int J Artif Intell Educ (2014) 24: 33. https://doi.org/10.1007/s40593-013-0001-9</ref>.<br />
<br />
Questions and feedback can be personalised for every students learning style by using the Felder and Silverman model<ref>Felder and Silverman, [https://www.engr.ncsu.edu/wp-content/uploads/drive/1QP6kBI1iQmpQbTXL-08HSl0PwJ5BYnZW/1988-LS-plus-note.pdf "LEARNING AND TEACHING STYLES IN ENGINEERING EDUCATION"], 1988.</ref>. This model describes four learning categories where each category is characterized by two opposite attributes. The Felder and Silverman’s main four categories are the following:<br />
*Sensing versus Intuitive<br />
*Visual versus Verbal <br />
*Active versus Reflective<br />
*Sequential versus Global<br />
<br />
Course satisfaction has a significant effect on performance but performance does not have a strong positive effect on course satisfaction. Previous online learning experience influences self-regulated learning directly. <ref>Chih-Hsuan Wang, David M. Shannon & Margaret E. Ross (2013) Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning, Distance Education, 34:3, 302-323, https://doi.org/10.1080/01587919.2013.835779</ref><br />
<br />
Motivation and emotion significantly influence student learning experiences, including achievement, satisfaction, and passing vs. nonpassing; whereas the use of learning strategies did not.<ref>Moon-Heum Cho & Michele L. Heron (2015) Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course, Distance Education, 36:1, 80-99, https://doi.org/10.1080/01587919.2015.1019963</ref><br />
== Concept ==<br />
<br />
=== Hierarchy of mathematics modules ===<br />
<br />
In the figure below is a sketch of what the structure of the program can look like. The modules might be related more complexely, this we need to assess. Modules can have sub-modules. The number of exercises is one key aspect in attuning to the individual learner. <br />
<br />
[[File:Hierarchy_AI_learning.png]]<br />
<br />
=== Didactics of mathematics === <br />
<br />
==== Desk study: Getal en Ruimte studybook ====<br />
To orient ourselves into the well-established mainstream didactic methodology, we ordered a book from the most used mathematics book-serie in the Netherlands: "Getal and Ruimte". We ordered the first book for VWO 3, since we considered that the to be an interesting class, the one before the choice for the alpha (maatschappij) or beta (wetenschap) direction is made. We decided to focus on the material of the first chapter, since our project ran during the beginning of the school year. This choice would allow us to let some students in that year try our software at the end of the project, to get some user-feedback. The topic of linear equation also lends itself to our purposes, since we do not intent to recreate Wolfram Mathematics-like problem solving tools, but instead we wanted to focus on the development of an adaptive learning program, with mathematics as the subject. <br />
<br />
==== Qualitative study: focus group ====<br />
<br />
In order to understand the problems with teaching highschool math, a focus study will be held with a few teachers. This qualitative approach will give us valuable in-depth knowlegde on the praxis of the didactics of mathematics. In this short time period it is more useful than a small questionnaire with generally even fewer responses. In a focus group the partipants can all add to the discussion, react to each other, and the interviewer can ask more suitable follow-up questions. <br />
<br />
===== The invitation mail =====<br />
On thursday the 12th the following mail was send to 17 secondary HAVO/VWO schools in Eindhoven and area.<br />
<br />
"Uitnodiging focusgroep voor wiskunde software<br />
<br />
Wij zijn een groepje van drie derdejaars bachelor-studenten op de Technische Universiteit van Eindhoven die graag in contact zouden komen met HAVO/VWO wiskunde leraren voor het ontwikkelen van een online wiskunde hulpmiddel. Wij zijn bezig met een project van twee maanden, waarbij de wensen van gebruikers van technologie centraal staan.<br />
<br />
<br />
Door middel van een groepsgesprek van ongeveer een uur met enkele wiskundedocenten willen wij bespreken welke problemen zij ervaren in de les en op welke manier individu-gerichte software hen daarbij zou kunnen helpen. Voor dit gesprek komen wij graag naar uw school. <br />
<br />
<br />
Met de hulp van deze focusgroep zal het doel van ons prototype worden bepaald. In overleg met de school zouden wij dit prototype enkele weken later (kort) willen laten testen door leerlingen. <br />
<br />
Graag horen wij of een of meerdere wiskunde docenten op uw school interesse hebben in dit gesprek! <br />
<br />
<br />
Met vriendelijke groet,<br />
<br />
Peter Visser,<br />
mede namens Tom Verberk en Ruben Haakman"<br />
<br />
===== Responses =====<br />
From four schools (Eckart college, Were Di college, Carolus Borromeus college and Stedelijk college) we have received positive reactions, all with groups of two or more teachers. Due to their full agenda's and time-constraints, we decided it would be easier to have seperate focus-group conversations at each school. In this way the different didactic methods of the schools can be discussed more in depth as well. We could use results from earlier talks in later talks to have some (one-way) feedback between teachers. Two more school reacted, only to indicate that they did not have time, though they found the project interesting. In the case of no positive reactions, these schools would have been called, to follow up on the mail. However, given the positive reactions, this was not necessary. <br />
<br />
Due to some delay between mails, and the busy schedules of the teachers, the two interviews that materialised were held on the 30th of September (4 teachers, Eckart college) and the 1st of October (2 teachers, Were Di college). The contact with Carolus Borromeus took much longer to react, and eventually did not react, so sadly this option had to be removed from our focusgroup. The fourth school reacted only in the second-to-last week of our project, and any feedback from this meeting (likely to occur even later) would not be useful in our prototype-development.<br />
<br />
===== Preparation =====<br />
<br />
A question list has been prepared, with possible follow up aspects, to guide the discussion of the teachers in the focusgroup, and to try to optimize useful information for our design choices. The points will not be checked off like an interview, but are a guide for the discussion. The concept of quantitative studies, and specifically the focus group (or group discussion) format has been studied with the help of a basic textbook (An Introduction to Qualitative Research: Learning in the Field - Rossman & Rallis). The question-points, and sub-points, are shown below, in Dutch, since the subjects and interviewer are Dutch, and this will improve the quality of the discussion. First the interviewer will shortly introduce himself and explain the project and the goal of the discussion. <br />
<br />
Note: Due to the relatively slow process of setting up meetings, due to slow mail-contact and full teacher agenda's) the interviews happened later in our project that we had envisioned. For this reason the nature of the interview changed somewhat. The initial questionlist was still used, but relatively less time was spend on these questions, and that time was used to ask more specific question about the design-decision we had already made (in order to progress in our limited-time project). These questions naturally fitted after the initial questions. <br />
<br />
1. korte introductie van elke docent: opleiding, ervaring (jaren, klassen, niveaus)<br />
<br />
2. didactische methode van school: boek, lesgeven, hulpmiddelen<br />
- pluspunten<br />
- verbeterpunten<br />
<br />
3. individuele methoden van docenten<br />
<br />
4. problemen met wiskunde-overbrengen? <br />
<br> - wat ter tafel komt!<br />
<br>- concentratie? <br />
<br>- hoofdrekenen vs rekenmachine?<br />
<br>- hoeveelheid oefenen (buiten de les)?<br />
<br> - verschillen tussen leerlingen?<br />
<br />
5. Op welke manier probeert men deze problemen het hoofd te bieden, wat werkt wel en niet?<br />
<br />
6. Op welke manier zou een (online) individueel-adaptief programma hieraan kunnen bijdragen?<br />
<br />
7. Wat is jullie ideale voorstelling van zo’n dergelijke programma?<br />
<br />
8. specifieke vragen over doelstelling programma <br />
<br>-- diagnostische toets<br />
<br>-- goede leerlingen: verder werken<br />
<br>-- zwakke leerlingen: extra oefenen<br />
<br>-- vervangen van deel van oefenen met boek<br />
<br>-- klassikaal toetsen (meteen oefenen van hoofdrekenen?)<br />
<br>-- helemaal zelfstandig<br />
<br>-- Herhalen van de theorie in het programma, of juist focus op oefenen?<br />
<br />
9. Manieren om studenten 'engaged' te houden (over langere tijd)?<br />
<br />
10. Het idee van deel-hints voor het helpen oplossen van een probleem (ipv simpelweg het antwoord of de hele uitwerking)?<br />
<br />
11. Gedurende het jaar toetsen over stof van voorgaande hoofdstukken om kennis couranter te houden?<br />
<br />
12. Vooral focus op studenten die meer oefening nodig hebben?<br />
<br />
13. functie: extra oefenmateriaal, op termijn vervanging van de opdrachten in het boek, maar theorieboek en uitleg van docent blijven nodig?<br />
<br />
14. Verdere aspecten die ter tafel komen.<br />
<br />
===== Results =====<br />
<br />
Both interviews were recorded, in order for the interviewer to focus on the conversation instead of note-taking, and also for the ease of listening back to certain parts that afterwards seemed bussy with talk. For the ease of this report, these recordings have been summarised below, with a focus on distilling the general feedback on functionality and requirements. <br />
<br />
''Eckart college (Eindhoven)'': <br />
<br />
Over het algemeen waren de 4 docenten te spreken over het idee.<br />
Ze hebben al wel een soort software, maar zonder hints, en ze moeten zelf de opdrachten inprogrammeren. Ze gebruiken dat niet echt kreeg ik de indruk.<br />
Hoofdrekenen vonden ze niet echt een probleem, omdat ze in de les de rekenmachines niet laten gebruiken, dus leerlingen ontwikkelen de vaardigheid op deze manier al.<br />
Het idee van hints waren ze erg over te spreken, als verbetering op een antwoordboekje (of de hele uitwerking).<br />
Ook het idee dat ze een beter diagnose middel hebben met deze software sprak ze aan. Verder vonden ze het vooral interessant als aanvulling op de les, en (deelse) vervanging van de opdrachten uit het boek. <br />
<br />
Voor de verschillende niveau’s en jaren de problemen nogal verschillend. Specifiek voor VWO 3 speelt dat er een tweedeling is tussen wie waarschijnlijk wiskunde a en wie waarschijnlijk wiskunde b gaan doen. De ene groep heeft meer uitleg nodig, en herhaling van de simplere opdrachten, de andere groep heeft dingen eerder door (en door verveling kunnen die lastig zijn in de les).<br />
<br />
Daarom willen de docenten ook een toepassing voor die betere leerlingen, niet per sé ‘extra’ werk, maar vervangende opdrachten, die interessanter zijn, o.i.d. (Dit hadden we zelf ook bedacht, maar valt dus buiten ons prototype).<br />
<br />
Een andere tip is dat leerlingen de mogelijkheid moeten hebben om een opdracht (of opdrachtsoort) op te slaan, om die vervolgens dan makkelijk te kunnen laten zien aan de docent in de les.<br />
<br />
Verder vonden de docenten het ook een goed idee als leerlingen elkaar (online) kunnen helpen met een opdracht, en daar dan misschien iets van punten voor kunnen krijgen. (Dit lijkt me buiten het prototype vallen, maar kunnen we meenemen in de verbeterpunten)<br />
<br />
Ook nog een tip dat we het goed moeten opdelen in blokjes, zodat het niet te lang duurt, en ervoor moeten zorgen dat leerlingen kunnen zien hoe ver ze zijn, bijv. Een progressie-balkje. <br />
<br />
Een docent wilde ook een soort vragenuurtje organiseren buiten de les, waar leerlingen dan vragen over de software kunnen stellen. De andere drie waren hier niet enthousiast over. Die vinden dat de software vooral moet dienen om de leerling te helpen richting zelfstandig leren te werken. Hetzelfde geld voor mailtjes over vragen in de software.<br />
<br />
Wel vonden ze dat er een feedback middel moet zijn om technische problemen met de software of opdrachten te kunnen aangeven. <br />
<br />
Voor de prototype test zijn er twee docenten met een vwo3 klas. Ze zitten tussen een vakantie en een toetsweek, dus hebben geen tijd om in begin van week 43 het prototype in de klas te proberen. Wel vonden het een goed idee om (nadat ze het zelf hebben bekeken) een link door te sturen. Omdat de toets over hoofdstukken 1 en 2 gaat, is qua prototype vooral handig voor de leerlingen (en dus voor user-feedback) als de invulling voor hoofdstuk 1 dat wij hebben gekozen, vooral een soort uitgebreide diagnostische toets is. De uitbereiding is dan qua het soort vragen, en qua herhaling van vragen bij foute (of pas na hints opgeloste) vragen. <br />
<br />
Verder moeten ipv inlognaam ‘nicknaam’ gebruiken, ipv met privacy van leerlingen die vaak onder de 16 jaar oud zijn. Een vraag over klas of docent zou volgens hen wel kunnen, om het uit elkaar te houden, en omdat dit niet individueel te traceren is. <br />
<br />
Een goede vraag was ook of we wel het huidige aanbod in de markt hebben bestudeerd. Dat is denk ik iets wat wel in de presentatie en/of wiki moet bespreken. <br />
<br />
''Were Di college (Valkenswaard)'':<br />
<br />
Over het algemeen waren de 2 docenten te spreken over het idee.<br />
Ze hebben ook al wel een soort software, maar zonder hints, en ze moeten zelf de opdrachten inprogrammeren. Ze gebruiken dat niet echt kreeg ik de indruk.<br />
Hoofdrekenen vonden ze wel echt een probleem, als onderdeel van een algemeen gebrek aan rekenvaardigheden, als ze van de basisschool afkomen. Hiervoor kan het idee van diagnostische toets voor nieuwe leerlingen dus handig zijn, zodat men sneller en gerichter kan inspringen op gaten in deze vaardigheden. Ook diagnose voor nieuwe klassen (voor een docent nieuw) vonden ze een goed idee. <br />
<br />
Het idee van hints waren ze erg over te spreken, als verbetering op een antwoordboekje (of de hele uitwerking).<br />
Verder vonden ze het vooral interessant als aanvulling op de les, en (deelse) vervanging van de opdrachten uit het boek. <br />
<br />
Daarom willen de docenten ook een toepassing voor die betere leerlingen, niet per sé ‘extra’ werk, maar vervangende opdrachten, die interessanter zijn, o.i.d. (Dit hadden we zelf ook bedacht, maar valt dus buiten ons prototype). Probleem hierbij is hoe groot het de verschillen worden, en in hoeverre één les dan nog toereikend is voor de grote verschillen. <br />
<br />
Het idee om een opdracht (of opdrachtsoort) op te slaan, om die vervolgens dan makkelijk te kunnen laten zien aan de docent in de les, vonden ze erg handig.<br />
<br />
Ook nog een tip dat we het goed moeten opdelen in blokjes, zodat het niet te lang duurt, en ervoor moeten zorgen dat leerlingen kunnen zien hoe ver ze zijn, bijv. Een progressie-balkje. Volgens de docenten zou dit soort ‘gamification’ (er een spelletje van maken) het vooral voor jongens interessanter kunnen maken. <br />
<br />
De docenten hebben allebei niet vwo3 als klas, en op deze school is er binnenkort geen toets over hoofdstuk 1 + 2. Dus hier is het test-idee voor de andere school niet zo nuttig. Wel kunnen we de link van het programma doorsturen aan de ene docent, die het dan wil doorgeven aan de betreffende docenten, maar ik denk dat we hier niet veel van moeten verwachten, omdat het voor de leerlingen dan puur herhalen is zonder ‘noodzaak’ zoals een toets…<br />
<br />
Ook hier was een goede vraag of we wel het huidige aanbod in de markt hebben bestudeerd. Dat is denk ik iets wat wel in de presentatie en/of wiki moet bespreken. Maar zelf hadden ze nog niet van dit soort software gehoord.<br />
<br />
===== Discussion and implementation =====<br />
<br />
The importance of the following requirements has been affirmed with the help of the focusgroup:<br />
<br>- exercise practice tool (as opposed to theory-laden)<br />
<br>- use contextual hints to help students learn (compared to merely showing the answer or the whole derivation)<br />
<br>- repeat exercises until the student has solved a few without hints<br />
<br>- show progress to students<br />
<br>- the diagnostic functionality for teachers: student performance overview and details<br />
<br>- for later: exercises for the faster students so they can use their time in highschool worthwhile <br />
<br />
The following requirements have been added with the help of te focusgroup:<br />
<br>- easy to use for teachers (an end-product, no need to program in questions, etc.)<br />
<br>- use nicknames instead of 'name' with respect to privacy of students under 16.<br />
<br>- keep the (sub)modules short enough, so that student can complete one in a timespan that fits their concentration-arc<br />
<br>- ability to save an exercise, in order to discuss it with students<br />
<br>- feedback option, so students can report problems to the developers<br />
<br>- later on: possibility to discuss problems on an online platform ?<br />
<br />
== Design choices ==<br />
<br />
=== Homework-support tool ===<br />
After studying the didactic articles, the Getal & Ruimte book, and the focusgroup discussions, we decided that our mathematics software would be a homework-support tool, or an assisted homework tool, instead of a full-fledged independent studies program. The main problem for students is that they need to spend enough time on their homework, not that the teachers are doing a very bad job in explaining the theory, or that the book does not explain the theory that well. Doing it better than the current school would require a breakthrough on didactics on our part, which has not much to do with software, and more with philosophy and psychology. <br />
<br />
The reality of current students is that they have two tools for understanding the theory (teacher and book), but that they have but one real tool for making homework, which is checking if their answer is correct (or figuring out why that answer is correct). Or asking the teacher in the next lesson, but students seem to do this very little, they write question marks in their notebooks, but then just skip to the next question, according to the teachers we spoke with. Of course, teachers would be unable to answer all such question marks in limited classroom time. For this reason helping students make their homework with software is our chosen goal of this project. <br />
=== New software ===<br />
Based on our review of current software, we decided that implementing our ideas about adaptive learning required new software, where we could easily manage users, and add functionalities in the programming language, Python, we (to a greater or lesser extent) had experience in. Furthermore Python is a much used language, with extensive documentation and importable modules such as SciPy.<br />
=== Topic ===<br />
For the prototype we wanted to choose one chapter. We decided that an interesting group would be VWO3, since those students face the choice to go into the beta or the alpha direction (with their respective math-levels), and if successful the possibility to recruit more people into the beta-sciences, perhaps even prospective Tue students. In order to test the prototype with the student of teachers we interviewed, we decided that we would pick the first chapter of the book, linear equations. We bought this book to study the widely accepted didactic method ‘Getal & Ruimte’ as an example and stepping stone.<br />
=== Adaptive hints ===<br />
One main aspect of our concept of adaptive learning is adaptive hints, so that based on the errors of students they can choose to get a tip on how to solve the type of problem. This instead of either looking up the answer, or looking up the fully worked out solution. Especially for students who have difficulties with math, ‘reverse-engineering’ the method to get to the right answer might not be the best way to learn mathematics, and seeing the whole solution does not teach one to think through problems. In our software we want to give them a hint, and let them redo a similar question (with different numbers), this can happen with multiple errors in a row, from fundamental, to making a mistake with a minus sign in the final answer. This is an attempt to automatize the kind of ‘activating’ tips that (good) teachers or homework-tutors tend to give. <br />
Another way we give adaptive hints is by giving a student an indication if he has made a particular type of error multiple times, this will help him to understand what the mistake is, and we can suggest to look up the theory in book, or to ask this question to the teacher in the next class. This is meant as a fail-safe, but also implemented in an activating way. <br />
=== Adaptive repetition ===<br />
Another key aspect of adaptive learning is adaptive repetition. We decided to give this two forms. The first way is on the level of questions (question-types, really). In order to make sure the students has understood the particular solution strategy for a question type, we aim to make the student give a correct answer three times. This means that the repetition for a student depends on how well they make exercises, if they get it right from the start, and work diligently, they can move on after 3 questions of one type. However, the more students struggles with applying concepts, or with working problems out consistently, the more repetition the student will get. This works somewhat similar to the book, which often has subquestions that are similar. The faster students can usually skip half of them, whereas the students who struggle might need all of them.<br />
<br />
Another form of adaptive repetition is our idea to make the size diagnostic test depend on how well a student has done in that module, with a basic minimum. Furthermore, our idea is to also use the program to repeat exercises from previous module(s) during the final testing of the next module, so that the various topics in a year stay somewhat familiar, which is useful for follow-up chapters (in the same or a next year). This repetition can also depend on how well students did a particular module, maybe depend also a grades of school tests, and perhaps on how well a student generally seems to retain knowledge over longer periods. These latter repetition forms go beyond our the scope of our prototype. <br />
=== Progress, but not score ===<br />
We decided that students would not get a score for how many good or bad answers they gave, since the aim is to foster learning, not grading. We want to indicate how many good answers they have given on a particular question, when they are working on it, so that they know when they could go to the next question-type. Furthermore we can indicate how many question-types there are in a module, and where they are in that regard. A percentage would not work well, since that will change depending on each good and wrong answer. <br />
=== Teacher overview ===<br />
We decided that teachers would be helped by a overall overview of the performance of students, so they can see how many questions each students has attempted, and how often they made errors. They can quickly see which students have not done anything, and which ones are struggling and which ones are doing very well. This is something teachers like to have, especially in the beginning of a school year, but also to track changes in terms of effort. Furthermore we could make an overview for each question, and which ones seemed most difficult for the students.<br />
<br />
== Question-types ==<br />
<br />
== Technical aspects ==<br />
<br />
In this part of the wiki the technical aspects of our application will be explained. First the foundations of our application will be discussed, next the database structure of the application will be discussed, thereafter the layout of the web page will be discussed. Following that specific methods used in the code will be viewed in more detail and explained in a clear and structured manner, lastly the interface of the application will be discussed.<br />
<br />
=== Foundation === <br />
<br />
Most of our application is programmed using Python 3.0. As a web framework we used Django: an free and open source web application written in python. A framework is nothing more than a collection of modules that make development easier.The official project site describes Django as "a high-level Python Web framework that encourages rapid development and clean, pragmatic design. [LINK TO SITE]. For the interface we used a application wide CSS template. <br><br><br />
<br />
The main application can be split into 3 parts: Login module, Question module and Teacher module. <br><br><br />
<br />
Login Module: <br><br />
The login module consists of the actual login mechanism, This includes an register form, a login form, a landing page (page where you "land" when you enter the url) and a home page. <br><br><br />
<br />
Question module: <br><br />
The queston module consists of 2 main parts. The General Question part and the actual question part. The General question part mainly contains method that are used for all modules in general, or are related to routing. (E.G. the select current module module). The actual question part is related to the individual questions. <br><br />
The genaral questions part contains: current module section, select module section. <br><br />
The actual question part contains: All the seperate questions, answer pages to all the questions and the "answer next question" part. <br><br><br />
<br />
Teacher module: <br><br />
The teacher module consist of all the teacher functionality. This includes an teacher verification question and the student overview, once the teacher is verified. <br><br><br />
<br />
=== Database ===<br />
<br />
An sqlLite database was used to manage our data. To manage the data in the best way possible and without keeping unused data we choose the following database tables in our database<br />
<br />
==== Customuser ====<br />
Customuser is the standard User database table python has, only it is adjusted to serve us the way we want it. We added 3 extra values untop of the values that were standard. The standard data is given in italics, our new data is given in bold, in brackets the type of data is given. All the data that is in the Customuser table is: <br><br><br />
''Id''(integer): The Id that is given to a user. <br><br />
''password''(varchar(128)): The password filled in by the user. <br><br />
''last_login''(datatime): The last time the user has logged in (NULL if user has not logged in). <br><br />
''is_superuser''(bool): If a user is able to access all pages (Not used in our website). <br><br />
''username''(varchar(150)): The username the user filled in. <br><br />
''first_name''(varchar(30)): The first name of the user (not used in our application due to privacy reasons, our focusgroup suggested this change for us). <br><br />
''last_name''(varchar(150)): The last name of the user (also not used). <br><br />
''email''(varchar(254)): The email of the user, filled in during sign up. <br><br />
''is_staff''(boolean): To denote if some user is part of the development staff, not used in our application (this will allow the user to access all the admin functionality, which is not something we want teachers to be able to do. <br><br />
''is_active''(boolean): To denote if someone is active, this is checked based on the lastlogin time. <br><br />
''date_joined''(datetime): The date and time the user has signed up an account. <br><br />
'''general intelligence'''(integer): The intelligence modifier we keep track of to determine how smart someone is. <br><br />
'''isTeacher'''(boolean): Boolean that states if a user is a teacher. <br><br><br />
<br />
==== Module ====<br />
The Module table is a simple auxilerary table to make sure some data about the modules is contained. The data in the module database has to be changed via some sort of database inserter or management program. We did this beforehand, adding some modules to the database. <br><br />
'''id'''(integer): The id that is given to a certain module. <br><br />
'''title'''(varchar(200)): The title of an given module. <br><br />
'''text'''(text): Some text explaining what the module is about. EG if a module contains quadratic formulas with 2 variables, the text for that module will be this. <br><br><br />
<br />
==== module_user ====<br />
The module_user table is where most of the actions in our database take place. It is the main factor that connects the users to the modules. Every time somebody changes something in the database (except adding teacher or signing up). This table will be selected. As said this table connects the users to the modules, it does this in such a way that it keeps track of how many questions a student has correct, wrong etc. It changes the intelligence of the student of this module to better simulate how smart a student is. The table with its values looks as follows: <br><br />
'''id'''(integer): The ID of the combination such that it is easy to find. This ID is an unique value and is automaticly assigned by the database upon creating such an module_user entry.<br />
'''currentModule'''(integer): To denote if the user is currently active in this module. The decision to make this an integer value and not a simple boolean value is because in this way we can keep track of which question of the module the user is working on and not just the module in general.<br />
'''amountCorrect'''(integer): The total amount of questions the user has correct in the current module.<br />
'''amountWrong'''(integer):<br />
'''amountHints'''(integer):<br />
'''moduleScore'''(integer):<br />
'''mistake1'''(integer):<br />
'''mistake2'''(integer):<br />
'''mistake3'''(integer):<br />
'''mistake4'''(integer):<br />
'''mistake5'''(integer):<br />
'''currentQuestionHints'''(integer):<br />
'''currentQuestionCorrect'''(integer):<br />
'''module_id'''(integer)(ForeignKey):<br />
'''user_id'''(integer)(ForeignKey):<br />
<br />
=== Layout === <br />
<br />
In this section of the wiki the layout of our application will be discussed. This is done by giving a brief explanation of the web page and the different functionalities it has<br />
<br />
==== Landing page ====<br />
[[File:Landingpage.png|360px|thumb|right|Landing page]]<br />
The landing page is the page where you “land” when entering the given URL. From this page you can either login or sign up as a new account. <br> <br><br />
<br />
Functionalities: <br><br />
''Log In Button'': This button will redirect you to the login page. <br><br />
''Schrijf in Button'': This button will redirect you to the sign up page. <br><br><br />
<br />
==== Singup page ====<br />
The sign up page is the page where you make a new account. You do this by filling in the given form, upon filling in the form in the correct way the website will create an new account for this user. This includes an entry in the ‘’’Customuser’’’ table discussed in the previous section and multiple entries in the ‘’modules_user’’’ table discussed in the previous section one for each module. <br><br><br />
<br />
Functionalities: <br><br />
''username Field'': This field the user has to fill in the username, this username cannot exist in the database yet. There are no further restriction for the username, all given restrictions are given on the web page.<br><br />
''Email Adress Field'': This field the user has to fill in his/her emailadress. The box checks if the email addres can be an existing emailadress. (It checks if there is an example@example.example structure).<br><br />
''Pasword Field'': The user has to fill in his/her password. The password box checks if the requirements to the password given at the page are met. <br><br />
''Repeat password field'': The user has te repeat their password. Such that he will not have accidentely made an type. The page checks if the password was the same as before. <br><br />
'' Signup button'': When pressing the signup button. The webpage will start the signup procedure once all the above checks give a positive result. The webpage will then redirect the user to the landing page where the user can login. <br><br />
'' Login button'': This button will redirect to the login page. It is a simple shortcut for the user to take if it turns out he already had an account.<br />
<br />
==== Login page ====<br />
[[File:Loginpage.png|360px|thumb|right|Login page]]<br />
The loginpage is the page where you login as an user if you already have an account. If the username and password are incorrect the website will give an general error, this means that there is for the website no difference in having a wrong username or having a wrong password. <br> <br><br />
<br />
Functionalities: <br><br />
''Username field'': This field the user has to fill in the username with whom they have an account on the website. <br><br />
''Password field'': This field the user has to fill in the corresponding password. <br><br />
<br />
==== Main functionalities once logged in ====<br />
Once you have logged in as a user you can use the menubar at the top of your screen. This menubar is available at all the pages listed below. The buttons discussed in this subsection will therefore be available but not be discussed during the explanations of the pages that follow. <br><br><br />
<br />
Functionalities: <br><br />
''Home button'': This button redirects to the home page. <br><br />
''Hoofdstukken button'': This button redirects to the module overview page. <br><br />
''Uitloggen button'': This button will log the user out and redirect the user to the landing page. <br><br />
<br />
==== home page ====<br />
[[File:Homepage2019.png|360px|thumb|right|Home page]]<br />
The home page is the page where the user lands when he has filled in the correct username and password. From here on he can access the different possibilities our application has to offer. <br><br><br />
<br />
Functionalities: <br><br />
''Huidige module button'': This button redirects to the current module the user is working on as explained in the “module_user” table section of the database. <br><br />
''Module overzicht button'': This button redirects to the module overview page. <br><br />
''Leraren button'': This button redirects to the teacher page when the user is not a teacher (discussed in user table of database) and redirects to the “confirmed teacher” page when the user is a teacher.<br />
<br />
==== module overview ====<br />
From the module overview page users can pick specific modules they want to study a bit more. They can also look ahead of what is to come. <br><br><br />
<br />
Functionalities: <br><br />
''Specific chapter button'': Each button on this page will redirect to a question with a specific question. Within a specific module the user can select the question they want to answer.<br />
<br />
==== Question view ====<br />
[[File:Quesion1.png|360px|thumb|right|First question]]<br />
<br />
When answering a certain question the user will always first land on the question view page. On this page a question is shown with (1 or 2) number boxes where answers should be filled in. The user can then request a new question. Or check if their answer is correct. <br><br><br />
<br />
Functionalities: <br><br />
''Field 1'': The first answerfield where the user should fill in the correct answer. <br><br />
''Field 2'': The second answerfield where the user should also fill in the correct answer. <br><br />
''Nieuwe vraag button'': This button will refresh the page, meaning that the same kind of question will be asked with different variables. <br><br />
''Controleer button'': The answer to the question will be checked and the user will be redirected to the Question Answer page.<br />
<br />
==== Question Answer ====<br />
[[File:Answer.png|360px|thumb|right|Answer page]]<br />
This is the page where the user will be redirected when he has answered a question. For the sake of explanation the user has answered the question wrongly, but has already answered the same question correct the number of times in which he is able to advance to the next question. By assuming this we will see the full functionality of this page. <br><br><br />
<br />
Functionalities: <br><br />
''Question answer and your answer text”: The page will display the question, your answer and the correct answer, this way you can see where you went wrong. When you have answered the question correct only your answer will be shown. <br><br />
''Bekijk een hint button'': When pressing this button the page will explain the mistake you made. This can be used to do the question correct next time. IF you answered the question correct, this button will not be displayed. <br><br />
''multiple same mistake text'': The page will display a warning to you if you have made the same mistake multiple times. It will ask you to ask the teacher to explain this to you, since you clearly did not understand it. This will only show up when you made the same mistake multiple times. <br><br />
''Doe deze vraag opnieuw button'': This button will ask you the same kind of question again. Meaning this question will be asked again with different variables. <br><br />
''volgende vraag button'': This button will redirect you to the next question. You are only able to press this button once you have reached a certain treshhold (This will be discussed in the NextQuestion Method).<br />
<br />
==== Teacher (not confirmed) ====<br />
[[File:TeacherOverview.png|360px|thumb|right|Teacher overview]]<br />
The teacher page is a page where users will find themselves when they press the teacher button when they are not a teacher. Once they are on this page the only thing they can do is fill in the teacher password. If they have done this they will be made a teacher and can access all the teacher possibilities. <br><br><br />
<br />
Funtionalities: <br><br />
''password field'': This is where the user fills in the teacher password. <br><br />
''controleer button'': This button will check if the filled in password is correct. If the password is incorrect the page will be reloaded and there will not be a change made. If the password was correct the user will be redirected to the confirm teacher page and the user will be made a teacher in the databes.<br />
<br />
==== confirmed teacher ====<br />
The confirmed teacher page is an overview for teacher of all the students. It will display for each student the total amount of correct answers, the total amount of wrong answers and the ration between the two. This way teachers can in a quick glance see which students are good and which need some attention. <br><br><br />
<br />
Functionalities: <br><br />
''Nickname Column'': The nickname of the users, this is the username field of the login page. <br><br />
''Slimheid(%) column'': The percentile of questions that were answered correct. <br><br />
''totaal correct column'': The amount of questions that the user has answered correct. <br> <br />
''total fout column'': The amount of question that the user has answered wrong. <br><br />
<br />
=== Methods ===<br />
<br />
=== Interface ===<br />
<br />
==== Quantitative study: first alpha-test ====<br />
<br />
In the beginning of week 43 we aimed to do a alpha-test of the prototype at the schools of the teachers who are in the focusgroup(s). We mainly wanted to ask about their experience and any recommendations they would make. The end of our project was in between their autumn-break and a finals-week at their school, so the teachers indicated that they could only have time to shortly introduce the program, but that students would have to test it in their own time. This was further complicated by our lack of success in getting the program easily usable (by making the website online, or making an .exe-file). We did send emails with the instructions to download the program and the files, however the two teachers that replied indicated that they did not think students would have time for this before the finals week. As an alternative we asked some of our acquaintances of highschool age (siblings, cousins, etc.) to try the program on our own laptops, and to answer a few short questions (in Dutch).<br />
<br />
The questions: <br><br />
1. What do you think is good about the interface, what should be improved?<br />
<br />
2. What do you think is good about the questions, what should be improved?<br />
<br />
3. What do you think is good about the hints, how could it be more helpful? <br />
<br />
4. What do you think about the repetition of questions, should it be more or less? <br />
<br />
5. Additional remarks?<br />
<br />
===== Results =====<br />
We tested the program with 6 acquaintances of highschool age. They seemed to pick up on how to use the software quite well, which means our software is somewhat intuitive, but also that kids these days are apt in using software. Except for one first-year student, the material was not new for the users, which somewhat resembles using the software to practice material that a teachers has explained (instead of it being completely new theory). <br />
<br />
1. Interface<br><br />
The interface was did not receive major criticism, though some aspects were noted to be unfinished, such as a colored indicated for good or wrong answers. One user thought the question-box should be larger, another said that she wondered that the overview would have too many links if the software covered all material. Yet another noticed some some English terms, which should be rewritten in Dutch. They also noticed that the sign-in form interface was not looking very good in case of errors. <br />
<br />
2. Questions<br><br />
Most testers thought the questions worked well, but one thought there should be more questions, while two others were glad to be finished (math is not their favorite subject). One thought all ‘+ -‘ should be written as ‘-‘ by the program, however this is not the case in Getal en Ruimte either. <br />
<br />
3. Hints<br><br />
The students found the notion of hints a welcome addition. Some wanted a hint before even answering a question once. Of course this is possible, but we decided that a student should be made to think first, try something, and then get feedback. We noted that students virtually always clicked on hint if their answer was wrong, maybe because they wanted to move quicker though the program, but without understanding the hints, and making a new question, they could not progress. This probably means we facilitated some learning with the program.<br />
<br />
4. Repetition<br><br />
On the topic of repetition the response was not so positive. Some were quick, and did not want to repeat the (easier) questions three times, others made quite a few mistake with the last question, and wanted to be done with it once they had one correct answer on that question-type. We think the negativity was partly because of the wide range of students, meaning the software was less adapted to them than to the intended audience. Furthermore, we think that it might well be that students dislike some aspects of learning (in the short term), but that it actually helps them in the long term. Of course, making one question of every type seems like it will cost less time, but for most students that is not enough to really learn the techniques involved. <br />
<br />
5. Other remarks<br><br />
Except one student, the students said their schools do not use software in their classes or for homework, and that they found the idea worthwhile. One said it would probably take a lot of time to make all the hints for all the questions in highschool-books.<br />
<br />
== Conclusion ==<br />
<br />
== Discussion ==<br />
<br />
possible improvements!<br />
<br />
== Videos ==<br />
Links to screencapture videos.<br />
<br />
# [https://drive.google.com/open?id=1_UBZ6U26kIbZphZNtDI43tE86QTBAzUb Logging in] Creating an account and logging in.<br />
# [https://drive.google.com/open?id=1F4S9_E-GMCU-mN7ddZG7oZuhJEs-p9kH Overview] Overview of the different pages.<br />
# [https://drive.google.com/open?id=1wL-gSgFrlx4drUZSK1lAho6bHUnnRrTt Question 1] Shows the first question. When an incorrect answer is given the program gives feedback. The user can proceed to the next question when it has given three correct answers.<br />
# [https://drive.google.com/open?id=1FQe3cg27fWKdLeKiaqCyDTBcGmwae0pQ Current module] The program remembers the current module and the user can continue where it left.<br />
# [https://drive.google.com/open?id=1lCga_XYeNHXhTtOx3Pjv9GCKMNm9Xc8H Different questions] Shows the different questions.<br />
# [https://drive.google.com/open?id=1EjLK6aaqaPP4WXRStywmEZFLRM8b1AJE Teacher overview] The teacher overview with progress of all the students.<br />
# [https://drive.google.com/open?id=13whJAd5sjtAZHMeJ2x3Bsg8l_kSEFffq Ending] Logging out of the student account and logging in with a teacher account.<br />
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== References ==<br />
<br />
{{Reflist}}<br />
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== Peer Evaluations ==</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=File:TeacherOverview.png&diff=81277File:TeacherOverview.png2019-10-28T15:58:17Z<p>S153905: </p>
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<div></div>S153905https://cstwiki.wtb.tue.nl/index.php?title=File:Quesion1.png&diff=81276File:Quesion1.png2019-10-28T15:58:11Z<p>S153905: </p>
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<div></div>S153905https://cstwiki.wtb.tue.nl/index.php?title=File:Loginpage.png&diff=81275File:Loginpage.png2019-10-28T15:57:59Z<p>S153905: </p>
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<div></div>S153905https://cstwiki.wtb.tue.nl/index.php?title=File:Homepage2019.png&diff=81274File:Homepage2019.png2019-10-28T15:57:48Z<p>S153905: </p>
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<div></div>S153905https://cstwiki.wtb.tue.nl/index.php?title=File:Answer.png&diff=81273File:Answer.png2019-10-28T15:54:44Z<p>S153905: </p>
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<div></div>S153905https://cstwiki.wtb.tue.nl/index.php?title=PRE2019_1_Group3&diff=81272PRE2019 1 Group32019-10-28T15:53:45Z<p>S153905: /* Landing page */</p>
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<div>'''Adaptive learning software for mathematics'''<br />
<br />
<br />
== Group Members ==<br />
{| class="wikitable" style="border-style: solid; border-width: 1px;" cellpadding="3"<br />
!style="text-align:left;"| Name<br />
!style="text-align:left"| Study<br />
!style="text-align:left;"| Student ID<br />
|- <br />
| Ruben Haakman || Electrical Engineering || 0993994<br />
|-<br />
| Tom Verberk || Software Science || 1016472<br />
|-<br />
| Peter Visser || Applied Physics || 0877628 <br />
|-<br />
|}<br />
<br />
== Planning ==<br />
Every week we will have 2 meetings, in between the meetings we will work on individual tasks, results of the individual tasks will be examined in the meetings, the tasks dicussed are the time when the tasks has to be done. Once a week a meeting with the tutor(s) is arranged to discuss progress and teamwork. In week 8 we will present our prototype to the class, and afterwards we will finalize the wiki. <br />
<br />
[[File:Planning_1_(12-9).PNG]]<br />
<br />
[[File:Planning_2_(12-9).PNG]]<br />
<br />
Note: The current picture of the planning may not be up to date. The current version can be viewed here: https://docs.google.com/spreadsheets/d/1Mrgz4kAK8DM9imor_zepvkM9XTyXgOXlZZbME7DrzHo/edit#gid=0.<br />
<br />
== Introduction ==<br />
<br />
There has been a big increase of technology in education; smart boards, laptops, tablets and online learning systems are now commonly used in classrooms. A lot of students have troubles with learning mathematics. Recent technologies in online learning software can help those students learn faster and keep them motivated. It also reduces the workload for teachers.<br />
<br />
== Problem Statement ==<br />
<br />
Currently, most students make all math exercises from a book. The only feedback they get is if their answer is right or wrong. The exercises are the same for every student and are made to match the general level of all students, resulting in questions which are too simple or too difficult for most of the students. In this way the only way to give personal support is by the teacher which does not have time to help everyone individually. Adaptive Learning Software for Mathematics can help with this problem.<br />
<br />
== State of the art ==<br />
<br />
=== Articles ===<br />
<br />
Title: '''Math Aversion (State of the Art)''' <br />
<br />
Link: https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/6210554 <br />
<br />
Relevance: incorporate conceptual thinking and illustrations to make students understand mathematical ideas<br />
<br />
Title: '''The Math Wars'''<br />
<br />
Link: https://journals-sagepub-com.dianus.libr.tue.nl/doi/pdf/10.1177/0895904803260042<br />
<br />
Relevance: The article provides an overview of the didactic discussion on math in the past century, as well as the latest controversy, the math war (maybe part of a larger culture war?). It boils down to a fervent discussion between ‘traditionalists’ and ‘modernists’, and their attempts to influence governmental educational policies on math (such as ‘the Standards’ and ‘the Framework’). The text is focussed on the US, but this is likely a trend in the West in general. It is useful to have some knowledge about these philosophical-didactic discussions, although in our limited time we should focus on how to implement the suggested methods of the two groups, not so much on the arguments.<br />
<br />
Title: '''Mathematics is about the world''' - R.E. Knapp<br />
<br />
Link: (book)<br />
<br />
Relevance: A book about the role of mathematics in our lives, and therefore useful for thinking about how to teach the subject. The book claims that mathematics is abstract, but nevertheless is about the world around us, which we try to understand. That discovering quantitative relationships suits our needs for indirect measurement(s), such as the ‘tool’ of establishing geometric relationships. Trying to concretize the notion - that math is a powerful tool for humans - in our program will help to motivate students to engage with the topic, and help them understand new ‘tools’. <br />
<br />
Title: '''Preparation, practice, and performance''': An empirical examination of the impact of Standards-based Instruction on secondary students’ math and science achievement<br />
<br />
Link: https://journals.sagepub.com/doi/pdf/10.7227/RIE.81.5<br />
<br />
Relevance: One set of studies on the impact of ‘SBI’ (standards-based instruction) methods, such as: student self-assessment, inquiry-based activities, group-based projects, hands-on experiences, use of computer technologies, and the use of calculators. ‘Non-SBI practices’: teacher lecture, individual student drill and practice worksheets, and computer drill and practice programmes, etc. <br />
<br />
overview of (SBI) student-centred methods:<br />
- using manipulatives or hands-on materials, such as styrofoam balls and toothpicks for building molecular models, dominoes, base ten blocks, tangrams, spinners, rulers, fraction bars, algebra tiles, coins, and geometric solids.<br />
- incorporating inquiry, discovery, and problem-solving approaches, such as making binoculars out of recycled materials, using scenarios from nature and everyday life events for groups of students to research and investigate using math and science concepts<br />
- applying math and science concepts to real-world contexts, such as banking, energy concerns, environmental issues, and timelines; <br />
- connecting mathematics and science preparation skills to specific careers and occupations<br />
- using calculators and technologies for capturing and analysing original data from original math and science experiments<br />
- communicating math and science concepts, through journal writing, small-group discussions, and laboratory/technical reporting of experiments and results.<br />
<br />
Results:<br />
- SBI practices that were found to be significant contributors to students’ math achievement include the use of manipulatives, self-assessment, co-operative group projects, and computer technology. <br />
- SBI practices that were found to be significant contributors to students’ science achievement include the use of inquiry, self-assessment, co-operative group projects, and computer technology. <br />
- Virtually none of the observed non-SBI practices was found to be a significant contributor to student math or science achievement by gender or ethnic groupings. <br />
<br />
Useful, because looking at effective methods is one way to know which side is right in the math war, or at least what methods we can use in our program. Our program might in a (superficial?) way fit into SBI, although that will ultimately depend on the type of exercises and methods we will include. <br />
<br />
Title: '''Didactic material confronted with the concept of mathematical literacy''' <br />
<br />
Link: https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1023%2FB%3AEDUC.0000017693.32454.01.pdf<br />
<br />
Relevance: this essay is critical of the ‘highly technocratic’ vision ‘from the top’ that aims to let experts device didactic materials to be used by teachers and students, whilst ignoring: <br />
- why is math taught and what is the role of didactic material?, <br />
- how and why do students actually use such materials?, <br />
- In which ways do didactic materials shape the teachers’ activities? <br />
- What does it mean that didactic material is never adopted but always adapted?<br />
<br />
Therefore the author claims it is more useful to focus on ‘valuable mathematical activities’ instead of ‘innovative didactic materials’. <br />
<br />
Furthermore, the author claims that “mathematical literacy” should be the leitmotiv for the teaching and learning of mathematics (up to secondary school). Mathematical literacy conceives “the relationship between mathematics, the surrounding culture, and the curriculum”. He mentions how this should influence didactic materials, and what these materials should look like. He critiques the ‘optimism’ and ‘exclusivity’ approaches of teaching math,and supports the ‘inclusivity’ approach, which presents math as ‘a method to understand the social and economic world we live in. This strategy considers mathematical activity as potentially critical, political, loaded with values, and informative’ and “The cognitive style of daily routine is of high relevance within these mathematical activities, since it is a fundamental aim of the strategy to empower common sense. It is intended to develop the attitude of daily life towards an attitude of critical consciousness.”.<br />
<br />
Useful because it really focuses on the users of didactic material (like our program!), an approach we can use to increase the value students (and teachers) find in our program. We should consider/confirm what mathematical literacy is, and whether it is the right standard to determine what is a valuable mathematical activity. The ‘inclusivity’ approach seems very interesting. However, the author seems very interesting in using math to discuss politics, if not to politicize (young) students, this seems a bad idea.<br />
<br />
Title: '''Geometrical analogies in mathematics lessons'''<br />
<br />
Link: https://academic-oup-com.dianus.libr.tue.nl/teamat/article/26/4/201/1664642<br />
<br />
Relevance: <br />
A summary of possibilities of mathematics lessons regarding the use of analogies in teaching geometry for different age groups. Useful because we might apply this in the exercises to teach users geometry. <br />
<br />
<br />
Title: ''' Open Learner Models: Research Questions''' Special Issue of the IJAIED<br />
<br />
Link: <br />
https://content-iospress-com.dianus.libr.tue.nl/download/international-journal-of-artificial-intelligence-in-education/jai17-2-01?id=international-journal-of-artificial-intelligence-in-education%2Fjai17-2-01<br />
<br />
Relevance: good summary of “learner models” and discussion of relevant aspects , very detailed, but good to use in a brainstorm for concretising the project. <br />
<br />
Title: '''Intelligent Agent-Based e-Learning System for Adaptive Learning'''<br />
<br />
Link: https://www-igi-global-com.dianus.libr.tue.nl/gateway/article/full-text-pdf/58052 <br />
<br />
Relevance:<br />
Adaptive learning approach: support learners to achieve the intended learning outcomes through a personalized way. <br />
<br />
The main idea: to personalize the learning content in a way that can cope with individual differences in aptitude. <br />
NOT: personalizing the presentation style of the learning materials<br />
<br />
model:<br />
- Aptitude-Treatment Interaction theory (ATI): there is a strong bond between the effectiveness of an instructional strategy (i.e. treatment) and the aptitude level of students <br />
-- aptitude: the capability to learn in a specific area either because of having talent or having prior knowledge in this area<br />
- Biggs’ Constructive Alignment Model: (use to operationalize ATI): an effective curriculum depends on adequately describing the educational goals desired. Biggs views curriculum as a teaching system, ultimate goal of system is to guide students towards the desired educational goals. He advocates the alignment of individual components in the system like teaching and learning activities (TLAs) and assessment tasks (ATs). It is a hierarchical framework. <br />
-- inherits the central idea of constructivism that education is a way to train students to be a self-learner<br />
> aim: improving students’ learning outcomes through enhancing their intrinsic motivation<br />
<br />
“Students with lower cognitive skill require highly structured instructional environments than students with higher cognitive skills (Snow, 1989).”<br />
<br />
Title: '''Personalized Adaptive Learner Model in E-Learning System Using FCM and Fuzzy Inference System'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs40815-017-0309-y.pdf<br />
<br />
Relevance: Some new dimensions of adaptivity are discussed here, like automatic and dynamic detection of learning styles. This is more precise and quicker than previous ones. It is a literature-based approach in which a personalized adaptive learner model (PALM) was constructed. This proposed learner model mines learner’s navigational accesses data and finds learner’s behavioural patterns which individualize each learner and provide personalization according to their learning styles in the learning process. Fuzzy cognitive maps and fuzzy inference system, soft computing techniques, were introduced to implement PALM. Result shows that personalized adaptive e-learning system is better and promising than the non-adaptive in terms of benefits to the learners and improvement in overall learning process. Thus, providing adaptivity as per learner’s needs is an important factor for enhancing the efficiency and effectiveness of the entire learning process.<br />
<br />
Title: '''Elo-based learner modeling for the adaptive practice of facts'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs11257-016-9185-7.pdf<br />
<br />
Relevance: <br />
- computerized adaptive system for practicing factual knowledge. <br />
- widely varying degrees of prior knowledge. <br />
- modular approach: 1. an estimation of prior knowledge, 2. an estimation of current knowledge, and 3. the construction of questions. <br />
- detailed discussion of learner models for both estimation steps (1 & 2),<br />
-- a novel use of the Elo rating system for learner modeling. <br />
--- results, and variations in model and effectiveness<br />
<br />
very useful, only change the topic<br />
<br />
Titel: The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects<br />
Link: https://files.eric.ed.gov/fulltext/EJ1068797.pdf<br />
Abstract:<br />
This report begins by summarizing current applications of ideas from artificial intelligence (Al) to education. It then uses that summary to project various future applications of Al--and advanced technology in general--to education, as well as highlighting problems that will confront the wide scale implementation of these technologies in the classroom.<br />
(relevance): This report gives an example of an already thought of algebra learning AI. However the program doesn’t automatically figure the level of the student. These things are called intelligence tutoring systems (or ITS). Overall very useful article.<br />
<br />
Titel: Permutations of Control: Cognitive Considerations for Agent-Based Learning Environments<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: While there has been a significant amount of research on technical issues regarding the development of agent-based learning environments (e.g., see the special issue of Journal of Interactive Learning Research, (1999, v10(3/4)), there is less information regarding cognitive foundations for these environments. The management of control is a prime issue with agent-based computer environments given the relative independence and autonomy of the agent from other system components. This paper presents four dimensions of control that should be considered in designing agent-based learning environments: Instructural purpose, Feedback, relationship, confidence in AI.<br />
(relevance): More focussed on the cognitive foundation for Artificial intelligence environment. Interesting for the Usefulness of our ideas.<br />
<br />
Titel: Introducing the Enhanced Personal Portal Model in a Synchromodal Learning Environment<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: Study that simulated a digital classroom (by placing camera’s students etcetera)<br />
(relevance): Not really relevant for us but interesting to take notice of (perhaps also making a digital environment for our idea)<br />
<br />
Titel: Intelligence Unleashed<br />
Link: https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/innovation/Intelligence-Unleashed-Publication.pdf<br />
Abstract: this short paper has two aims in mind. The first was to explain to a non-specialist, interested reader what AIEd (Artificial Intelligence in Education) is: its goals, how it is built, and how it works. The second aim was to set out the argument for what AIEd can offer learning, both now and in the future, with an eye towards improving learning and life outcomes for all. <br />
(relevance): This is a company who does research in this topic, it works together with teachers and researchers, therefore this might come as a big <br />
<br />
Titel: Web intelligence and artificial intelligence in education.<br />
Link: https://www.researchgate.net/publication/220374721_Web_Intelligence_and_Artificial_Intelligence_in_Education<br />
Abstract: This paper surveys important aspects of Web Intelligence (WI) in the context of Artificial Intelligence in Education (AIED) research. WI explores the fundamental roles as well as practical impacts of Artificial Intelligence (AI) and advanced Information Technology (IT) on the next generation of Web-related products, systems, services, and activities.<br />
(relevance): More information on Web Intelligence and how it works together with AIED, it focusses on practical inpacts and advanced information technology, especially the first part is interesting for us.<br />
<br />
<br />
<br />
Titel: 10 roles for artificial intelligence in education<br />
Link: https://www.teachthought.com/the-future-of-learning/10-roles-for-artificial-intelligence-in-education/<br />
Abstract: This article explores 10 roles for artificial intelligence in education Being:<br />
Automate, such as grading<br />
Adapt to student needs<br />
Point out improvements<br />
Ai tutors.<br />
Helpfull feedback<br />
changes how we find and interact with inforamtion.<br />
change role of teachers<br />
trial and error less intimidating<br />
change how schools find, teach and support students<br />
AI may change where students learn, who teaches them, and how they acquire basic skills.<br />
(relevance): It can show us some new thing AI helps teachers, which we haven’t thought of yet.<br />
<br />
Titel: Exploring the impact of artificial intelligence on teaching and learning in higher education<br />
Link: https://www.researchgate.net/publication/321258756_Exploring_the_impact_of_artificial_intelligence_on_teaching_and_learning_in_higher_education<br />
Abstract: This paper explores the phenomena of the emergence of the use of artificial intelligence in teaching and learning in higher education. It investigates educational implications of emerging technologies on the way students learn and how institutions teach and evolve. Recent technological advancements and the increasing speed of adopting new technologies in higher education are explored in order to predict the future nature of higher education in a world where artificial intelligence is part of the fabric of our universities.<br />
(relevance): It shows the use of Artificial intelligence already in higher education, it might give us some learingpoints while developing our own artificial intelligence.<br />
<br />
Titel: The roles of models in Artificial Intelligence and Education research: a prospective view<br />
<br />
Link: https://telearn.archives-ouvertes.fr/hal-00190395/<br />
Abstract: In this paper I speculate on the near future of research in Artificial Intelligence and Education (AIED), on the basis of three uses of models of educational processes: models as scientific tools, models as components of educational artefacts, and models as bases for design of educational artefacts. In terms of the first role, I claim that the recent shift towards studying collaborative learning situations needs to be accompanied by an evolution of the types of theories and models that are used, beyond computational models of individual cognition. In terms of the second role, I propose that in order to integrate computer-based learning systems into schools, we need to 'open up' the curriculum to educational technology, 'open up' educational technologies to actors in educational systems and 'open up' those actors to the technology (i.e. by training them). In terms of the third role, I propose that models can be bases for design of educational technologies by providing design methodologies and system components, or by constraining the range of tools that are available for learners. In conclusion I propose that a defining characteristic of AIED research is that it is, or should be, concerned with all three roles of models, to a greater or lesser extent in each case.<br />
(relevance): It can be used to explain a model in which our artificial intelligence solution wolud be beneficial to use.<br />
<br />
Titel: Evolution and Revolution in Artificial Intelligence in Education<br />
<br />
Link: https://link.springer.com/article/10.1007/s40593-016-0110-3<br />
Abstract: The field of Artificial Intelligence in Education (AIED) has undergone significant developments over the last twenty-five years. As we reflect on our past and shape our future, we ask two main questions: What are our major strengths? And, what new opportunities lay on the horizon? We analyse 47 papers from three years in the history of the Journal of AIED (1994, 2004, and 2014) to identify the foci and typical scenarios that occupy the field of AIED.<br />
(relevance): It can give us a quick and ordered view of what research has already been done in the form of AI and where there lie some possibilities for us (written in 2016)<br />
<br />
<br />
<br />
Title: '''Towards Emotionally Aware AI Smart Classroom: Current Issues and Directions for Engineering and Education'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/8253436 <br />
<br />
Abstract: Paper about a emotionally-aware AI smart classroom which can take over the role of a teacher.<br />
<br />
<br />
Title: '''AI and education: the importance of teacher and student relations'''<br />
<br />
Link: https://link.springer.com/article/10.1007/s00146-017-0693-8 <br />
<br />
Abstract: Paper about the difference in relationship between student-teacher and student-AI<br />
<br />
<br />
Title: '''Designing educational technologies in the age of AI: A learning sciences‐driven approach'''<br />
<br />
Link: https://doi.org/10.1111/bjet.12861 <br />
<br />
Abstract: How to develop an AI algorithm based on studies about how people learn.<br />
<br />
<br />
Title: '''Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review'''<br />
<br />
Link: https://journals.sagepub.com/doi/10.3102/0034654315581420 <br />
<br />
Abstract: This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems.<br />
<br />
<br />
Title: '''Artificial Intelligence as an Effective Classroom Assistant'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/7742268 <br />
<br />
Abstract: Article about blended learning, wherein the teacher can offload some work to the AI system.<br />
<br />
<br />
Title: '''Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0747563215001120 <br />
<br />
Abstract: Review on how learning styles were integrated into adaptive e-learning systems.<br />
<br />
<br />
Title: '''Learning Computer Networks Using Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ALHLCN <br />
<br />
Abstract: This paper describes an intelligent tutoring system that helps student study computer networks.<br />
<br />
<br />
Title: '''Mathematics Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ABUMIT <br />
<br />
Abstract: Intelligent tutoring system for teaching mathematics that help students understand the basics of math and that helps a lot of students of all ages to understand the <br />
topic.<br />
<br />
<br />
Title: '''TECH8 intelligent and adaptive e-learning system: Integration into Technology and Science classrooms in lower secondary schools'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0360131514002875 <br />
<br />
Abstract: The purpose of this research is to demonstrate the design and evaluation of an adaptive, intelligent and, most important, an individualised intelligent tutoring system <br />
(ITS) based on the cognitive characteristics of the individual learner.<br />
<br />
<br />
=== Other groups with similar subject ===<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2016_3_Groep18: Elementary school. Made 4 small educational games for children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep14: Elementary school. Made a simple math game for young children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep8: High school. Made an adaptive gamified online learning system using Moodle. The goal of this group is similar to our goal, but they focused more on gamification and less in making the exercises personalized for each student. They used Moodle as an open source online learning system. The big advantage of Moodle is the wide range of plugins that already exist, so it was possible to build further upon those plugins. However creating quizzes and exercises especially mathematical expressions was difficult and time consuming. Many of the plugins they used had no documentation which made it hard to make changes.<br />
<br />
=== Currently available software ===<br />
An overview of already existing software and their limitations<br />
<br />
<br />
'''Getal & Ruimte'''<br />
*Limited number of exercises, only a digitalized version of the exercises from the book.<br />
*Does not remember previously made mistakes in questions.<br />
*Does not repeat previously incorrectly made exercises.<br />
*No hints and feedback after a question. Students must look up the answers in a digital book.<br />
<br />
<br />
'''Khan Academy'''<br />
*No specific feedback based on mistakes.<br />
*Does not remember previously made mistakes in questions.<br />
<br />
<br />
<br />
'''Wolfram Alpha Problem Generator'''<br />
*No specific feedback based on mistakes.<br />
*Does not remember previously made mistakes in questions.<br />
*No automatic problem selection, users must decide when to go to the next level.<br />
<br />
<br />
'''Mathspace'''<br />
*Does not cover all the material of high school.<br />
*Does not remember previously made mistakes in questions.<br />
<br />
<br />
'''Why is our program better?'''<br />
<br />
The software of Getal & Ruimte is specifically made for high school students, follows the structure of the book and covers all the material . However it is mostly a digitalized version of the book with some adaptiveness. The program does not repeat incorrectly made questions or common made mistakes. Newer programs like Khan Academy, Wolfram Alpha and Mathspace are smarter and are build from the beginning as an online program instead of starting from an existing book. Khan Academy has a system to decide when to go to the next level, Wolfram Alpha covers almost all the material and can give step by step solutions for all problems. Mathspace gives specific feedback and can also give feedback on intermediate steps. They all lack the possibility to repeat questions where the student had difficulty or made the same mistake.<br />
<br />
== Users, stakeholders and their requirements ==<br />
<br />
=== Primary users: high school mathematics students ===<br />
<br />
Our primary users will be high school mathematics students (or people who want to study this on their own). The subject of mathematics is a vital one for developing abstract thinking and applied in many ways in technical fields, and the skill of problem solving can be applied in many ways in life. At the same time mathematics is often considered difficult by students. For these reasons we think the subject of mathematics is where good value can be provided with our web-based AI-enhanced learning tool. Additionally, mathematics (like other hard sciences) allows for easier checking of answers than the type of language-based (short) essay answers that are required for social sciences. Vocabulary would be a suitable topic as well, however we are unaware of a shortage in German or French translators, whereas there is a shortage in engineering and in the skilled trades. Since highschool in the bridge between primary and college, that is where our program could be most valuable. The introductory test to assess the mathematics level can incorporate primary school topics, and we could offer such exercises to the slightly more mature student as well, whereas primary school children are less self-directed. <br />
<br />
By estimating the current level of understanding and the learning style (speed, etc.) of the individual student, we can offer a tailored learning experience that will help the student get quick feedback (and hopefully more positive results), which will help with building confidence in tackling (new) mathematics problems and might even make the subject more enjoyable. <br />
Using students to beta-test our program will be a useful way to interact with these users, since they might be less able to communicate exactly what it that is lacking in their mathematics course. The proof of the pudding is in the eating, measuring success and especially engagement over time will show how well our program works. Once the students have an actual product to work with they might give valuable feedback on why they kept using it, or why they stopped using it. Of course here we need to take into account that some students might have learning difficulties that need more direct coaching or are just plainly uninterested in improving their lack of mathematical skill. Our program might help some of these kinds of students, but assuming it will be the mathematics panacea is unwise. We aim to get a prototype early b-test with students done at the end of the project. <br />
<br />
- HAVO/VWO!<br />
<br />
=== Primary users: high school mathematics teachers ===<br />
<br />
Other primary users will be high school mathematics teachers. Students can of course start using the web-program on their own, but if high school teachers find it valuable enough to recommend it to students, that could be a good sign. Of course we will have to consider their biases in didactics and their general mindset in terms of improving education (for some it might be lacking). Nevertheless, their impact can be useful, by for instance finding out what in their experience are the main difficulties students have, and trying to adapt for those thing in our program (content-wise, but also in terms of engagement). We will form a focus group of a few of these teachers to make qualitatitve study on the difficulties of teaching mathematics. Their input will be used to determine the direction and attributes of our prototype. Later on we might get them to evaluate it (in combination with a beta-test on students?). <br />
<br />
=== Secundairy users: Headmasters ===<br />
<br />
Headmasters are stakeholders, since they have a say in the way mathematics is taught in their school. Financial cost will be always be in the back of their minds, and as such they will critically assess the performance, robustness and scalability of the program. But, they are clearly concerned about the rates at which students progress through key-courses like mathematics (in the Netherlands it has certain higher requirements than some other courses in terms of passing classes and graduating). If our program can help with that, this is an opportunity. Maybe, our program’s introductory test can be used as the intro-test for new students, and the program can help bridging the gap (the school may decide to used other ways to help these students as well). Depending on the school the headmasters may also have didactical views that are key to the identity of the school that may or may not match with what we decide to use in our program. Given the diversity in education-land, this simply means there will always be some less enthusiastic headmasters with respect to adopting our program. It could be tempting to go with the majority, but we have to independently assess whether the majority is correct, maybe the majority view is related to the problems in teaching mathematics. <br />
<br />
=== Tertiary users / stakeholders ===<br />
<br />
==== Ministry of Education ====<br />
<br />
At a more distant level the ministry of education has similar concerns as the headmasters in terms of money spend and passing rates, but they also bound to more ideological/didactic points of view that are determined by the parliament and the current minister, tough on the other hand the bureaucracy itself might also have a mainstream point of view that is somewhat different. These views will somewhat affect the chances of our program ultimately getting adopted in individual school, if for instance certain funding is allocated to, or withdrawn from, computer-based mathemathics/learning aids – with certain requirements, etc. However, the ministry does not determine for the school what teaching aids they must use in particular. <br />
<br />
==== (Technical) Universities / STEM departments ====<br />
<br />
Technical universities and STEM departments at others have two stakes, one is a higher level of mathematics ability of incoming students, since it is the basis on which many majors (if not all) depend. This could save money in terms of additional efforts, and can bring in more money (if students progress/graduate quicker). Secondly, the more engaging mathematics program we aim to develop might induce more student to choose to go to a technical university or a STEM major instead of a alpha or gamma major. <br />
<br />
==== (Tech) companies ====<br />
<br />
Given the lack of workers in the skilled trades and in engineering, technical companies have a clear stake in students being better in (applied) mathematical problems solving. And such skills can in fact be useful in many jobs, so companies in general might benefit, although it might sound less interesting than clean-desk or scrum or feng shui.<br />
<br />
== Approach/milestones/deliverables ==<br />
We will start with some up front research, we will make some sort about didactics and how to apply this in our webpage we want to create.<br />
While doing research about these topics we will start working on our webpage. We are planning to build some sort of web page or program. This artifact will have some sort of artificial intelligence which keeps track of the level of skill of the student and gives exercises matching the skill level of the student.<br />
After being done with the research about didactics. We will lay the proposal of our artifact in front of several high school teachers. We want to have their input, as the artifact is build for there purpose. We then apply the given advise in our artifact.<br />
Lastly we plan to test our improved application for use, we will go to the same (or other) high school teachers and ask if we can test them in their classes. We then come up with a conclusion and finish the research.<br />
<br />
Our milestones will be the finish of our research, the alpha version of our application, then the comments of the teachers, then the beta version of our application. The findings of the test subject and finally the final version.<br />
<br />
Our deliverables will be a research about the current software and possible use of AI in education, the findings we got from talking to teachers, the test results found when testing on students and finally our artifact, described on this wiki. Furthermore, we deliver a presentation on our project. (Note: we ended up not using artificial intelligence for our project, it was the direction we decided to study in the first week).<br />
<br />
== Requirements ==<br />
*Gives students individualized support such as hints, feedback, and problem selection<br />
**Hints and feedback based on the learning style of the student (Felder and Silverman model)<br />
**Recognizes common mistakes and gives explanation if those mistakes are made multiple times<br />
**Repeat previously incorrectly made questions<br />
*Simple, intuitive and motivating user interface<br />
**Consistensy across all pages<br />
**No distractive elements<br />
*Motivates students to make exercises<br />
**Shows progress of different modules<br />
**Level of the exercises matches the level of the student<br />
*Collaborative learning<br />
**Students can help each other with exercises<br />
**Competitive gamification<br />
<br />
<br />
Using an adapting collabrative learning system can help students learning the subject and also motivate students<ref>Walker, E., Rummel, N. & Koedinger, K.R. Int J Artif Intell Educ (2014) 24: 33. https://doi.org/10.1007/s40593-013-0001-9</ref>.<br />
<br />
Questions and feedback can be personalised for every students learning style by using the Felder and Silverman model<ref>Felder and Silverman, [https://www.engr.ncsu.edu/wp-content/uploads/drive/1QP6kBI1iQmpQbTXL-08HSl0PwJ5BYnZW/1988-LS-plus-note.pdf "LEARNING AND TEACHING STYLES IN ENGINEERING EDUCATION"], 1988.</ref>. This model describes four learning categories where each category is characterized by two opposite attributes. The Felder and Silverman’s main four categories are the following:<br />
*Sensing versus Intuitive<br />
*Visual versus Verbal <br />
*Active versus Reflective<br />
*Sequential versus Global<br />
<br />
Course satisfaction has a significant effect on performance but performance does not have a strong positive effect on course satisfaction. Previous online learning experience influences self-regulated learning directly. <ref>Chih-Hsuan Wang, David M. Shannon & Margaret E. Ross (2013) Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning, Distance Education, 34:3, 302-323, https://doi.org/10.1080/01587919.2013.835779</ref><br />
<br />
Motivation and emotion significantly influence student learning experiences, including achievement, satisfaction, and passing vs. nonpassing; whereas the use of learning strategies did not.<ref>Moon-Heum Cho & Michele L. Heron (2015) Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course, Distance Education, 36:1, 80-99, https://doi.org/10.1080/01587919.2015.1019963</ref><br />
== Concept ==<br />
<br />
=== Hierarchy of mathematics modules ===<br />
<br />
In the figure below is a sketch of what the structure of the program can look like. The modules might be related more complexely, this we need to assess. Modules can have sub-modules. The number of exercises is one key aspect in attuning to the individual learner. <br />
<br />
[[File:Hierarchy_AI_learning.png]]<br />
<br />
=== Didactics of mathematics === <br />
<br />
==== Desk study: Getal en Ruimte studybook ====<br />
To orient ourselves into the well-established mainstream didactic methodology, we ordered a book from the most used mathematics book-serie in the Netherlands: "Getal and Ruimte". We ordered the first book for VWO 3, since we considered that the to be an interesting class, the one before the choice for the alpha (maatschappij) or beta (wetenschap) direction is made. We decided to focus on the material of the first chapter, since our project ran during the beginning of the school year. This choice would allow us to let some students in that year try our software at the end of the project, to get some user-feedback. The topic of linear equation also lends itself to our purposes, since we do not intent to recreate Wolfram Mathematics-like problem solving tools, but instead we wanted to focus on the development of an adaptive learning program, with mathematics as the subject. <br />
<br />
==== Qualitative study: focus group ====<br />
<br />
In order to understand the problems with teaching highschool math, a focus study will be held with a few teachers. This qualitative approach will give us valuable in-depth knowlegde on the praxis of the didactics of mathematics. In this short time period it is more useful than a small questionnaire with generally even fewer responses. In a focus group the partipants can all add to the discussion, react to each other, and the interviewer can ask more suitable follow-up questions. <br />
<br />
===== The invitation mail =====<br />
On thursday the 12th the following mail was send to 17 secondary HAVO/VWO schools in Eindhoven and area.<br />
<br />
"Uitnodiging focusgroep voor wiskunde software<br />
<br />
Wij zijn een groepje van drie derdejaars bachelor-studenten op de Technische Universiteit van Eindhoven die graag in contact zouden komen met HAVO/VWO wiskunde leraren voor het ontwikkelen van een online wiskunde hulpmiddel. Wij zijn bezig met een project van twee maanden, waarbij de wensen van gebruikers van technologie centraal staan.<br />
<br />
<br />
Door middel van een groepsgesprek van ongeveer een uur met enkele wiskundedocenten willen wij bespreken welke problemen zij ervaren in de les en op welke manier individu-gerichte software hen daarbij zou kunnen helpen. Voor dit gesprek komen wij graag naar uw school. <br />
<br />
<br />
Met de hulp van deze focusgroep zal het doel van ons prototype worden bepaald. In overleg met de school zouden wij dit prototype enkele weken later (kort) willen laten testen door leerlingen. <br />
<br />
Graag horen wij of een of meerdere wiskunde docenten op uw school interesse hebben in dit gesprek! <br />
<br />
<br />
Met vriendelijke groet,<br />
<br />
Peter Visser,<br />
mede namens Tom Verberk en Ruben Haakman"<br />
<br />
===== Responses =====<br />
From four schools (Eckart college, Were Di college, Carolus Borromeus college and Stedelijk college) we have received positive reactions, all with groups of two or more teachers. Due to their full agenda's and time-constraints, we decided it would be easier to have seperate focus-group conversations at each school. In this way the different didactic methods of the schools can be discussed more in depth as well. We could use results from earlier talks in later talks to have some (one-way) feedback between teachers. Two more school reacted, only to indicate that they did not have time, though they found the project interesting. In the case of no positive reactions, these schools would have been called, to follow up on the mail. However, given the positive reactions, this was not necessary. <br />
<br />
Due to some delay between mails, and the busy schedules of the teachers, the two interviews that materialised were held on the 30th of September (4 teachers, Eckart college) and the 1st of October (2 teachers, Were Di college). The contact with Carolus Borromeus took much longer to react, and eventually did not react, so sadly this option had to be removed from our focusgroup. The fourth school reacted only in the second-to-last week of our project, and any feedback from this meeting (likely to occur even later) would not be useful in our prototype-development.<br />
<br />
===== Preparation =====<br />
<br />
A question list has been prepared, with possible follow up aspects, to guide the discussion of the teachers in the focusgroup, and to try to optimize useful information for our design choices. The points will not be checked off like an interview, but are a guide for the discussion. The concept of quantitative studies, and specifically the focus group (or group discussion) format has been studied with the help of a basic textbook (An Introduction to Qualitative Research: Learning in the Field - Rossman & Rallis). The question-points, and sub-points, are shown below, in Dutch, since the subjects and interviewer are Dutch, and this will improve the quality of the discussion. First the interviewer will shortly introduce himself and explain the project and the goal of the discussion. <br />
<br />
Note: Due to the relatively slow process of setting up meetings, due to slow mail-contact and full teacher agenda's) the interviews happened later in our project that we had envisioned. For this reason the nature of the interview changed somewhat. The initial questionlist was still used, but relatively less time was spend on these questions, and that time was used to ask more specific question about the design-decision we had already made (in order to progress in our limited-time project). These questions naturally fitted after the initial questions. <br />
<br />
1. korte introductie van elke docent: opleiding, ervaring (jaren, klassen, niveaus)<br />
<br />
2. didactische methode van school: boek, lesgeven, hulpmiddelen<br />
- pluspunten<br />
- verbeterpunten<br />
<br />
3. individuele methoden van docenten<br />
<br />
4. problemen met wiskunde-overbrengen? <br />
<br> - wat ter tafel komt!<br />
<br>- concentratie? <br />
<br>- hoofdrekenen vs rekenmachine?<br />
<br>- hoeveelheid oefenen (buiten de les)?<br />
<br> - verschillen tussen leerlingen?<br />
<br />
5. Op welke manier probeert men deze problemen het hoofd te bieden, wat werkt wel en niet?<br />
<br />
6. Op welke manier zou een (online) individueel-adaptief programma hieraan kunnen bijdragen?<br />
<br />
7. Wat is jullie ideale voorstelling van zo’n dergelijke programma?<br />
<br />
8. specifieke vragen over doelstelling programma <br />
<br>-- diagnostische toets<br />
<br>-- goede leerlingen: verder werken<br />
<br>-- zwakke leerlingen: extra oefenen<br />
<br>-- vervangen van deel van oefenen met boek<br />
<br>-- klassikaal toetsen (meteen oefenen van hoofdrekenen?)<br />
<br>-- helemaal zelfstandig<br />
<br>-- Herhalen van de theorie in het programma, of juist focus op oefenen?<br />
<br />
9. Manieren om studenten 'engaged' te houden (over langere tijd)?<br />
<br />
10. Het idee van deel-hints voor het helpen oplossen van een probleem (ipv simpelweg het antwoord of de hele uitwerking)?<br />
<br />
11. Gedurende het jaar toetsen over stof van voorgaande hoofdstukken om kennis couranter te houden?<br />
<br />
12. Vooral focus op studenten die meer oefening nodig hebben?<br />
<br />
13. functie: extra oefenmateriaal, op termijn vervanging van de opdrachten in het boek, maar theorieboek en uitleg van docent blijven nodig?<br />
<br />
14. Verdere aspecten die ter tafel komen.<br />
<br />
===== Results =====<br />
<br />
Both interviews were recorded, in order for the interviewer to focus on the conversation instead of note-taking, and also for the ease of listening back to certain parts that afterwards seemed bussy with talk. For the ease of this report, these recordings have been summarised below, with a focus on distilling the general feedback on functionality and requirements. <br />
<br />
''Eckart college (Eindhoven)'': <br />
<br />
Over het algemeen waren de 4 docenten te spreken over het idee.<br />
Ze hebben al wel een soort software, maar zonder hints, en ze moeten zelf de opdrachten inprogrammeren. Ze gebruiken dat niet echt kreeg ik de indruk.<br />
Hoofdrekenen vonden ze niet echt een probleem, omdat ze in de les de rekenmachines niet laten gebruiken, dus leerlingen ontwikkelen de vaardigheid op deze manier al.<br />
Het idee van hints waren ze erg over te spreken, als verbetering op een antwoordboekje (of de hele uitwerking).<br />
Ook het idee dat ze een beter diagnose middel hebben met deze software sprak ze aan. Verder vonden ze het vooral interessant als aanvulling op de les, en (deelse) vervanging van de opdrachten uit het boek. <br />
<br />
Voor de verschillende niveau’s en jaren de problemen nogal verschillend. Specifiek voor VWO 3 speelt dat er een tweedeling is tussen wie waarschijnlijk wiskunde a en wie waarschijnlijk wiskunde b gaan doen. De ene groep heeft meer uitleg nodig, en herhaling van de simplere opdrachten, de andere groep heeft dingen eerder door (en door verveling kunnen die lastig zijn in de les).<br />
<br />
Daarom willen de docenten ook een toepassing voor die betere leerlingen, niet per sé ‘extra’ werk, maar vervangende opdrachten, die interessanter zijn, o.i.d. (Dit hadden we zelf ook bedacht, maar valt dus buiten ons prototype).<br />
<br />
Een andere tip is dat leerlingen de mogelijkheid moeten hebben om een opdracht (of opdrachtsoort) op te slaan, om die vervolgens dan makkelijk te kunnen laten zien aan de docent in de les.<br />
<br />
Verder vonden de docenten het ook een goed idee als leerlingen elkaar (online) kunnen helpen met een opdracht, en daar dan misschien iets van punten voor kunnen krijgen. (Dit lijkt me buiten het prototype vallen, maar kunnen we meenemen in de verbeterpunten)<br />
<br />
Ook nog een tip dat we het goed moeten opdelen in blokjes, zodat het niet te lang duurt, en ervoor moeten zorgen dat leerlingen kunnen zien hoe ver ze zijn, bijv. Een progressie-balkje. <br />
<br />
Een docent wilde ook een soort vragenuurtje organiseren buiten de les, waar leerlingen dan vragen over de software kunnen stellen. De andere drie waren hier niet enthousiast over. Die vinden dat de software vooral moet dienen om de leerling te helpen richting zelfstandig leren te werken. Hetzelfde geld voor mailtjes over vragen in de software.<br />
<br />
Wel vonden ze dat er een feedback middel moet zijn om technische problemen met de software of opdrachten te kunnen aangeven. <br />
<br />
Voor de prototype test zijn er twee docenten met een vwo3 klas. Ze zitten tussen een vakantie en een toetsweek, dus hebben geen tijd om in begin van week 43 het prototype in de klas te proberen. Wel vonden het een goed idee om (nadat ze het zelf hebben bekeken) een link door te sturen. Omdat de toets over hoofdstukken 1 en 2 gaat, is qua prototype vooral handig voor de leerlingen (en dus voor user-feedback) als de invulling voor hoofdstuk 1 dat wij hebben gekozen, vooral een soort uitgebreide diagnostische toets is. De uitbereiding is dan qua het soort vragen, en qua herhaling van vragen bij foute (of pas na hints opgeloste) vragen. <br />
<br />
Verder moeten ipv inlognaam ‘nicknaam’ gebruiken, ipv met privacy van leerlingen die vaak onder de 16 jaar oud zijn. Een vraag over klas of docent zou volgens hen wel kunnen, om het uit elkaar te houden, en omdat dit niet individueel te traceren is. <br />
<br />
Een goede vraag was ook of we wel het huidige aanbod in de markt hebben bestudeerd. Dat is denk ik iets wat wel in de presentatie en/of wiki moet bespreken. <br />
<br />
''Were Di college (Valkenswaard)'':<br />
<br />
Over het algemeen waren de 2 docenten te spreken over het idee.<br />
Ze hebben ook al wel een soort software, maar zonder hints, en ze moeten zelf de opdrachten inprogrammeren. Ze gebruiken dat niet echt kreeg ik de indruk.<br />
Hoofdrekenen vonden ze wel echt een probleem, als onderdeel van een algemeen gebrek aan rekenvaardigheden, als ze van de basisschool afkomen. Hiervoor kan het idee van diagnostische toets voor nieuwe leerlingen dus handig zijn, zodat men sneller en gerichter kan inspringen op gaten in deze vaardigheden. Ook diagnose voor nieuwe klassen (voor een docent nieuw) vonden ze een goed idee. <br />
<br />
Het idee van hints waren ze erg over te spreken, als verbetering op een antwoordboekje (of de hele uitwerking).<br />
Verder vonden ze het vooral interessant als aanvulling op de les, en (deelse) vervanging van de opdrachten uit het boek. <br />
<br />
Daarom willen de docenten ook een toepassing voor die betere leerlingen, niet per sé ‘extra’ werk, maar vervangende opdrachten, die interessanter zijn, o.i.d. (Dit hadden we zelf ook bedacht, maar valt dus buiten ons prototype). Probleem hierbij is hoe groot het de verschillen worden, en in hoeverre één les dan nog toereikend is voor de grote verschillen. <br />
<br />
Het idee om een opdracht (of opdrachtsoort) op te slaan, om die vervolgens dan makkelijk te kunnen laten zien aan de docent in de les, vonden ze erg handig.<br />
<br />
Ook nog een tip dat we het goed moeten opdelen in blokjes, zodat het niet te lang duurt, en ervoor moeten zorgen dat leerlingen kunnen zien hoe ver ze zijn, bijv. Een progressie-balkje. Volgens de docenten zou dit soort ‘gamification’ (er een spelletje van maken) het vooral voor jongens interessanter kunnen maken. <br />
<br />
De docenten hebben allebei niet vwo3 als klas, en op deze school is er binnenkort geen toets over hoofdstuk 1 + 2. Dus hier is het test-idee voor de andere school niet zo nuttig. Wel kunnen we de link van het programma doorsturen aan de ene docent, die het dan wil doorgeven aan de betreffende docenten, maar ik denk dat we hier niet veel van moeten verwachten, omdat het voor de leerlingen dan puur herhalen is zonder ‘noodzaak’ zoals een toets…<br />
<br />
Ook hier was een goede vraag of we wel het huidige aanbod in de markt hebben bestudeerd. Dat is denk ik iets wat wel in de presentatie en/of wiki moet bespreken. Maar zelf hadden ze nog niet van dit soort software gehoord.<br />
<br />
===== Discussion and implementation =====<br />
<br />
The importance of the following requirements has been affirmed with the help of the focusgroup:<br />
<br>- exercise practice tool (as opposed to theory-laden)<br />
<br>- use contextual hints to help students learn (compared to merely showing the answer or the whole derivation)<br />
<br>- repeat exercises until the student has solved a few without hints<br />
<br>- show progress to students<br />
<br>- the diagnostic functionality for teachers: student performance overview and details<br />
<br>- for later: exercises for the faster students so they can use their time in highschool worthwhile <br />
<br />
The following requirements have been added with the help of te focusgroup:<br />
<br>- easy to use for teachers (an end-product, no need to program in questions, etc.)<br />
<br>- use nicknames instead of 'name' with respect to privacy of students under 16.<br />
<br>- keep the (sub)modules short enough, so that student can complete one in a timespan that fits their concentration-arc<br />
<br>- ability to save an exercise, in order to discuss it with students<br />
<br>- feedback option, so students can report problems to the developers<br />
<br>- later on: possibility to discuss problems on an online platform ?<br />
<br />
== Design choices ==<br />
<br />
=== Homework-support tool ===<br />
After studying the didactic articles, the Getal & Ruimte book, and the focusgroup discussions, we decided that our mathematics software would be a homework-support tool, or an assisted homework tool, instead of a full-fledged independent studies program. The main problem for students is that they need to spend enough time on their homework, not that the teachers are doing a very bad job in explaining the theory, or that the book does not explain the theory that well. Doing it better than the current school would require a breakthrough on didactics on our part, which has not much to do with software, and more with philosophy and psychology. <br />
<br />
The reality of current students is that they have two tools for understanding the theory (teacher and book), but that they have but one real tool for making homework, which is checking if their answer is correct (or figuring out why that answer is correct). Or asking the teacher in the next lesson, but students seem to do this very little, they write question marks in their notebooks, but then just skip to the next question, according to the teachers we spoke with. Of course, teachers would be unable to answer all such question marks in limited classroom time. For this reason helping students make their homework with software is our chosen goal of this project. <br />
=== New software ===<br />
Based on our review of current software, we decided that implementing our ideas about adaptive learning required new software, where we could easily manage users, and add functionalities in the programming language, Python, we (to a greater or lesser extent) had experience in. Furthermore Python is a much used language, with extensive documentation and importable modules such as SciPy.<br />
=== Topic ===<br />
For the prototype we wanted to choose one chapter. We decided that an interesting group would be VWO3, since those students face the choice to go into the beta or the alpha direction (with their respective math-levels), and if successful the possibility to recruit more people into the beta-sciences, perhaps even prospective Tue students. In order to test the prototype with the student of teachers we interviewed, we decided that we would pick the first chapter of the book, linear equations. We bought this book to study the widely accepted didactic method ‘Getal & Ruimte’ as an example and stepping stone.<br />
=== Adaptive hints ===<br />
One main aspect of our concept of adaptive learning is adaptive hints, so that based on the errors of students they can choose to get a tip on how to solve the type of problem. This instead of either looking up the answer, or looking up the fully worked out solution. Especially for students who have difficulties with math, ‘reverse-engineering’ the method to get to the right answer might not be the best way to learn mathematics, and seeing the whole solution does not teach one to think through problems. In our software we want to give them a hint, and let them redo a similar question (with different numbers), this can happen with multiple errors in a row, from fundamental, to making a mistake with a minus sign in the final answer. This is an attempt to automatize the kind of ‘activating’ tips that (good) teachers or homework-tutors tend to give. <br />
Another way we give adaptive hints is by giving a student an indication if he has made a particular type of error multiple times, this will help him to understand what the mistake is, and we can suggest to look up the theory in book, or to ask this question to the teacher in the next class. This is meant as a fail-safe, but also implemented in an activating way. <br />
=== Adaptive repetition ===<br />
Another key aspect of adaptive learning is adaptive repetition. We decided to give this two forms. The first way is on the level of questions (question-types, really). In order to make sure the students has understood the particular solution strategy for a question type, we aim to make the student give a correct answer three times. This means that the repetition for a student depends on how well they make exercises, if they get it right from the start, and work diligently, they can move on after 3 questions of one type. However, the more students struggles with applying concepts, or with working problems out consistently, the more repetition the student will get. This works somewhat similar to the book, which often has subquestions that are similar. The faster students can usually skip half of them, whereas the students who struggle might need all of them.<br />
<br />
Another form of adaptive repetition is our idea to make the size diagnostic test depend on how well a student has done in that module, with a basic minimum. Furthermore, our idea is to also use the program to repeat exercises from previous module(s) during the final testing of the next module, so that the various topics in a year stay somewhat familiar, which is useful for follow-up chapters (in the same or a next year). This repetition can also depend on how well students did a particular module, maybe depend also a grades of school tests, and perhaps on how well a student generally seems to retain knowledge over longer periods. These latter repetition forms go beyond our the scope of our prototype. <br />
=== Progress, but not score ===<br />
We decided that students would not get a score for how many good or bad answers they gave, since the aim is to foster learning, not grading. We want to indicate how many good answers they have given on a particular question, when they are working on it, so that they know when they could go to the next question-type. Furthermore we can indicate how many question-types there are in a module, and where they are in that regard. A percentage would not work well, since that will change depending on each good and wrong answer. <br />
=== Teacher overview ===<br />
We decided that teachers would be helped by a overall overview of the performance of students, so they can see how many questions each students has attempted, and how often they made errors. They can quickly see which students have not done anything, and which ones are struggling and which ones are doing very well. This is something teachers like to have, especially in the beginning of a school year, but also to track changes in terms of effort. Furthermore we could make an overview for each question, and which ones seemed most difficult for the students.<br />
<br />
== Question-types ==<br />
<br />
== Technical aspects ==<br />
<br />
In this part of the wiki the technical aspects of our application will be explained. First the foundations of our application will be discussed, next the database structure of the application will be discussed, thereafter the layout of the web page will be discussed. Following that specific methods used in the code will be viewed in more detail and explained in a clear and structured manner, lastly the interface of the application will be discussed.<br />
<br />
=== Foundation === <br />
<br />
Most of our application is programmed using Python 3.0. As a web framework we used Django: an free and open source web application written in python. A framework is nothing more than a collection of modules that make development easier.The official project site describes Django as "a high-level Python Web framework that encourages rapid development and clean, pragmatic design. [LINK TO SITE]. For the interface we used a application wide CSS template. <br><br><br />
<br />
The main application can be split into 3 parts: Login module, Question module and Teacher module. <br><br><br />
<br />
Login Module: <br><br />
The login module consists of the actual login mechanism, This includes an register form, a login form, a landing page (page where you "land" when you enter the url) and a home page. <br><br><br />
<br />
Question module: <br><br />
The queston module consists of 2 main parts. The General Question part and the actual question part. The General question part mainly contains method that are used for all modules in general, or are related to routing. (E.G. the select current module module). The actual question part is related to the individual questions. <br><br />
The genaral questions part contains: current module section, select module section. <br><br />
The actual question part contains: All the seperate questions, answer pages to all the questions and the "answer next question" part. <br><br><br />
<br />
Teacher module: <br><br />
The teacher module consist of all the teacher functionality. This includes an teacher verification question and the student overview, once the teacher is verified. <br><br><br />
<br />
=== Database ===<br />
<br />
An sqlLite database was used to manage our data. To manage the data in the best way possible and without keeping unused data we choose the following database tables in our database<br />
<br />
==== Customuser ====<br />
Customuser is the standard User database table python has, only it is adjusted to serve us the way we want it. We added 3 extra values untop of the values that were standard. The standard data is given in italics, our new data is given in bold, in brackets the type of data is given. All the data that is in the Customuser table is: <br><br><br />
''Id''(integer): The Id that is given to a user. <br><br />
''password''(varchar(128)): The password filled in by the user. <br><br />
''last_login''(datatime): The last time the user has logged in (NULL if user has not logged in). <br><br />
''is_superuser''(bool): If a user is able to access all pages (Not used in our website). <br><br />
''username''(varchar(150)): The username the user filled in. <br><br />
''first_name''(varchar(30)): The first name of the user (not used in our application due to privacy reasons, our focusgroup suggested this change for us). <br><br />
''last_name''(varchar(150)): The last name of the user (also not used). <br><br />
''email''(varchar(254)): The email of the user, filled in during sign up. <br><br />
''is_staff''(boolean): To denote if some user is part of the development staff, not used in our application (this will allow the user to access all the admin functionality, which is not something we want teachers to be able to do. <br><br />
''is_active''(boolean): To denote if someone is active, this is checked based on the lastlogin time. <br><br />
''date_joined''(datetime): The date and time the user has signed up an account. <br><br />
'''general intelligence'''(integer): The intelligence modifier we keep track of to determine how smart someone is. <br><br />
'''isTeacher'''(boolean): Boolean that states if a user is a teacher. <br><br><br />
<br />
==== Module ====<br />
The Module table is a simple auxilerary table to make sure some data about the modules is contained. The data in the module database has to be changed via some sort of database inserter or management program. We did this beforehand, adding some modules to the database. <br><br />
'''id'''(integer): The id that is given to a certain module. <br><br />
'''title'''(varchar(200)): The title of an given module. <br><br />
'''text'''(text): Some text explaining what the module is about. EG if a module contains quadratic formulas with 2 variables, the text for that module will be this. <br><br><br />
<br />
==== module_user ====<br />
The module_user table is where most of the actions in our database take place. It is the main factor that connects the users to the modules. Every time somebody changes something in the database (except adding teacher or signing up). This table will be selected. As said this table connects the users to the modules, it does this in such a way that it keeps track of how many questions a student has correct, wrong etc. It changes the intelligence of the student of this module to better simulate how smart a student is. The table with its values looks as follows: <br><br />
'''id'''(integer): The ID of the combination such that it is easy to find. This ID is an unique value and is automaticly assigned by the database upon creating such an module_user entry.<br />
'''currentModule'''(integer): To denote if the user is currently active in this module. The decision to make this an integer value and not a simple boolean value is because in this way we can keep track of which question of the module the user is working on and not just the module in general.<br />
'''amountCorrect'''(integer): The total amount of questions the user has correct in the current module.<br />
'''amountWrong'''(integer):<br />
'''amountHints'''(integer):<br />
'''moduleScore'''(integer):<br />
'''mistake1'''(integer):<br />
'''mistake2'''(integer):<br />
'''mistake3'''(integer):<br />
'''mistake4'''(integer):<br />
'''mistake5'''(integer):<br />
'''currentQuestionHints'''(integer):<br />
'''currentQuestionCorrect'''(integer):<br />
'''module_id'''(integer)(ForeignKey):<br />
'''user_id'''(integer)(ForeignKey):<br />
<br />
=== Layout === <br />
<br />
In this section of the wiki the layout of our application will be discussed. This is done by giving a brief explanation of the web page and the different functionalities it has<br />
<br />
==== Landing page ====<br />
The landing page is the page where you “land” when entering the given URL. From this page you can either login or sign up as a new account. <br> <br><br />
<br />
Functionalities: <br><br />
''Log In Button'': This button will redirect you to the login page. <br><br />
''Schrijf in Button'': This button will redirect you to the sign up page. <br><br><br />
<br />
[[File:Landingpage.png|360px|thumb|right|Landing page]]<br />
<br />
==== Singup page ====<br />
The sign up page is the page where you make a new account. You do this by filling in the given form, upon filling in the form in the correct way the website will create an new account for this user. This includes an entry in the ‘’’Customuser’’’ table discussed in the previous section and multiple entries in the ‘’modules_user’’’ table discussed in the previous section one for each module. <br><br><br />
<br />
Functionalities: <br><br />
''username Field'': This field the user has to fill in the username, this username cannot exist in the database yet. There are no further restriction for the username, all given restrictions are given on the web page.<br><br />
''Email Adress Field'': This field the user has to fill in his/her emailadress. The box checks if the email addres can be an existing emailadress. (It checks if there is an example@example.example structure).<br><br />
''Pasword Field'': The user has to fill in his/her password. The password box checks if the requirements to the password given at the page are met. <br><br />
''Repeat password field'': The user has te repeat their password. Such that he will not have accidentely made an type. The page checks if the password was the same as before. <br><br />
'' Signup button'': When pressing the signup button. The webpage will start the signup procedure once all the above checks give a positive result. The webpage will then redirect the user to the landing page where the user can login. <br><br />
'' Login button'': This button will redirect to the login page. It is a simple shortcut for the user to take if it turns out he already had an account.<br />
<br />
==== Login page ====<br />
The loginpage is the page where you login as an user if you already have an account. If the username and password are incorrect the website will give an general error, this means that there is for the website no difference in having a wrong username or having a wrong password. <br> <br><br />
<br />
Functionalities: <br><br />
''Username field'': This field the user has to fill in the username with whom they have an account on the website. <br><br />
''Password field'': This field the user has to fill in the corresponding password. <br><br />
<br />
==== Main functionalities once logged in ====<br />
Once you have logged in as a user you can use the menubar at the top of your screen. This menubar is available at all the pages listed below. The buttons discussed in this subsection will therefore be available but not be discussed during the explanations of the pages that follow. <br><br><br />
<br />
Functionalities: <br><br />
''Home button'': This button redirects to the home page. <br><br />
''Hoofdstukken button'': This button redirects to the module overview page. <br><br />
''Uitloggen button'': This button will log the user out and redirect the user to the landing page. <br><br />
<br />
==== home page ====<br />
The home page is the page where the user lands when he has filled in the correct username and password. From here on he can access the different possibilities our application has to offer. <br><br><br />
<br />
Functionalities: <br><br />
''Huidige module button'': This button redirects to the current module the user is working on as explained in the “module_user” table section of the database. <br><br />
''Module overzicht button'': This button redirects to the module overview page. <br><br />
''Leraren button'': This button redirects to the teacher page when the user is not a teacher (discussed in user table of database) and redirects to the “confirmed teacher” page when the user is a teacher.<br />
<br />
==== module overview ====<br />
From the module overview page users can pick specific modules they want to study a bit more. They can also look ahead of what is to come. <br><br><br />
<br />
Functionalities: <br><br />
''Specific chapter button'': Each button on this page will redirect to a question with a specific question. Within a specific module the user can select the question they want to answer.<br />
<br />
==== Question view ====<br />
When answering a certain question the user will always first land on the question view page. On this page a question is shown with (1 or 2) number boxes where answers should be filled in. The user can then request a new question. Or check if their answer is correct. <br><br><br />
<br />
Functionalities: <br><br />
''Field 1'': The first answerfield where the user should fill in the correct answer. <br><br />
''Field 2'': The second answerfield where the user should also fill in the correct answer. <br><br />
''Nieuwe vraag button'': This button will refresh the page, meaning that the same kind of question will be asked with different variables. <br><br />
''Controleer button'': The answer to the question will be checked and the user will be redirected to the Question Answer page.<br />
<br />
==== Question Answer ====<br />
This is the page where the user will be redirected when he has answered a question. For the sake of explanation the user has answered the question wrongly, but has already answered the same question correct the number of times in which he is able to advance to the next question. By assuming this we will see the full functionality of this page. <br><br><br />
<br />
Functionalities: <br><br />
''Question answer and your answer text”: The page will display the question, your answer and the correct answer, this way you can see where you went wrong. When you have answered the question correct only your answer will be shown. <br><br />
''Bekijk een hint button'': When pressing this button the page will explain the mistake you made. This can be used to do the question correct next time. IF you answered the question correct, this button will not be displayed. <br><br />
''multiple same mistake text'': The page will display a warning to you if you have made the same mistake multiple times. It will ask you to ask the teacher to explain this to you, since you clearly did not understand it. This will only show up when you made the same mistake multiple times. <br><br />
''Doe deze vraag opnieuw button'': This button will ask you the same kind of question again. Meaning this question will be asked again with different variables. <br><br />
''volgende vraag button'': This button will redirect you to the next question. You are only able to press this button once you have reached a certain treshhold (This will be discussed in the NextQuestion Method).<br />
<br />
==== Teacher (not confirmed) ====<br />
The teacher page is a page where users will find themselves when they press the teacher button when they are not a teacher. Once they are on this page the only thing they can do is fill in the teacher password. If they have done this they will be made a teacher and can access all the teacher possibilities. <br><br><br />
<br />
Funtionalities: <br><br />
''password field'': This is where the user fills in the teacher password. <br><br />
''controleer button'': This button will check if the filled in password is correct. If the password is incorrect the page will be reloaded and there will not be a change made. If the password was correct the user will be redirected to the confirm teacher page and the user will be made a teacher in the databes.<br />
<br />
==== confirmed teacher ====<br />
The confirmed teacher page is an overview for teacher of all the students. It will display for each student the total amount of correct answers, the total amount of wrong answers and the ration between the two. This way teachers can in a quick glance see which students are good and which need some attention. <br><br><br />
<br />
Functionalities: <br><br />
''Nickname Column'': The nickname of the users, this is the username field of the login page. <br><br />
''Slimheid(%) column'': The percentile of questions that were answered correct. <br><br />
''totaal correct column'': The amount of questions that the user has answered correct. <br> <br />
''total fout column'': The amount of question that the user has answered wrong. <br><br />
<br />
=== Methods ===<br />
<br />
=== Interface ===<br />
<br />
==== Quantitative study: first alpha-test ====<br />
<br />
In the beginning of week 43 we aimed to do a alpha-test of the prototype at the schools of the teachers who are in the focusgroup(s). We mainly wanted to ask about their experience and any recommendations they would make. The end of our project was in between their autumn-break and a finals-week at their school, so the teachers indicated that they could only have time to shortly introduce the program, but that students would have to test it in their own time. This was further complicated by our lack of success in getting the program easily usable (by making the website online, or making an .exe-file). We did send emails with the instructions to download the program and the files, however the two teachers that replied indicated that they did not think students would have time for this before the finals week. As an alternative we asked some of our acquaintances of highschool age (siblings, cousins, etc.) to try the program on our own laptops, and to answer a few short questions (in Dutch).<br />
<br />
The questions: <br><br />
1. What do you think is good about the interface, what should be improved?<br />
<br />
2. What do you think is good about the questions, what should be improved?<br />
<br />
3. What do you think is good about the hints, how could it be more helpful? <br />
<br />
4. What do you think about the repetition of questions, should it be more or less? <br />
<br />
5. Additional remarks?<br />
<br />
===== Results =====<br />
We tested the program with 6 acquaintances of highschool age. They seemed to pick up on how to use the software quite well, which means our software is somewhat intuitive, but also that kids these days are apt in using software. Except for one first-year student, the material was not new for the users, which somewhat resembles using the software to practice material that a teachers has explained (instead of it being completely new theory). <br />
<br />
1. Interface<br><br />
The interface was did not receive major criticism, though some aspects were noted to be unfinished, such as a colored indicated for good or wrong answers. One user thought the question-box should be larger, another said that she wondered that the overview would have too many links if the software covered all material. Yet another noticed some some English terms, which should be rewritten in Dutch. They also noticed that the sign-in form interface was not looking very good in case of errors. <br />
<br />
2. Questions<br><br />
Most testers thought the questions worked well, but one thought there should be more questions, while two others were glad to be finished (math is not their favorite subject). One thought all ‘+ -‘ should be written as ‘-‘ by the program, however this is not the case in Getal en Ruimte either. <br />
<br />
3. Hints<br><br />
The students found the notion of hints a welcome addition. Some wanted a hint before even answering a question once. Of course this is possible, but we decided that a student should be made to think first, try something, and then get feedback. We noted that students virtually always clicked on hint if their answer was wrong, maybe because they wanted to move quicker though the program, but without understanding the hints, and making a new question, they could not progress. This probably means we facilitated some learning with the program.<br />
<br />
4. Repetition<br><br />
On the topic of repetition the response was not so positive. Some were quick, and did not want to repeat the (easier) questions three times, others made quite a few mistake with the last question, and wanted to be done with it once they had one correct answer on that question-type. We think the negativity was partly because of the wide range of students, meaning the software was less adapted to them than to the intended audience. Furthermore, we think that it might well be that students dislike some aspects of learning (in the short term), but that it actually helps them in the long term. Of course, making one question of every type seems like it will cost less time, but for most students that is not enough to really learn the techniques involved. <br />
<br />
5. Other remarks<br><br />
Except one student, the students said their schools do not use software in their classes or for homework, and that they found the idea worthwhile. One said it would probably take a lot of time to make all the hints for all the questions in highschool-books.<br />
<br />
== Conclusion ==<br />
<br />
== Discussion ==<br />
<br />
possible improvements!<br />
<br />
== Videos ==<br />
Links to screencapture videos.<br />
<br />
# [https://drive.google.com/open?id=1_UBZ6U26kIbZphZNtDI43tE86QTBAzUb Logging in] Creating an account and logging in.<br />
# [https://drive.google.com/open?id=1F4S9_E-GMCU-mN7ddZG7oZuhJEs-p9kH Overview] Overview of the different pages.<br />
# [https://drive.google.com/open?id=1wL-gSgFrlx4drUZSK1lAho6bHUnnRrTt Question 1] Shows the first question. When an incorrect answer is given the program gives feedback. The user can proceed to the next question when it has given three correct answers.<br />
# [https://drive.google.com/open?id=1FQe3cg27fWKdLeKiaqCyDTBcGmwae0pQ Current module] The program remembers the current module and the user can continue where it left.<br />
# [https://drive.google.com/open?id=1lCga_XYeNHXhTtOx3Pjv9GCKMNm9Xc8H Different questions] Shows the different questions.<br />
# [https://drive.google.com/open?id=1EjLK6aaqaPP4WXRStywmEZFLRM8b1AJE Teacher overview] The teacher overview with progress of all the students.<br />
# [https://drive.google.com/open?id=13whJAd5sjtAZHMeJ2x3Bsg8l_kSEFffq Ending] Logging out of the student account and logging in with a teacher account.<br />
<br />
== References ==<br />
<br />
{{Reflist}}<br />
<br />
== Peer Evaluations ==</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=PRE2019_1_Group3&diff=81271PRE2019 1 Group32019-10-28T15:50:15Z<p>S153905: /* Layout */</p>
<hr />
<div>'''Adaptive learning software for mathematics'''<br />
<br />
<br />
== Group Members ==<br />
{| class="wikitable" style="border-style: solid; border-width: 1px;" cellpadding="3"<br />
!style="text-align:left;"| Name<br />
!style="text-align:left"| Study<br />
!style="text-align:left;"| Student ID<br />
|- <br />
| Ruben Haakman || Electrical Engineering || 0993994<br />
|-<br />
| Tom Verberk || Software Science || 1016472<br />
|-<br />
| Peter Visser || Applied Physics || 0877628 <br />
|-<br />
|}<br />
<br />
== Planning ==<br />
Every week we will have 2 meetings, in between the meetings we will work on individual tasks, results of the individual tasks will be examined in the meetings, the tasks dicussed are the time when the tasks has to be done. Once a week a meeting with the tutor(s) is arranged to discuss progress and teamwork. In week 8 we will present our prototype to the class, and afterwards we will finalize the wiki. <br />
<br />
[[File:Planning_1_(12-9).PNG]]<br />
<br />
[[File:Planning_2_(12-9).PNG]]<br />
<br />
Note: The current picture of the planning may not be up to date. The current version can be viewed here: https://docs.google.com/spreadsheets/d/1Mrgz4kAK8DM9imor_zepvkM9XTyXgOXlZZbME7DrzHo/edit#gid=0.<br />
<br />
== Introduction ==<br />
<br />
There has been a big increase of technology in education; smart boards, laptops, tablets and online learning systems are now commonly used in classrooms. A lot of students have troubles with learning mathematics. Recent technologies in online learning software can help those students learn faster and keep them motivated. It also reduces the workload for teachers.<br />
<br />
== Problem Statement ==<br />
<br />
Currently, most students make all math exercises from a book. The only feedback they get is if their answer is right or wrong. The exercises are the same for every student and are made to match the general level of all students, resulting in questions which are too simple or too difficult for most of the students. In this way the only way to give personal support is by the teacher which does not have time to help everyone individually. Adaptive Learning Software for Mathematics can help with this problem.<br />
<br />
== State of the art ==<br />
<br />
=== Articles ===<br />
<br />
Title: '''Math Aversion (State of the Art)''' <br />
<br />
Link: https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/6210554 <br />
<br />
Relevance: incorporate conceptual thinking and illustrations to make students understand mathematical ideas<br />
<br />
Title: '''The Math Wars'''<br />
<br />
Link: https://journals-sagepub-com.dianus.libr.tue.nl/doi/pdf/10.1177/0895904803260042<br />
<br />
Relevance: The article provides an overview of the didactic discussion on math in the past century, as well as the latest controversy, the math war (maybe part of a larger culture war?). It boils down to a fervent discussion between ‘traditionalists’ and ‘modernists’, and their attempts to influence governmental educational policies on math (such as ‘the Standards’ and ‘the Framework’). The text is focussed on the US, but this is likely a trend in the West in general. It is useful to have some knowledge about these philosophical-didactic discussions, although in our limited time we should focus on how to implement the suggested methods of the two groups, not so much on the arguments.<br />
<br />
Title: '''Mathematics is about the world''' - R.E. Knapp<br />
<br />
Link: (book)<br />
<br />
Relevance: A book about the role of mathematics in our lives, and therefore useful for thinking about how to teach the subject. The book claims that mathematics is abstract, but nevertheless is about the world around us, which we try to understand. That discovering quantitative relationships suits our needs for indirect measurement(s), such as the ‘tool’ of establishing geometric relationships. Trying to concretize the notion - that math is a powerful tool for humans - in our program will help to motivate students to engage with the topic, and help them understand new ‘tools’. <br />
<br />
Title: '''Preparation, practice, and performance''': An empirical examination of the impact of Standards-based Instruction on secondary students’ math and science achievement<br />
<br />
Link: https://journals.sagepub.com/doi/pdf/10.7227/RIE.81.5<br />
<br />
Relevance: One set of studies on the impact of ‘SBI’ (standards-based instruction) methods, such as: student self-assessment, inquiry-based activities, group-based projects, hands-on experiences, use of computer technologies, and the use of calculators. ‘Non-SBI practices’: teacher lecture, individual student drill and practice worksheets, and computer drill and practice programmes, etc. <br />
<br />
overview of (SBI) student-centred methods:<br />
- using manipulatives or hands-on materials, such as styrofoam balls and toothpicks for building molecular models, dominoes, base ten blocks, tangrams, spinners, rulers, fraction bars, algebra tiles, coins, and geometric solids.<br />
- incorporating inquiry, discovery, and problem-solving approaches, such as making binoculars out of recycled materials, using scenarios from nature and everyday life events for groups of students to research and investigate using math and science concepts<br />
- applying math and science concepts to real-world contexts, such as banking, energy concerns, environmental issues, and timelines; <br />
- connecting mathematics and science preparation skills to specific careers and occupations<br />
- using calculators and technologies for capturing and analysing original data from original math and science experiments<br />
- communicating math and science concepts, through journal writing, small-group discussions, and laboratory/technical reporting of experiments and results.<br />
<br />
Results:<br />
- SBI practices that were found to be significant contributors to students’ math achievement include the use of manipulatives, self-assessment, co-operative group projects, and computer technology. <br />
- SBI practices that were found to be significant contributors to students’ science achievement include the use of inquiry, self-assessment, co-operative group projects, and computer technology. <br />
- Virtually none of the observed non-SBI practices was found to be a significant contributor to student math or science achievement by gender or ethnic groupings. <br />
<br />
Useful, because looking at effective methods is one way to know which side is right in the math war, or at least what methods we can use in our program. Our program might in a (superficial?) way fit into SBI, although that will ultimately depend on the type of exercises and methods we will include. <br />
<br />
Title: '''Didactic material confronted with the concept of mathematical literacy''' <br />
<br />
Link: https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1023%2FB%3AEDUC.0000017693.32454.01.pdf<br />
<br />
Relevance: this essay is critical of the ‘highly technocratic’ vision ‘from the top’ that aims to let experts device didactic materials to be used by teachers and students, whilst ignoring: <br />
- why is math taught and what is the role of didactic material?, <br />
- how and why do students actually use such materials?, <br />
- In which ways do didactic materials shape the teachers’ activities? <br />
- What does it mean that didactic material is never adopted but always adapted?<br />
<br />
Therefore the author claims it is more useful to focus on ‘valuable mathematical activities’ instead of ‘innovative didactic materials’. <br />
<br />
Furthermore, the author claims that “mathematical literacy” should be the leitmotiv for the teaching and learning of mathematics (up to secondary school). Mathematical literacy conceives “the relationship between mathematics, the surrounding culture, and the curriculum”. He mentions how this should influence didactic materials, and what these materials should look like. He critiques the ‘optimism’ and ‘exclusivity’ approaches of teaching math,and supports the ‘inclusivity’ approach, which presents math as ‘a method to understand the social and economic world we live in. This strategy considers mathematical activity as potentially critical, political, loaded with values, and informative’ and “The cognitive style of daily routine is of high relevance within these mathematical activities, since it is a fundamental aim of the strategy to empower common sense. It is intended to develop the attitude of daily life towards an attitude of critical consciousness.”.<br />
<br />
Useful because it really focuses on the users of didactic material (like our program!), an approach we can use to increase the value students (and teachers) find in our program. We should consider/confirm what mathematical literacy is, and whether it is the right standard to determine what is a valuable mathematical activity. The ‘inclusivity’ approach seems very interesting. However, the author seems very interesting in using math to discuss politics, if not to politicize (young) students, this seems a bad idea.<br />
<br />
Title: '''Geometrical analogies in mathematics lessons'''<br />
<br />
Link: https://academic-oup-com.dianus.libr.tue.nl/teamat/article/26/4/201/1664642<br />
<br />
Relevance: <br />
A summary of possibilities of mathematics lessons regarding the use of analogies in teaching geometry for different age groups. Useful because we might apply this in the exercises to teach users geometry. <br />
<br />
<br />
Title: ''' Open Learner Models: Research Questions''' Special Issue of the IJAIED<br />
<br />
Link: <br />
https://content-iospress-com.dianus.libr.tue.nl/download/international-journal-of-artificial-intelligence-in-education/jai17-2-01?id=international-journal-of-artificial-intelligence-in-education%2Fjai17-2-01<br />
<br />
Relevance: good summary of “learner models” and discussion of relevant aspects , very detailed, but good to use in a brainstorm for concretising the project. <br />
<br />
Title: '''Intelligent Agent-Based e-Learning System for Adaptive Learning'''<br />
<br />
Link: https://www-igi-global-com.dianus.libr.tue.nl/gateway/article/full-text-pdf/58052 <br />
<br />
Relevance:<br />
Adaptive learning approach: support learners to achieve the intended learning outcomes through a personalized way. <br />
<br />
The main idea: to personalize the learning content in a way that can cope with individual differences in aptitude. <br />
NOT: personalizing the presentation style of the learning materials<br />
<br />
model:<br />
- Aptitude-Treatment Interaction theory (ATI): there is a strong bond between the effectiveness of an instructional strategy (i.e. treatment) and the aptitude level of students <br />
-- aptitude: the capability to learn in a specific area either because of having talent or having prior knowledge in this area<br />
- Biggs’ Constructive Alignment Model: (use to operationalize ATI): an effective curriculum depends on adequately describing the educational goals desired. Biggs views curriculum as a teaching system, ultimate goal of system is to guide students towards the desired educational goals. He advocates the alignment of individual components in the system like teaching and learning activities (TLAs) and assessment tasks (ATs). It is a hierarchical framework. <br />
-- inherits the central idea of constructivism that education is a way to train students to be a self-learner<br />
> aim: improving students’ learning outcomes through enhancing their intrinsic motivation<br />
<br />
“Students with lower cognitive skill require highly structured instructional environments than students with higher cognitive skills (Snow, 1989).”<br />
<br />
Title: '''Personalized Adaptive Learner Model in E-Learning System Using FCM and Fuzzy Inference System'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs40815-017-0309-y.pdf<br />
<br />
Relevance: Some new dimensions of adaptivity are discussed here, like automatic and dynamic detection of learning styles. This is more precise and quicker than previous ones. It is a literature-based approach in which a personalized adaptive learner model (PALM) was constructed. This proposed learner model mines learner’s navigational accesses data and finds learner’s behavioural patterns which individualize each learner and provide personalization according to their learning styles in the learning process. Fuzzy cognitive maps and fuzzy inference system, soft computing techniques, were introduced to implement PALM. Result shows that personalized adaptive e-learning system is better and promising than the non-adaptive in terms of benefits to the learners and improvement in overall learning process. Thus, providing adaptivity as per learner’s needs is an important factor for enhancing the efficiency and effectiveness of the entire learning process.<br />
<br />
Title: '''Elo-based learner modeling for the adaptive practice of facts'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs11257-016-9185-7.pdf<br />
<br />
Relevance: <br />
- computerized adaptive system for practicing factual knowledge. <br />
- widely varying degrees of prior knowledge. <br />
- modular approach: 1. an estimation of prior knowledge, 2. an estimation of current knowledge, and 3. the construction of questions. <br />
- detailed discussion of learner models for both estimation steps (1 & 2),<br />
-- a novel use of the Elo rating system for learner modeling. <br />
--- results, and variations in model and effectiveness<br />
<br />
very useful, only change the topic<br />
<br />
Titel: The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects<br />
Link: https://files.eric.ed.gov/fulltext/EJ1068797.pdf<br />
Abstract:<br />
This report begins by summarizing current applications of ideas from artificial intelligence (Al) to education. It then uses that summary to project various future applications of Al--and advanced technology in general--to education, as well as highlighting problems that will confront the wide scale implementation of these technologies in the classroom.<br />
(relevance): This report gives an example of an already thought of algebra learning AI. However the program doesn’t automatically figure the level of the student. These things are called intelligence tutoring systems (or ITS). Overall very useful article.<br />
<br />
Titel: Permutations of Control: Cognitive Considerations for Agent-Based Learning Environments<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: While there has been a significant amount of research on technical issues regarding the development of agent-based learning environments (e.g., see the special issue of Journal of Interactive Learning Research, (1999, v10(3/4)), there is less information regarding cognitive foundations for these environments. The management of control is a prime issue with agent-based computer environments given the relative independence and autonomy of the agent from other system components. This paper presents four dimensions of control that should be considered in designing agent-based learning environments: Instructural purpose, Feedback, relationship, confidence in AI.<br />
(relevance): More focussed on the cognitive foundation for Artificial intelligence environment. Interesting for the Usefulness of our ideas.<br />
<br />
Titel: Introducing the Enhanced Personal Portal Model in a Synchromodal Learning Environment<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: Study that simulated a digital classroom (by placing camera’s students etcetera)<br />
(relevance): Not really relevant for us but interesting to take notice of (perhaps also making a digital environment for our idea)<br />
<br />
Titel: Intelligence Unleashed<br />
Link: https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/innovation/Intelligence-Unleashed-Publication.pdf<br />
Abstract: this short paper has two aims in mind. The first was to explain to a non-specialist, interested reader what AIEd (Artificial Intelligence in Education) is: its goals, how it is built, and how it works. The second aim was to set out the argument for what AIEd can offer learning, both now and in the future, with an eye towards improving learning and life outcomes for all. <br />
(relevance): This is a company who does research in this topic, it works together with teachers and researchers, therefore this might come as a big <br />
<br />
Titel: Web intelligence and artificial intelligence in education.<br />
Link: https://www.researchgate.net/publication/220374721_Web_Intelligence_and_Artificial_Intelligence_in_Education<br />
Abstract: This paper surveys important aspects of Web Intelligence (WI) in the context of Artificial Intelligence in Education (AIED) research. WI explores the fundamental roles as well as practical impacts of Artificial Intelligence (AI) and advanced Information Technology (IT) on the next generation of Web-related products, systems, services, and activities.<br />
(relevance): More information on Web Intelligence and how it works together with AIED, it focusses on practical inpacts and advanced information technology, especially the first part is interesting for us.<br />
<br />
<br />
<br />
Titel: 10 roles for artificial intelligence in education<br />
Link: https://www.teachthought.com/the-future-of-learning/10-roles-for-artificial-intelligence-in-education/<br />
Abstract: This article explores 10 roles for artificial intelligence in education Being:<br />
Automate, such as grading<br />
Adapt to student needs<br />
Point out improvements<br />
Ai tutors.<br />
Helpfull feedback<br />
changes how we find and interact with inforamtion.<br />
change role of teachers<br />
trial and error less intimidating<br />
change how schools find, teach and support students<br />
AI may change where students learn, who teaches them, and how they acquire basic skills.<br />
(relevance): It can show us some new thing AI helps teachers, which we haven’t thought of yet.<br />
<br />
Titel: Exploring the impact of artificial intelligence on teaching and learning in higher education<br />
Link: https://www.researchgate.net/publication/321258756_Exploring_the_impact_of_artificial_intelligence_on_teaching_and_learning_in_higher_education<br />
Abstract: This paper explores the phenomena of the emergence of the use of artificial intelligence in teaching and learning in higher education. It investigates educational implications of emerging technologies on the way students learn and how institutions teach and evolve. Recent technological advancements and the increasing speed of adopting new technologies in higher education are explored in order to predict the future nature of higher education in a world where artificial intelligence is part of the fabric of our universities.<br />
(relevance): It shows the use of Artificial intelligence already in higher education, it might give us some learingpoints while developing our own artificial intelligence.<br />
<br />
Titel: The roles of models in Artificial Intelligence and Education research: a prospective view<br />
<br />
Link: https://telearn.archives-ouvertes.fr/hal-00190395/<br />
Abstract: In this paper I speculate on the near future of research in Artificial Intelligence and Education (AIED), on the basis of three uses of models of educational processes: models as scientific tools, models as components of educational artefacts, and models as bases for design of educational artefacts. In terms of the first role, I claim that the recent shift towards studying collaborative learning situations needs to be accompanied by an evolution of the types of theories and models that are used, beyond computational models of individual cognition. In terms of the second role, I propose that in order to integrate computer-based learning systems into schools, we need to 'open up' the curriculum to educational technology, 'open up' educational technologies to actors in educational systems and 'open up' those actors to the technology (i.e. by training them). In terms of the third role, I propose that models can be bases for design of educational technologies by providing design methodologies and system components, or by constraining the range of tools that are available for learners. In conclusion I propose that a defining characteristic of AIED research is that it is, or should be, concerned with all three roles of models, to a greater or lesser extent in each case.<br />
(relevance): It can be used to explain a model in which our artificial intelligence solution wolud be beneficial to use.<br />
<br />
Titel: Evolution and Revolution in Artificial Intelligence in Education<br />
<br />
Link: https://link.springer.com/article/10.1007/s40593-016-0110-3<br />
Abstract: The field of Artificial Intelligence in Education (AIED) has undergone significant developments over the last twenty-five years. As we reflect on our past and shape our future, we ask two main questions: What are our major strengths? And, what new opportunities lay on the horizon? We analyse 47 papers from three years in the history of the Journal of AIED (1994, 2004, and 2014) to identify the foci and typical scenarios that occupy the field of AIED.<br />
(relevance): It can give us a quick and ordered view of what research has already been done in the form of AI and where there lie some possibilities for us (written in 2016)<br />
<br />
<br />
<br />
Title: '''Towards Emotionally Aware AI Smart Classroom: Current Issues and Directions for Engineering and Education'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/8253436 <br />
<br />
Abstract: Paper about a emotionally-aware AI smart classroom which can take over the role of a teacher.<br />
<br />
<br />
Title: '''AI and education: the importance of teacher and student relations'''<br />
<br />
Link: https://link.springer.com/article/10.1007/s00146-017-0693-8 <br />
<br />
Abstract: Paper about the difference in relationship between student-teacher and student-AI<br />
<br />
<br />
Title: '''Designing educational technologies in the age of AI: A learning sciences‐driven approach'''<br />
<br />
Link: https://doi.org/10.1111/bjet.12861 <br />
<br />
Abstract: How to develop an AI algorithm based on studies about how people learn.<br />
<br />
<br />
Title: '''Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review'''<br />
<br />
Link: https://journals.sagepub.com/doi/10.3102/0034654315581420 <br />
<br />
Abstract: This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems.<br />
<br />
<br />
Title: '''Artificial Intelligence as an Effective Classroom Assistant'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/7742268 <br />
<br />
Abstract: Article about blended learning, wherein the teacher can offload some work to the AI system.<br />
<br />
<br />
Title: '''Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0747563215001120 <br />
<br />
Abstract: Review on how learning styles were integrated into adaptive e-learning systems.<br />
<br />
<br />
Title: '''Learning Computer Networks Using Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ALHLCN <br />
<br />
Abstract: This paper describes an intelligent tutoring system that helps student study computer networks.<br />
<br />
<br />
Title: '''Mathematics Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ABUMIT <br />
<br />
Abstract: Intelligent tutoring system for teaching mathematics that help students understand the basics of math and that helps a lot of students of all ages to understand the <br />
topic.<br />
<br />
<br />
Title: '''TECH8 intelligent and adaptive e-learning system: Integration into Technology and Science classrooms in lower secondary schools'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0360131514002875 <br />
<br />
Abstract: The purpose of this research is to demonstrate the design and evaluation of an adaptive, intelligent and, most important, an individualised intelligent tutoring system <br />
(ITS) based on the cognitive characteristics of the individual learner.<br />
<br />
<br />
=== Other groups with similar subject ===<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2016_3_Groep18: Elementary school. Made 4 small educational games for children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep14: Elementary school. Made a simple math game for young children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep8: High school. Made an adaptive gamified online learning system using Moodle. The goal of this group is similar to our goal, but they focused more on gamification and less in making the exercises personalized for each student. They used Moodle as an open source online learning system. The big advantage of Moodle is the wide range of plugins that already exist, so it was possible to build further upon those plugins. However creating quizzes and exercises especially mathematical expressions was difficult and time consuming. Many of the plugins they used had no documentation which made it hard to make changes.<br />
<br />
=== Currently available software ===<br />
An overview of already existing software and their limitations<br />
<br />
<br />
'''Getal & Ruimte'''<br />
*Limited number of exercises, only a digitalized version of the exercises from the book.<br />
*Does not remember previously made mistakes in questions.<br />
*Does not repeat previously incorrectly made exercises.<br />
*No hints and feedback after a question. Students must look up the answers in a digital book.<br />
<br />
<br />
'''Khan Academy'''<br />
*No specific feedback based on mistakes.<br />
*Does not remember previously made mistakes in questions.<br />
<br />
<br />
<br />
'''Wolfram Alpha Problem Generator'''<br />
*No specific feedback based on mistakes.<br />
*Does not remember previously made mistakes in questions.<br />
*No automatic problem selection, users must decide when to go to the next level.<br />
<br />
<br />
'''Mathspace'''<br />
*Does not cover all the material of high school.<br />
*Does not remember previously made mistakes in questions.<br />
<br />
<br />
'''Why is our program better?'''<br />
<br />
The software of Getal & Ruimte is specifically made for high school students, follows the structure of the book and covers all the material . However it is mostly a digitalized version of the book with some adaptiveness. The program does not repeat incorrectly made questions or common made mistakes. Newer programs like Khan Academy, Wolfram Alpha and Mathspace are smarter and are build from the beginning as an online program instead of starting from an existing book. Khan Academy has a system to decide when to go to the next level, Wolfram Alpha covers almost all the material and can give step by step solutions for all problems. Mathspace gives specific feedback and can also give feedback on intermediate steps. They all lack the possibility to repeat questions where the student had difficulty or made the same mistake.<br />
<br />
== Users, stakeholders and their requirements ==<br />
<br />
=== Primary users: high school mathematics students ===<br />
<br />
Our primary users will be high school mathematics students (or people who want to study this on their own). The subject of mathematics is a vital one for developing abstract thinking and applied in many ways in technical fields, and the skill of problem solving can be applied in many ways in life. At the same time mathematics is often considered difficult by students. For these reasons we think the subject of mathematics is where good value can be provided with our web-based AI-enhanced learning tool. Additionally, mathematics (like other hard sciences) allows for easier checking of answers than the type of language-based (short) essay answers that are required for social sciences. Vocabulary would be a suitable topic as well, however we are unaware of a shortage in German or French translators, whereas there is a shortage in engineering and in the skilled trades. Since highschool in the bridge between primary and college, that is where our program could be most valuable. The introductory test to assess the mathematics level can incorporate primary school topics, and we could offer such exercises to the slightly more mature student as well, whereas primary school children are less self-directed. <br />
<br />
By estimating the current level of understanding and the learning style (speed, etc.) of the individual student, we can offer a tailored learning experience that will help the student get quick feedback (and hopefully more positive results), which will help with building confidence in tackling (new) mathematics problems and might even make the subject more enjoyable. <br />
Using students to beta-test our program will be a useful way to interact with these users, since they might be less able to communicate exactly what it that is lacking in their mathematics course. The proof of the pudding is in the eating, measuring success and especially engagement over time will show how well our program works. Once the students have an actual product to work with they might give valuable feedback on why they kept using it, or why they stopped using it. Of course here we need to take into account that some students might have learning difficulties that need more direct coaching or are just plainly uninterested in improving their lack of mathematical skill. Our program might help some of these kinds of students, but assuming it will be the mathematics panacea is unwise. We aim to get a prototype early b-test with students done at the end of the project. <br />
<br />
- HAVO/VWO!<br />
<br />
=== Primary users: high school mathematics teachers ===<br />
<br />
Other primary users will be high school mathematics teachers. Students can of course start using the web-program on their own, but if high school teachers find it valuable enough to recommend it to students, that could be a good sign. Of course we will have to consider their biases in didactics and their general mindset in terms of improving education (for some it might be lacking). Nevertheless, their impact can be useful, by for instance finding out what in their experience are the main difficulties students have, and trying to adapt for those thing in our program (content-wise, but also in terms of engagement). We will form a focus group of a few of these teachers to make qualitatitve study on the difficulties of teaching mathematics. Their input will be used to determine the direction and attributes of our prototype. Later on we might get them to evaluate it (in combination with a beta-test on students?). <br />
<br />
=== Secundairy users: Headmasters ===<br />
<br />
Headmasters are stakeholders, since they have a say in the way mathematics is taught in their school. Financial cost will be always be in the back of their minds, and as such they will critically assess the performance, robustness and scalability of the program. But, they are clearly concerned about the rates at which students progress through key-courses like mathematics (in the Netherlands it has certain higher requirements than some other courses in terms of passing classes and graduating). If our program can help with that, this is an opportunity. Maybe, our program’s introductory test can be used as the intro-test for new students, and the program can help bridging the gap (the school may decide to used other ways to help these students as well). Depending on the school the headmasters may also have didactical views that are key to the identity of the school that may or may not match with what we decide to use in our program. Given the diversity in education-land, this simply means there will always be some less enthusiastic headmasters with respect to adopting our program. It could be tempting to go with the majority, but we have to independently assess whether the majority is correct, maybe the majority view is related to the problems in teaching mathematics. <br />
<br />
=== Tertiary users / stakeholders ===<br />
<br />
==== Ministry of Education ====<br />
<br />
At a more distant level the ministry of education has similar concerns as the headmasters in terms of money spend and passing rates, but they also bound to more ideological/didactic points of view that are determined by the parliament and the current minister, tough on the other hand the bureaucracy itself might also have a mainstream point of view that is somewhat different. These views will somewhat affect the chances of our program ultimately getting adopted in individual school, if for instance certain funding is allocated to, or withdrawn from, computer-based mathemathics/learning aids – with certain requirements, etc. However, the ministry does not determine for the school what teaching aids they must use in particular. <br />
<br />
==== (Technical) Universities / STEM departments ====<br />
<br />
Technical universities and STEM departments at others have two stakes, one is a higher level of mathematics ability of incoming students, since it is the basis on which many majors (if not all) depend. This could save money in terms of additional efforts, and can bring in more money (if students progress/graduate quicker). Secondly, the more engaging mathematics program we aim to develop might induce more student to choose to go to a technical university or a STEM major instead of a alpha or gamma major. <br />
<br />
==== (Tech) companies ====<br />
<br />
Given the lack of workers in the skilled trades and in engineering, technical companies have a clear stake in students being better in (applied) mathematical problems solving. And such skills can in fact be useful in many jobs, so companies in general might benefit, although it might sound less interesting than clean-desk or scrum or feng shui.<br />
<br />
== Approach/milestones/deliverables ==<br />
We will start with some up front research, we will make some sort about didactics and how to apply this in our webpage we want to create.<br />
While doing research about these topics we will start working on our webpage. We are planning to build some sort of web page or program. This artifact will have some sort of artificial intelligence which keeps track of the level of skill of the student and gives exercises matching the skill level of the student.<br />
After being done with the research about didactics. We will lay the proposal of our artifact in front of several high school teachers. We want to have their input, as the artifact is build for there purpose. We then apply the given advise in our artifact.<br />
Lastly we plan to test our improved application for use, we will go to the same (or other) high school teachers and ask if we can test them in their classes. We then come up with a conclusion and finish the research.<br />
<br />
Our milestones will be the finish of our research, the alpha version of our application, then the comments of the teachers, then the beta version of our application. The findings of the test subject and finally the final version.<br />
<br />
Our deliverables will be a research about the current software and possible use of AI in education, the findings we got from talking to teachers, the test results found when testing on students and finally our artifact, described on this wiki. Furthermore, we deliver a presentation on our project. (Note: we ended up not using artificial intelligence for our project, it was the direction we decided to study in the first week).<br />
<br />
== Requirements ==<br />
*Gives students individualized support such as hints, feedback, and problem selection<br />
**Hints and feedback based on the learning style of the student (Felder and Silverman model)<br />
**Recognizes common mistakes and gives explanation if those mistakes are made multiple times<br />
**Repeat previously incorrectly made questions<br />
*Simple, intuitive and motivating user interface<br />
**Consistensy across all pages<br />
**No distractive elements<br />
*Motivates students to make exercises<br />
**Shows progress of different modules<br />
**Level of the exercises matches the level of the student<br />
*Collaborative learning<br />
**Students can help each other with exercises<br />
**Competitive gamification<br />
<br />
<br />
Using an adapting collabrative learning system can help students learning the subject and also motivate students<ref>Walker, E., Rummel, N. & Koedinger, K.R. Int J Artif Intell Educ (2014) 24: 33. https://doi.org/10.1007/s40593-013-0001-9</ref>.<br />
<br />
Questions and feedback can be personalised for every students learning style by using the Felder and Silverman model<ref>Felder and Silverman, [https://www.engr.ncsu.edu/wp-content/uploads/drive/1QP6kBI1iQmpQbTXL-08HSl0PwJ5BYnZW/1988-LS-plus-note.pdf "LEARNING AND TEACHING STYLES IN ENGINEERING EDUCATION"], 1988.</ref>. This model describes four learning categories where each category is characterized by two opposite attributes. The Felder and Silverman’s main four categories are the following:<br />
*Sensing versus Intuitive<br />
*Visual versus Verbal <br />
*Active versus Reflective<br />
*Sequential versus Global<br />
<br />
Course satisfaction has a significant effect on performance but performance does not have a strong positive effect on course satisfaction. Previous online learning experience influences self-regulated learning directly. <ref>Chih-Hsuan Wang, David M. Shannon & Margaret E. Ross (2013) Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning, Distance Education, 34:3, 302-323, https://doi.org/10.1080/01587919.2013.835779</ref><br />
<br />
Motivation and emotion significantly influence student learning experiences, including achievement, satisfaction, and passing vs. nonpassing; whereas the use of learning strategies did not.<ref>Moon-Heum Cho & Michele L. Heron (2015) Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course, Distance Education, 36:1, 80-99, https://doi.org/10.1080/01587919.2015.1019963</ref><br />
== Concept ==<br />
<br />
=== Hierarchy of mathematics modules ===<br />
<br />
In the figure below is a sketch of what the structure of the program can look like. The modules might be related more complexely, this we need to assess. Modules can have sub-modules. The number of exercises is one key aspect in attuning to the individual learner. <br />
<br />
[[File:Hierarchy_AI_learning.png]]<br />
<br />
=== Didactics of mathematics === <br />
<br />
==== Desk study: Getal en Ruimte studybook ====<br />
To orient ourselves into the well-established mainstream didactic methodology, we ordered a book from the most used mathematics book-serie in the Netherlands: "Getal and Ruimte". We ordered the first book for VWO 3, since we considered that the to be an interesting class, the one before the choice for the alpha (maatschappij) or beta (wetenschap) direction is made. We decided to focus on the material of the first chapter, since our project ran during the beginning of the school year. This choice would allow us to let some students in that year try our software at the end of the project, to get some user-feedback. The topic of linear equation also lends itself to our purposes, since we do not intent to recreate Wolfram Mathematics-like problem solving tools, but instead we wanted to focus on the development of an adaptive learning program, with mathematics as the subject. <br />
<br />
==== Qualitative study: focus group ====<br />
<br />
In order to understand the problems with teaching highschool math, a focus study will be held with a few teachers. This qualitative approach will give us valuable in-depth knowlegde on the praxis of the didactics of mathematics. In this short time period it is more useful than a small questionnaire with generally even fewer responses. In a focus group the partipants can all add to the discussion, react to each other, and the interviewer can ask more suitable follow-up questions. <br />
<br />
===== The invitation mail =====<br />
On thursday the 12th the following mail was send to 17 secondary HAVO/VWO schools in Eindhoven and area.<br />
<br />
"Uitnodiging focusgroep voor wiskunde software<br />
<br />
Wij zijn een groepje van drie derdejaars bachelor-studenten op de Technische Universiteit van Eindhoven die graag in contact zouden komen met HAVO/VWO wiskunde leraren voor het ontwikkelen van een online wiskunde hulpmiddel. Wij zijn bezig met een project van twee maanden, waarbij de wensen van gebruikers van technologie centraal staan.<br />
<br />
<br />
Door middel van een groepsgesprek van ongeveer een uur met enkele wiskundedocenten willen wij bespreken welke problemen zij ervaren in de les en op welke manier individu-gerichte software hen daarbij zou kunnen helpen. Voor dit gesprek komen wij graag naar uw school. <br />
<br />
<br />
Met de hulp van deze focusgroep zal het doel van ons prototype worden bepaald. In overleg met de school zouden wij dit prototype enkele weken later (kort) willen laten testen door leerlingen. <br />
<br />
Graag horen wij of een of meerdere wiskunde docenten op uw school interesse hebben in dit gesprek! <br />
<br />
<br />
Met vriendelijke groet,<br />
<br />
Peter Visser,<br />
mede namens Tom Verberk en Ruben Haakman"<br />
<br />
===== Responses =====<br />
From four schools (Eckart college, Were Di college, Carolus Borromeus college and Stedelijk college) we have received positive reactions, all with groups of two or more teachers. Due to their full agenda's and time-constraints, we decided it would be easier to have seperate focus-group conversations at each school. In this way the different didactic methods of the schools can be discussed more in depth as well. We could use results from earlier talks in later talks to have some (one-way) feedback between teachers. Two more school reacted, only to indicate that they did not have time, though they found the project interesting. In the case of no positive reactions, these schools would have been called, to follow up on the mail. However, given the positive reactions, this was not necessary. <br />
<br />
Due to some delay between mails, and the busy schedules of the teachers, the two interviews that materialised were held on the 30th of September (4 teachers, Eckart college) and the 1st of October (2 teachers, Were Di college). The contact with Carolus Borromeus took much longer to react, and eventually did not react, so sadly this option had to be removed from our focusgroup. The fourth school reacted only in the second-to-last week of our project, and any feedback from this meeting (likely to occur even later) would not be useful in our prototype-development.<br />
<br />
===== Preparation =====<br />
<br />
A question list has been prepared, with possible follow up aspects, to guide the discussion of the teachers in the focusgroup, and to try to optimize useful information for our design choices. The points will not be checked off like an interview, but are a guide for the discussion. The concept of quantitative studies, and specifically the focus group (or group discussion) format has been studied with the help of a basic textbook (An Introduction to Qualitative Research: Learning in the Field - Rossman & Rallis). The question-points, and sub-points, are shown below, in Dutch, since the subjects and interviewer are Dutch, and this will improve the quality of the discussion. First the interviewer will shortly introduce himself and explain the project and the goal of the discussion. <br />
<br />
Note: Due to the relatively slow process of setting up meetings, due to slow mail-contact and full teacher agenda's) the interviews happened later in our project that we had envisioned. For this reason the nature of the interview changed somewhat. The initial questionlist was still used, but relatively less time was spend on these questions, and that time was used to ask more specific question about the design-decision we had already made (in order to progress in our limited-time project). These questions naturally fitted after the initial questions. <br />
<br />
1. korte introductie van elke docent: opleiding, ervaring (jaren, klassen, niveaus)<br />
<br />
2. didactische methode van school: boek, lesgeven, hulpmiddelen<br />
- pluspunten<br />
- verbeterpunten<br />
<br />
3. individuele methoden van docenten<br />
<br />
4. problemen met wiskunde-overbrengen? <br />
<br> - wat ter tafel komt!<br />
<br>- concentratie? <br />
<br>- hoofdrekenen vs rekenmachine?<br />
<br>- hoeveelheid oefenen (buiten de les)?<br />
<br> - verschillen tussen leerlingen?<br />
<br />
5. Op welke manier probeert men deze problemen het hoofd te bieden, wat werkt wel en niet?<br />
<br />
6. Op welke manier zou een (online) individueel-adaptief programma hieraan kunnen bijdragen?<br />
<br />
7. Wat is jullie ideale voorstelling van zo’n dergelijke programma?<br />
<br />
8. specifieke vragen over doelstelling programma <br />
<br>-- diagnostische toets<br />
<br>-- goede leerlingen: verder werken<br />
<br>-- zwakke leerlingen: extra oefenen<br />
<br>-- vervangen van deel van oefenen met boek<br />
<br>-- klassikaal toetsen (meteen oefenen van hoofdrekenen?)<br />
<br>-- helemaal zelfstandig<br />
<br>-- Herhalen van de theorie in het programma, of juist focus op oefenen?<br />
<br />
9. Manieren om studenten 'engaged' te houden (over langere tijd)?<br />
<br />
10. Het idee van deel-hints voor het helpen oplossen van een probleem (ipv simpelweg het antwoord of de hele uitwerking)?<br />
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11. Gedurende het jaar toetsen over stof van voorgaande hoofdstukken om kennis couranter te houden?<br />
<br />
12. Vooral focus op studenten die meer oefening nodig hebben?<br />
<br />
13. functie: extra oefenmateriaal, op termijn vervanging van de opdrachten in het boek, maar theorieboek en uitleg van docent blijven nodig?<br />
<br />
14. Verdere aspecten die ter tafel komen.<br />
<br />
===== Results =====<br />
<br />
Both interviews were recorded, in order for the interviewer to focus on the conversation instead of note-taking, and also for the ease of listening back to certain parts that afterwards seemed bussy with talk. For the ease of this report, these recordings have been summarised below, with a focus on distilling the general feedback on functionality and requirements. <br />
<br />
''Eckart college (Eindhoven)'': <br />
<br />
Over het algemeen waren de 4 docenten te spreken over het idee.<br />
Ze hebben al wel een soort software, maar zonder hints, en ze moeten zelf de opdrachten inprogrammeren. Ze gebruiken dat niet echt kreeg ik de indruk.<br />
Hoofdrekenen vonden ze niet echt een probleem, omdat ze in de les de rekenmachines niet laten gebruiken, dus leerlingen ontwikkelen de vaardigheid op deze manier al.<br />
Het idee van hints waren ze erg over te spreken, als verbetering op een antwoordboekje (of de hele uitwerking).<br />
Ook het idee dat ze een beter diagnose middel hebben met deze software sprak ze aan. Verder vonden ze het vooral interessant als aanvulling op de les, en (deelse) vervanging van de opdrachten uit het boek. <br />
<br />
Voor de verschillende niveau’s en jaren de problemen nogal verschillend. Specifiek voor VWO 3 speelt dat er een tweedeling is tussen wie waarschijnlijk wiskunde a en wie waarschijnlijk wiskunde b gaan doen. De ene groep heeft meer uitleg nodig, en herhaling van de simplere opdrachten, de andere groep heeft dingen eerder door (en door verveling kunnen die lastig zijn in de les).<br />
<br />
Daarom willen de docenten ook een toepassing voor die betere leerlingen, niet per sé ‘extra’ werk, maar vervangende opdrachten, die interessanter zijn, o.i.d. (Dit hadden we zelf ook bedacht, maar valt dus buiten ons prototype).<br />
<br />
Een andere tip is dat leerlingen de mogelijkheid moeten hebben om een opdracht (of opdrachtsoort) op te slaan, om die vervolgens dan makkelijk te kunnen laten zien aan de docent in de les.<br />
<br />
Verder vonden de docenten het ook een goed idee als leerlingen elkaar (online) kunnen helpen met een opdracht, en daar dan misschien iets van punten voor kunnen krijgen. (Dit lijkt me buiten het prototype vallen, maar kunnen we meenemen in de verbeterpunten)<br />
<br />
Ook nog een tip dat we het goed moeten opdelen in blokjes, zodat het niet te lang duurt, en ervoor moeten zorgen dat leerlingen kunnen zien hoe ver ze zijn, bijv. Een progressie-balkje. <br />
<br />
Een docent wilde ook een soort vragenuurtje organiseren buiten de les, waar leerlingen dan vragen over de software kunnen stellen. De andere drie waren hier niet enthousiast over. Die vinden dat de software vooral moet dienen om de leerling te helpen richting zelfstandig leren te werken. Hetzelfde geld voor mailtjes over vragen in de software.<br />
<br />
Wel vonden ze dat er een feedback middel moet zijn om technische problemen met de software of opdrachten te kunnen aangeven. <br />
<br />
Voor de prototype test zijn er twee docenten met een vwo3 klas. Ze zitten tussen een vakantie en een toetsweek, dus hebben geen tijd om in begin van week 43 het prototype in de klas te proberen. Wel vonden het een goed idee om (nadat ze het zelf hebben bekeken) een link door te sturen. Omdat de toets over hoofdstukken 1 en 2 gaat, is qua prototype vooral handig voor de leerlingen (en dus voor user-feedback) als de invulling voor hoofdstuk 1 dat wij hebben gekozen, vooral een soort uitgebreide diagnostische toets is. De uitbereiding is dan qua het soort vragen, en qua herhaling van vragen bij foute (of pas na hints opgeloste) vragen. <br />
<br />
Verder moeten ipv inlognaam ‘nicknaam’ gebruiken, ipv met privacy van leerlingen die vaak onder de 16 jaar oud zijn. Een vraag over klas of docent zou volgens hen wel kunnen, om het uit elkaar te houden, en omdat dit niet individueel te traceren is. <br />
<br />
Een goede vraag was ook of we wel het huidige aanbod in de markt hebben bestudeerd. Dat is denk ik iets wat wel in de presentatie en/of wiki moet bespreken. <br />
<br />
''Were Di college (Valkenswaard)'':<br />
<br />
Over het algemeen waren de 2 docenten te spreken over het idee.<br />
Ze hebben ook al wel een soort software, maar zonder hints, en ze moeten zelf de opdrachten inprogrammeren. Ze gebruiken dat niet echt kreeg ik de indruk.<br />
Hoofdrekenen vonden ze wel echt een probleem, als onderdeel van een algemeen gebrek aan rekenvaardigheden, als ze van de basisschool afkomen. Hiervoor kan het idee van diagnostische toets voor nieuwe leerlingen dus handig zijn, zodat men sneller en gerichter kan inspringen op gaten in deze vaardigheden. Ook diagnose voor nieuwe klassen (voor een docent nieuw) vonden ze een goed idee. <br />
<br />
Het idee van hints waren ze erg over te spreken, als verbetering op een antwoordboekje (of de hele uitwerking).<br />
Verder vonden ze het vooral interessant als aanvulling op de les, en (deelse) vervanging van de opdrachten uit het boek. <br />
<br />
Daarom willen de docenten ook een toepassing voor die betere leerlingen, niet per sé ‘extra’ werk, maar vervangende opdrachten, die interessanter zijn, o.i.d. (Dit hadden we zelf ook bedacht, maar valt dus buiten ons prototype). Probleem hierbij is hoe groot het de verschillen worden, en in hoeverre één les dan nog toereikend is voor de grote verschillen. <br />
<br />
Het idee om een opdracht (of opdrachtsoort) op te slaan, om die vervolgens dan makkelijk te kunnen laten zien aan de docent in de les, vonden ze erg handig.<br />
<br />
Ook nog een tip dat we het goed moeten opdelen in blokjes, zodat het niet te lang duurt, en ervoor moeten zorgen dat leerlingen kunnen zien hoe ver ze zijn, bijv. Een progressie-balkje. Volgens de docenten zou dit soort ‘gamification’ (er een spelletje van maken) het vooral voor jongens interessanter kunnen maken. <br />
<br />
De docenten hebben allebei niet vwo3 als klas, en op deze school is er binnenkort geen toets over hoofdstuk 1 + 2. Dus hier is het test-idee voor de andere school niet zo nuttig. Wel kunnen we de link van het programma doorsturen aan de ene docent, die het dan wil doorgeven aan de betreffende docenten, maar ik denk dat we hier niet veel van moeten verwachten, omdat het voor de leerlingen dan puur herhalen is zonder ‘noodzaak’ zoals een toets…<br />
<br />
Ook hier was een goede vraag of we wel het huidige aanbod in de markt hebben bestudeerd. Dat is denk ik iets wat wel in de presentatie en/of wiki moet bespreken. Maar zelf hadden ze nog niet van dit soort software gehoord.<br />
<br />
===== Discussion and implementation =====<br />
<br />
The importance of the following requirements has been affirmed with the help of the focusgroup:<br />
<br>- exercise practice tool (as opposed to theory-laden)<br />
<br>- use contextual hints to help students learn (compared to merely showing the answer or the whole derivation)<br />
<br>- repeat exercises until the student has solved a few without hints<br />
<br>- show progress to students<br />
<br>- the diagnostic functionality for teachers: student performance overview and details<br />
<br>- for later: exercises for the faster students so they can use their time in highschool worthwhile <br />
<br />
The following requirements have been added with the help of te focusgroup:<br />
<br>- easy to use for teachers (an end-product, no need to program in questions, etc.)<br />
<br>- use nicknames instead of 'name' with respect to privacy of students under 16.<br />
<br>- keep the (sub)modules short enough, so that student can complete one in a timespan that fits their concentration-arc<br />
<br>- ability to save an exercise, in order to discuss it with students<br />
<br>- feedback option, so students can report problems to the developers<br />
<br>- later on: possibility to discuss problems on an online platform ?<br />
<br />
== Design choices ==<br />
<br />
=== Homework-support tool ===<br />
After studying the didactic articles, the Getal & Ruimte book, and the focusgroup discussions, we decided that our mathematics software would be a homework-support tool, or an assisted homework tool, instead of a full-fledged independent studies program. The main problem for students is that they need to spend enough time on their homework, not that the teachers are doing a very bad job in explaining the theory, or that the book does not explain the theory that well. Doing it better than the current school would require a breakthrough on didactics on our part, which has not much to do with software, and more with philosophy and psychology. <br />
<br />
The reality of current students is that they have two tools for understanding the theory (teacher and book), but that they have but one real tool for making homework, which is checking if their answer is correct (or figuring out why that answer is correct). Or asking the teacher in the next lesson, but students seem to do this very little, they write question marks in their notebooks, but then just skip to the next question, according to the teachers we spoke with. Of course, teachers would be unable to answer all such question marks in limited classroom time. For this reason helping students make their homework with software is our chosen goal of this project. <br />
=== New software ===<br />
Based on our review of current software, we decided that implementing our ideas about adaptive learning required new software, where we could easily manage users, and add functionalities in the programming language, Python, we (to a greater or lesser extent) had experience in. Furthermore Python is a much used language, with extensive documentation and importable modules such as SciPy.<br />
=== Topic ===<br />
For the prototype we wanted to choose one chapter. We decided that an interesting group would be VWO3, since those students face the choice to go into the beta or the alpha direction (with their respective math-levels), and if successful the possibility to recruit more people into the beta-sciences, perhaps even prospective Tue students. In order to test the prototype with the student of teachers we interviewed, we decided that we would pick the first chapter of the book, linear equations. We bought this book to study the widely accepted didactic method ‘Getal & Ruimte’ as an example and stepping stone.<br />
=== Adaptive hints ===<br />
One main aspect of our concept of adaptive learning is adaptive hints, so that based on the errors of students they can choose to get a tip on how to solve the type of problem. This instead of either looking up the answer, or looking up the fully worked out solution. Especially for students who have difficulties with math, ‘reverse-engineering’ the method to get to the right answer might not be the best way to learn mathematics, and seeing the whole solution does not teach one to think through problems. In our software we want to give them a hint, and let them redo a similar question (with different numbers), this can happen with multiple errors in a row, from fundamental, to making a mistake with a minus sign in the final answer. This is an attempt to automatize the kind of ‘activating’ tips that (good) teachers or homework-tutors tend to give. <br />
Another way we give adaptive hints is by giving a student an indication if he has made a particular type of error multiple times, this will help him to understand what the mistake is, and we can suggest to look up the theory in book, or to ask this question to the teacher in the next class. This is meant as a fail-safe, but also implemented in an activating way. <br />
=== Adaptive repetition ===<br />
Another key aspect of adaptive learning is adaptive repetition. We decided to give this two forms. The first way is on the level of questions (question-types, really). In order to make sure the students has understood the particular solution strategy for a question type, we aim to make the student give a correct answer three times. This means that the repetition for a student depends on how well they make exercises, if they get it right from the start, and work diligently, they can move on after 3 questions of one type. However, the more students struggles with applying concepts, or with working problems out consistently, the more repetition the student will get. This works somewhat similar to the book, which often has subquestions that are similar. The faster students can usually skip half of them, whereas the students who struggle might need all of them.<br />
<br />
Another form of adaptive repetition is our idea to make the size diagnostic test depend on how well a student has done in that module, with a basic minimum. Furthermore, our idea is to also use the program to repeat exercises from previous module(s) during the final testing of the next module, so that the various topics in a year stay somewhat familiar, which is useful for follow-up chapters (in the same or a next year). This repetition can also depend on how well students did a particular module, maybe depend also a grades of school tests, and perhaps on how well a student generally seems to retain knowledge over longer periods. These latter repetition forms go beyond our the scope of our prototype. <br />
=== Progress, but not score ===<br />
We decided that students would not get a score for how many good or bad answers they gave, since the aim is to foster learning, not grading. We want to indicate how many good answers they have given on a particular question, when they are working on it, so that they know when they could go to the next question-type. Furthermore we can indicate how many question-types there are in a module, and where they are in that regard. A percentage would not work well, since that will change depending on each good and wrong answer. <br />
=== Teacher overview ===<br />
We decided that teachers would be helped by a overall overview of the performance of students, so they can see how many questions each students has attempted, and how often they made errors. They can quickly see which students have not done anything, and which ones are struggling and which ones are doing very well. This is something teachers like to have, especially in the beginning of a school year, but also to track changes in terms of effort. Furthermore we could make an overview for each question, and which ones seemed most difficult for the students.<br />
<br />
== Question-types ==<br />
<br />
== Technical aspects ==<br />
<br />
In this part of the wiki the technical aspects of our application will be explained. First the foundations of our application will be discussed, next the database structure of the application will be discussed, thereafter the layout of the web page will be discussed. Following that specific methods used in the code will be viewed in more detail and explained in a clear and structured manner, lastly the interface of the application will be discussed.<br />
<br />
=== Foundation === <br />
<br />
Most of our application is programmed using Python 3.0. As a web framework we used Django: an free and open source web application written in python. A framework is nothing more than a collection of modules that make development easier.The official project site describes Django as "a high-level Python Web framework that encourages rapid development and clean, pragmatic design. [LINK TO SITE]. For the interface we used a application wide CSS template. <br><br><br />
<br />
The main application can be split into 3 parts: Login module, Question module and Teacher module. <br><br><br />
<br />
Login Module: <br><br />
The login module consists of the actual login mechanism, This includes an register form, a login form, a landing page (page where you "land" when you enter the url) and a home page. <br><br><br />
<br />
Question module: <br><br />
The queston module consists of 2 main parts. The General Question part and the actual question part. The General question part mainly contains method that are used for all modules in general, or are related to routing. (E.G. the select current module module). The actual question part is related to the individual questions. <br><br />
The genaral questions part contains: current module section, select module section. <br><br />
The actual question part contains: All the seperate questions, answer pages to all the questions and the "answer next question" part. <br><br><br />
<br />
Teacher module: <br><br />
The teacher module consist of all the teacher functionality. This includes an teacher verification question and the student overview, once the teacher is verified. <br><br><br />
<br />
=== Database ===<br />
<br />
An sqlLite database was used to manage our data. To manage the data in the best way possible and without keeping unused data we choose the following database tables in our database<br />
<br />
==== Customuser ====<br />
Customuser is the standard User database table python has, only it is adjusted to serve us the way we want it. We added 3 extra values untop of the values that were standard. The standard data is given in italics, our new data is given in bold, in brackets the type of data is given. All the data that is in the Customuser table is: <br><br><br />
''Id''(integer): The Id that is given to a user. <br><br />
''password''(varchar(128)): The password filled in by the user. <br><br />
''last_login''(datatime): The last time the user has logged in (NULL if user has not logged in). <br><br />
''is_superuser''(bool): If a user is able to access all pages (Not used in our website). <br><br />
''username''(varchar(150)): The username the user filled in. <br><br />
''first_name''(varchar(30)): The first name of the user (not used in our application due to privacy reasons, our focusgroup suggested this change for us). <br><br />
''last_name''(varchar(150)): The last name of the user (also not used). <br><br />
''email''(varchar(254)): The email of the user, filled in during sign up. <br><br />
''is_staff''(boolean): To denote if some user is part of the development staff, not used in our application (this will allow the user to access all the admin functionality, which is not something we want teachers to be able to do. <br><br />
''is_active''(boolean): To denote if someone is active, this is checked based on the lastlogin time. <br><br />
''date_joined''(datetime): The date and time the user has signed up an account. <br><br />
'''general intelligence'''(integer): The intelligence modifier we keep track of to determine how smart someone is. <br><br />
'''isTeacher'''(boolean): Boolean that states if a user is a teacher. <br><br><br />
<br />
==== Module ====<br />
The Module table is a simple auxilerary table to make sure some data about the modules is contained. The data in the module database has to be changed via some sort of database inserter or management program. We did this beforehand, adding some modules to the database. <br><br />
'''id'''(integer): The id that is given to a certain module. <br><br />
'''title'''(varchar(200)): The title of an given module. <br><br />
'''text'''(text): Some text explaining what the module is about. EG if a module contains quadratic formulas with 2 variables, the text for that module will be this. <br><br><br />
<br />
==== module_user ====<br />
The module_user table is where most of the actions in our database take place. It is the main factor that connects the users to the modules. Every time somebody changes something in the database (except adding teacher or signing up). This table will be selected. As said this table connects the users to the modules, it does this in such a way that it keeps track of how many questions a student has correct, wrong etc. It changes the intelligence of the student of this module to better simulate how smart a student is. The table with its values looks as follows: <br><br />
'''id'''(integer): The ID of the combination such that it is easy to find. This ID is an unique value and is automaticly assigned by the database upon creating such an module_user entry.<br />
'''currentModule'''(integer): To denote if the user is currently active in this module. The decision to make this an integer value and not a simple boolean value is because in this way we can keep track of which question of the module the user is working on and not just the module in general.<br />
'''amountCorrect'''(integer): The total amount of questions the user has correct in the current module.<br />
'''amountWrong'''(integer):<br />
'''amountHints'''(integer):<br />
'''moduleScore'''(integer):<br />
'''mistake1'''(integer):<br />
'''mistake2'''(integer):<br />
'''mistake3'''(integer):<br />
'''mistake4'''(integer):<br />
'''mistake5'''(integer):<br />
'''currentQuestionHints'''(integer):<br />
'''currentQuestionCorrect'''(integer):<br />
'''module_id'''(integer)(ForeignKey):<br />
'''user_id'''(integer)(ForeignKey):<br />
<br />
=== Layout === <br />
<br />
In this section of the wiki the layout of our application will be discussed. This is done by giving a brief explanation of the web page and the different functionalities it has<br />
<br />
==== Landing page ====<br />
The landing page is the page where you “land” when entering the given URL. From this page you can either login or sign up as a new account. <br> <br><br />
<br />
Functionalities: <br><br />
''Log In Button'': This button will redirect you to the login page. <br><br />
''Schrijf in Button'': This button will redirect you to the sign up page. <br><br><br />
<br />
[[File:[Landingpage.png]]]<br />
<br />
==== Singup page ====<br />
The sign up page is the page where you make a new account. You do this by filling in the given form, upon filling in the form in the correct way the website will create an new account for this user. This includes an entry in the ‘’’Customuser’’’ table discussed in the previous section and multiple entries in the ‘’modules_user’’’ table discussed in the previous section one for each module. <br><br><br />
<br />
Functionalities: <br><br />
''username Field'': This field the user has to fill in the username, this username cannot exist in the database yet. There are no further restriction for the username, all given restrictions are given on the web page.<br><br />
''Email Adress Field'': This field the user has to fill in his/her emailadress. The box checks if the email addres can be an existing emailadress. (It checks if there is an example@example.example structure).<br><br />
''Pasword Field'': The user has to fill in his/her password. The password box checks if the requirements to the password given at the page are met. <br><br />
''Repeat password field'': The user has te repeat their password. Such that he will not have accidentely made an type. The page checks if the password was the same as before. <br><br />
'' Signup button'': When pressing the signup button. The webpage will start the signup procedure once all the above checks give a positive result. The webpage will then redirect the user to the landing page where the user can login. <br><br />
'' Login button'': This button will redirect to the login page. It is a simple shortcut for the user to take if it turns out he already had an account.<br />
<br />
==== Login page ====<br />
The loginpage is the page where you login as an user if you already have an account. If the username and password are incorrect the website will give an general error, this means that there is for the website no difference in having a wrong username or having a wrong password. <br> <br><br />
<br />
Functionalities: <br><br />
''Username field'': This field the user has to fill in the username with whom they have an account on the website. <br><br />
''Password field'': This field the user has to fill in the corresponding password. <br><br />
<br />
==== Main functionalities once logged in ====<br />
Once you have logged in as a user you can use the menubar at the top of your screen. This menubar is available at all the pages listed below. The buttons discussed in this subsection will therefore be available but not be discussed during the explanations of the pages that follow. <br><br><br />
<br />
Functionalities: <br><br />
''Home button'': This button redirects to the home page. <br><br />
''Hoofdstukken button'': This button redirects to the module overview page. <br><br />
''Uitloggen button'': This button will log the user out and redirect the user to the landing page. <br><br />
<br />
==== home page ====<br />
The home page is the page where the user lands when he has filled in the correct username and password. From here on he can access the different possibilities our application has to offer. <br><br><br />
<br />
Functionalities: <br><br />
''Huidige module button'': This button redirects to the current module the user is working on as explained in the “module_user” table section of the database. <br><br />
''Module overzicht button'': This button redirects to the module overview page. <br><br />
''Leraren button'': This button redirects to the teacher page when the user is not a teacher (discussed in user table of database) and redirects to the “confirmed teacher” page when the user is a teacher.<br />
<br />
==== module overview ====<br />
From the module overview page users can pick specific modules they want to study a bit more. They can also look ahead of what is to come. <br><br><br />
<br />
Functionalities: <br><br />
''Specific chapter button'': Each button on this page will redirect to a question with a specific question. Within a specific module the user can select the question they want to answer.<br />
<br />
==== Question view ====<br />
When answering a certain question the user will always first land on the question view page. On this page a question is shown with (1 or 2) number boxes where answers should be filled in. The user can then request a new question. Or check if their answer is correct. <br><br><br />
<br />
Functionalities: <br><br />
''Field 1'': The first answerfield where the user should fill in the correct answer. <br><br />
''Field 2'': The second answerfield where the user should also fill in the correct answer. <br><br />
''Nieuwe vraag button'': This button will refresh the page, meaning that the same kind of question will be asked with different variables. <br><br />
''Controleer button'': The answer to the question will be checked and the user will be redirected to the Question Answer page.<br />
<br />
==== Question Answer ====<br />
This is the page where the user will be redirected when he has answered a question. For the sake of explanation the user has answered the question wrongly, but has already answered the same question correct the number of times in which he is able to advance to the next question. By assuming this we will see the full functionality of this page. <br><br><br />
<br />
Functionalities: <br><br />
''Question answer and your answer text”: The page will display the question, your answer and the correct answer, this way you can see where you went wrong. When you have answered the question correct only your answer will be shown. <br><br />
''Bekijk een hint button'': When pressing this button the page will explain the mistake you made. This can be used to do the question correct next time. IF you answered the question correct, this button will not be displayed. <br><br />
''multiple same mistake text'': The page will display a warning to you if you have made the same mistake multiple times. It will ask you to ask the teacher to explain this to you, since you clearly did not understand it. This will only show up when you made the same mistake multiple times. <br><br />
''Doe deze vraag opnieuw button'': This button will ask you the same kind of question again. Meaning this question will be asked again with different variables. <br><br />
''volgende vraag button'': This button will redirect you to the next question. You are only able to press this button once you have reached a certain treshhold (This will be discussed in the NextQuestion Method).<br />
<br />
==== Teacher (not confirmed) ====<br />
The teacher page is a page where users will find themselves when they press the teacher button when they are not a teacher. Once they are on this page the only thing they can do is fill in the teacher password. If they have done this they will be made a teacher and can access all the teacher possibilities. <br><br><br />
<br />
Funtionalities: <br><br />
''password field'': This is where the user fills in the teacher password. <br><br />
''controleer button'': This button will check if the filled in password is correct. If the password is incorrect the page will be reloaded and there will not be a change made. If the password was correct the user will be redirected to the confirm teacher page and the user will be made a teacher in the databes.<br />
<br />
==== confirmed teacher ====<br />
The confirmed teacher page is an overview for teacher of all the students. It will display for each student the total amount of correct answers, the total amount of wrong answers and the ration between the two. This way teachers can in a quick glance see which students are good and which need some attention. <br><br><br />
<br />
Functionalities: <br><br />
''Nickname Column'': The nickname of the users, this is the username field of the login page. <br><br />
''Slimheid(%) column'': The percentile of questions that were answered correct. <br><br />
''totaal correct column'': The amount of questions that the user has answered correct. <br> <br />
''total fout column'': The amount of question that the user has answered wrong. <br><br />
<br />
=== Methods ===<br />
<br />
=== Interface ===<br />
<br />
==== Quantitative study: first alpha-test ====<br />
<br />
In the beginning of week 43 we aimed to do a alpha-test of the prototype at the schools of the teachers who are in the focusgroup(s). We mainly wanted to ask about their experience and any recommendations they would make. The end of our project was in between their autumn-break and a finals-week at their school, so the teachers indicated that they could only have time to shortly introduce the program, but that students would have to test it in their own time. This was further complicated by our lack of success in getting the program easily usable (by making the website online, or making an .exe-file). We did send emails with the instructions to download the program and the files, however the two teachers that replied indicated that they did not think students would have time for this before the finals week. As an alternative we asked some of our acquaintances of highschool age (siblings, cousins, etc.) to try the program on our own laptops, and to answer a few short questions (in Dutch).<br />
<br />
The questions: <br><br />
1. What do you think is good about the interface, what should be improved?<br />
<br />
2. What do you think is good about the questions, what should be improved?<br />
<br />
3. What do you think is good about the hints, how could it be more helpful? <br />
<br />
4. What do you think about the repetition of questions, should it be more or less? <br />
<br />
5. Additional remarks?<br />
<br />
===== Results =====<br />
We tested the program with 6 acquaintances of highschool age. They seemed to pick up on how to use the software quite well, which means our software is somewhat intuitive, but also that kids these days are apt in using software. Except for one first-year student, the material was not new for the users, which somewhat resembles using the software to practice material that a teachers has explained (instead of it being completely new theory). <br />
<br />
1. Interface<br><br />
The interface was did not receive major criticism, though some aspects were noted to be unfinished, such as a colored indicated for good or wrong answers. One user thought the question-box should be larger, another said that she wondered that the overview would have too many links if the software covered all material. Yet another noticed some some English terms, which should be rewritten in Dutch. They also noticed that the sign-in form interface was not looking very good in case of errors. <br />
<br />
2. Questions<br><br />
Most testers thought the questions worked well, but one thought there should be more questions, while two others were glad to be finished (math is not their favorite subject). One thought all ‘+ -‘ should be written as ‘-‘ by the program, however this is not the case in Getal en Ruimte either. <br />
<br />
3. Hints<br><br />
The students found the notion of hints a welcome addition. Some wanted a hint before even answering a question once. Of course this is possible, but we decided that a student should be made to think first, try something, and then get feedback. We noted that students virtually always clicked on hint if their answer was wrong, maybe because they wanted to move quicker though the program, but without understanding the hints, and making a new question, they could not progress. This probably means we facilitated some learning with the program.<br />
<br />
4. Repetition<br><br />
On the topic of repetition the response was not so positive. Some were quick, and did not want to repeat the (easier) questions three times, others made quite a few mistake with the last question, and wanted to be done with it once they had one correct answer on that question-type. We think the negativity was partly because of the wide range of students, meaning the software was less adapted to them than to the intended audience. Furthermore, we think that it might well be that students dislike some aspects of learning (in the short term), but that it actually helps them in the long term. Of course, making one question of every type seems like it will cost less time, but for most students that is not enough to really learn the techniques involved. <br />
<br />
5. Other remarks<br><br />
Except one student, the students said their schools do not use software in their classes or for homework, and that they found the idea worthwhile. One said it would probably take a lot of time to make all the hints for all the questions in highschool-books.<br />
<br />
== Conclusion ==<br />
<br />
== Discussion ==<br />
<br />
possible improvements!<br />
<br />
== Videos ==<br />
Links to screencapture videos.<br />
<br />
# [https://drive.google.com/open?id=1_UBZ6U26kIbZphZNtDI43tE86QTBAzUb Logging in] Creating an account and logging in.<br />
# [https://drive.google.com/open?id=1F4S9_E-GMCU-mN7ddZG7oZuhJEs-p9kH Overview] Overview of the different pages.<br />
# [https://drive.google.com/open?id=1wL-gSgFrlx4drUZSK1lAho6bHUnnRrTt Question 1] Shows the first question. When an incorrect answer is given the program gives feedback. The user can proceed to the next question when it has given three correct answers.<br />
# [https://drive.google.com/open?id=1FQe3cg27fWKdLeKiaqCyDTBcGmwae0pQ Current module] The program remembers the current module and the user can continue where it left.<br />
# [https://drive.google.com/open?id=1lCga_XYeNHXhTtOx3Pjv9GCKMNm9Xc8H Different questions] Shows the different questions.<br />
# [https://drive.google.com/open?id=1EjLK6aaqaPP4WXRStywmEZFLRM8b1AJE Teacher overview] The teacher overview with progress of all the students.<br />
# [https://drive.google.com/open?id=13whJAd5sjtAZHMeJ2x3Bsg8l_kSEFffq Ending] Logging out of the student account and logging in with a teacher account.<br />
<br />
== References ==<br />
<br />
{{Reflist}}<br />
<br />
== Peer Evaluations ==</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=File:Landingpage.png&diff=81270File:Landingpage.png2019-10-28T15:49:42Z<p>S153905: </p>
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<div></div>S153905https://cstwiki.wtb.tue.nl/index.php?title=PRE2019_1_Group3&diff=81262PRE2019 1 Group32019-10-28T15:35:03Z<p>S153905: </p>
<hr />
<div>'''Adaptive learning software for mathematics'''<br />
<br />
<br />
== Group Members ==<br />
{| class="wikitable" style="border-style: solid; border-width: 1px;" cellpadding="3"<br />
!style="text-align:left;"| Name<br />
!style="text-align:left"| Study<br />
!style="text-align:left;"| Student ID<br />
|- <br />
| Ruben Haakman || Electrical Engineering || 0993994<br />
|-<br />
| Tom Verberk || Software Science || 1016472<br />
|-<br />
| Peter Visser || Applied Physics || 0877628 <br />
|-<br />
|}<br />
<br />
== Planning ==<br />
Every week we will have 2 meetings, in between the meetings we will work on individual tasks, results of the individual tasks will be examined in the meetings, the tasks dicussed are the time when the tasks has to be done. Once a week a meeting with the tutor(s) is arranged to discuss progress and teamwork. In week 8 we will present our prototype to the class, and afterwards we will finalize the wiki. <br />
<br />
[[File:Planning_1_(12-9).PNG]]<br />
<br />
[[File:Planning_2_(12-9).PNG]]<br />
<br />
Note: The current picture of the planning may not be up to date. The current version can be viewed here: https://docs.google.com/spreadsheets/d/1Mrgz4kAK8DM9imor_zepvkM9XTyXgOXlZZbME7DrzHo/edit#gid=0.<br />
<br />
== Introduction ==<br />
<br />
There has been a big increase of technology in education; smart boards, laptops, tablets and online learning systems are now commonly used in classrooms. A lot of students have troubles with learning mathematics. Recent technologies in online learning software can help those students learn faster and keep them motivated. It also reduces the workload for teachers.<br />
<br />
== Problem Statement ==<br />
<br />
Currently, most students make all math exercises from a book. The only feedback they get is if their answer is right or wrong. The exercises are the same for every student and are made to match the general level of all students, resulting in questions which are too simple or too difficult for most of the students. In this way the only way to give personal support is by the teacher which does not have time to help everyone individually. Adaptive Learning Software for Mathematics can help with this problem.<br />
<br />
== State of the art ==<br />
<br />
=== Articles ===<br />
<br />
Title: '''Math Aversion (State of the Art)''' <br />
<br />
Link: https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/6210554 <br />
<br />
Relevance: incorporate conceptual thinking and illustrations to make students understand mathematical ideas<br />
<br />
Title: '''The Math Wars'''<br />
<br />
Link: https://journals-sagepub-com.dianus.libr.tue.nl/doi/pdf/10.1177/0895904803260042<br />
<br />
Relevance: The article provides an overview of the didactic discussion on math in the past century, as well as the latest controversy, the math war (maybe part of a larger culture war?). It boils down to a fervent discussion between ‘traditionalists’ and ‘modernists’, and their attempts to influence governmental educational policies on math (such as ‘the Standards’ and ‘the Framework’). The text is focussed on the US, but this is likely a trend in the West in general. It is useful to have some knowledge about these philosophical-didactic discussions, although in our limited time we should focus on how to implement the suggested methods of the two groups, not so much on the arguments.<br />
<br />
Title: '''Mathematics is about the world''' - R.E. Knapp<br />
<br />
Link: (book)<br />
<br />
Relevance: A book about the role of mathematics in our lives, and therefore useful for thinking about how to teach the subject. The book claims that mathematics is abstract, but nevertheless is about the world around us, which we try to understand. That discovering quantitative relationships suits our needs for indirect measurement(s), such as the ‘tool’ of establishing geometric relationships. Trying to concretize the notion - that math is a powerful tool for humans - in our program will help to motivate students to engage with the topic, and help them understand new ‘tools’. <br />
<br />
Title: '''Preparation, practice, and performance''': An empirical examination of the impact of Standards-based Instruction on secondary students’ math and science achievement<br />
<br />
Link: https://journals.sagepub.com/doi/pdf/10.7227/RIE.81.5<br />
<br />
Relevance: One set of studies on the impact of ‘SBI’ (standards-based instruction) methods, such as: student self-assessment, inquiry-based activities, group-based projects, hands-on experiences, use of computer technologies, and the use of calculators. ‘Non-SBI practices’: teacher lecture, individual student drill and practice worksheets, and computer drill and practice programmes, etc. <br />
<br />
overview of (SBI) student-centred methods:<br />
- using manipulatives or hands-on materials, such as styrofoam balls and toothpicks for building molecular models, dominoes, base ten blocks, tangrams, spinners, rulers, fraction bars, algebra tiles, coins, and geometric solids.<br />
- incorporating inquiry, discovery, and problem-solving approaches, such as making binoculars out of recycled materials, using scenarios from nature and everyday life events for groups of students to research and investigate using math and science concepts<br />
- applying math and science concepts to real-world contexts, such as banking, energy concerns, environmental issues, and timelines; <br />
- connecting mathematics and science preparation skills to specific careers and occupations<br />
- using calculators and technologies for capturing and analysing original data from original math and science experiments<br />
- communicating math and science concepts, through journal writing, small-group discussions, and laboratory/technical reporting of experiments and results.<br />
<br />
Results:<br />
- SBI practices that were found to be significant contributors to students’ math achievement include the use of manipulatives, self-assessment, co-operative group projects, and computer technology. <br />
- SBI practices that were found to be significant contributors to students’ science achievement include the use of inquiry, self-assessment, co-operative group projects, and computer technology. <br />
- Virtually none of the observed non-SBI practices was found to be a significant contributor to student math or science achievement by gender or ethnic groupings. <br />
<br />
Useful, because looking at effective methods is one way to know which side is right in the math war, or at least what methods we can use in our program. Our program might in a (superficial?) way fit into SBI, although that will ultimately depend on the type of exercises and methods we will include. <br />
<br />
Title: '''Didactic material confronted with the concept of mathematical literacy''' <br />
<br />
Link: https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1023%2FB%3AEDUC.0000017693.32454.01.pdf<br />
<br />
Relevance: this essay is critical of the ‘highly technocratic’ vision ‘from the top’ that aims to let experts device didactic materials to be used by teachers and students, whilst ignoring: <br />
- why is math taught and what is the role of didactic material?, <br />
- how and why do students actually use such materials?, <br />
- In which ways do didactic materials shape the teachers’ activities? <br />
- What does it mean that didactic material is never adopted but always adapted?<br />
<br />
Therefore the author claims it is more useful to focus on ‘valuable mathematical activities’ instead of ‘innovative didactic materials’. <br />
<br />
Furthermore, the author claims that “mathematical literacy” should be the leitmotiv for the teaching and learning of mathematics (up to secondary school). Mathematical literacy conceives “the relationship between mathematics, the surrounding culture, and the curriculum”. He mentions how this should influence didactic materials, and what these materials should look like. He critiques the ‘optimism’ and ‘exclusivity’ approaches of teaching math,and supports the ‘inclusivity’ approach, which presents math as ‘a method to understand the social and economic world we live in. This strategy considers mathematical activity as potentially critical, political, loaded with values, and informative’ and “The cognitive style of daily routine is of high relevance within these mathematical activities, since it is a fundamental aim of the strategy to empower common sense. It is intended to develop the attitude of daily life towards an attitude of critical consciousness.”.<br />
<br />
Useful because it really focuses on the users of didactic material (like our program!), an approach we can use to increase the value students (and teachers) find in our program. We should consider/confirm what mathematical literacy is, and whether it is the right standard to determine what is a valuable mathematical activity. The ‘inclusivity’ approach seems very interesting. However, the author seems very interesting in using math to discuss politics, if not to politicize (young) students, this seems a bad idea.<br />
<br />
Title: '''Geometrical analogies in mathematics lessons'''<br />
<br />
Link: https://academic-oup-com.dianus.libr.tue.nl/teamat/article/26/4/201/1664642<br />
<br />
Relevance: <br />
A summary of possibilities of mathematics lessons regarding the use of analogies in teaching geometry for different age groups. Useful because we might apply this in the exercises to teach users geometry. <br />
<br />
<br />
Title: ''' Open Learner Models: Research Questions''' Special Issue of the IJAIED<br />
<br />
Link: <br />
https://content-iospress-com.dianus.libr.tue.nl/download/international-journal-of-artificial-intelligence-in-education/jai17-2-01?id=international-journal-of-artificial-intelligence-in-education%2Fjai17-2-01<br />
<br />
Relevance: good summary of “learner models” and discussion of relevant aspects , very detailed, but good to use in a brainstorm for concretising the project. <br />
<br />
Title: '''Intelligent Agent-Based e-Learning System for Adaptive Learning'''<br />
<br />
Link: https://www-igi-global-com.dianus.libr.tue.nl/gateway/article/full-text-pdf/58052 <br />
<br />
Relevance:<br />
Adaptive learning approach: support learners to achieve the intended learning outcomes through a personalized way. <br />
<br />
The main idea: to personalize the learning content in a way that can cope with individual differences in aptitude. <br />
NOT: personalizing the presentation style of the learning materials<br />
<br />
model:<br />
- Aptitude-Treatment Interaction theory (ATI): there is a strong bond between the effectiveness of an instructional strategy (i.e. treatment) and the aptitude level of students <br />
-- aptitude: the capability to learn in a specific area either because of having talent or having prior knowledge in this area<br />
- Biggs’ Constructive Alignment Model: (use to operationalize ATI): an effective curriculum depends on adequately describing the educational goals desired. Biggs views curriculum as a teaching system, ultimate goal of system is to guide students towards the desired educational goals. He advocates the alignment of individual components in the system like teaching and learning activities (TLAs) and assessment tasks (ATs). It is a hierarchical framework. <br />
-- inherits the central idea of constructivism that education is a way to train students to be a self-learner<br />
> aim: improving students’ learning outcomes through enhancing their intrinsic motivation<br />
<br />
“Students with lower cognitive skill require highly structured instructional environments than students with higher cognitive skills (Snow, 1989).”<br />
<br />
Title: '''Personalized Adaptive Learner Model in E-Learning System Using FCM and Fuzzy Inference System'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs40815-017-0309-y.pdf<br />
<br />
Relevance: Some new dimensions of adaptivity are discussed here, like automatic and dynamic detection of learning styles. This is more precise and quicker than previous ones. It is a literature-based approach in which a personalized adaptive learner model (PALM) was constructed. This proposed learner model mines learner’s navigational accesses data and finds learner’s behavioural patterns which individualize each learner and provide personalization according to their learning styles in the learning process. Fuzzy cognitive maps and fuzzy inference system, soft computing techniques, were introduced to implement PALM. Result shows that personalized adaptive e-learning system is better and promising than the non-adaptive in terms of benefits to the learners and improvement in overall learning process. Thus, providing adaptivity as per learner’s needs is an important factor for enhancing the efficiency and effectiveness of the entire learning process.<br />
<br />
Title: '''Elo-based learner modeling for the adaptive practice of facts'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs11257-016-9185-7.pdf<br />
<br />
Relevance: <br />
- computerized adaptive system for practicing factual knowledge. <br />
- widely varying degrees of prior knowledge. <br />
- modular approach: 1. an estimation of prior knowledge, 2. an estimation of current knowledge, and 3. the construction of questions. <br />
- detailed discussion of learner models for both estimation steps (1 & 2),<br />
-- a novel use of the Elo rating system for learner modeling. <br />
--- results, and variations in model and effectiveness<br />
<br />
very useful, only change the topic<br />
<br />
Titel: The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects<br />
Link: https://files.eric.ed.gov/fulltext/EJ1068797.pdf<br />
Abstract:<br />
This report begins by summarizing current applications of ideas from artificial intelligence (Al) to education. It then uses that summary to project various future applications of Al--and advanced technology in general--to education, as well as highlighting problems that will confront the wide scale implementation of these technologies in the classroom.<br />
(relevance): This report gives an example of an already thought of algebra learning AI. However the program doesn’t automatically figure the level of the student. These things are called intelligence tutoring systems (or ITS). Overall very useful article.<br />
<br />
Titel: Permutations of Control: Cognitive Considerations for Agent-Based Learning Environments<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: While there has been a significant amount of research on technical issues regarding the development of agent-based learning environments (e.g., see the special issue of Journal of Interactive Learning Research, (1999, v10(3/4)), there is less information regarding cognitive foundations for these environments. The management of control is a prime issue with agent-based computer environments given the relative independence and autonomy of the agent from other system components. This paper presents four dimensions of control that should be considered in designing agent-based learning environments: Instructural purpose, Feedback, relationship, confidence in AI.<br />
(relevance): More focussed on the cognitive foundation for Artificial intelligence environment. Interesting for the Usefulness of our ideas.<br />
<br />
Titel: Introducing the Enhanced Personal Portal Model in a Synchromodal Learning Environment<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: Study that simulated a digital classroom (by placing camera’s students etcetera)<br />
(relevance): Not really relevant for us but interesting to take notice of (perhaps also making a digital environment for our idea)<br />
<br />
Titel: Intelligence Unleashed<br />
Link: https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/innovation/Intelligence-Unleashed-Publication.pdf<br />
Abstract: this short paper has two aims in mind. The first was to explain to a non-specialist, interested reader what AIEd (Artificial Intelligence in Education) is: its goals, how it is built, and how it works. The second aim was to set out the argument for what AIEd can offer learning, both now and in the future, with an eye towards improving learning and life outcomes for all. <br />
(relevance): This is a company who does research in this topic, it works together with teachers and researchers, therefore this might come as a big <br />
<br />
Titel: Web intelligence and artificial intelligence in education.<br />
Link: https://www.researchgate.net/publication/220374721_Web_Intelligence_and_Artificial_Intelligence_in_Education<br />
Abstract: This paper surveys important aspects of Web Intelligence (WI) in the context of Artificial Intelligence in Education (AIED) research. WI explores the fundamental roles as well as practical impacts of Artificial Intelligence (AI) and advanced Information Technology (IT) on the next generation of Web-related products, systems, services, and activities.<br />
(relevance): More information on Web Intelligence and how it works together with AIED, it focusses on practical inpacts and advanced information technology, especially the first part is interesting for us.<br />
<br />
<br />
<br />
Titel: 10 roles for artificial intelligence in education<br />
Link: https://www.teachthought.com/the-future-of-learning/10-roles-for-artificial-intelligence-in-education/<br />
Abstract: This article explores 10 roles for artificial intelligence in education Being:<br />
Automate, such as grading<br />
Adapt to student needs<br />
Point out improvements<br />
Ai tutors.<br />
Helpfull feedback<br />
changes how we find and interact with inforamtion.<br />
change role of teachers<br />
trial and error less intimidating<br />
change how schools find, teach and support students<br />
AI may change where students learn, who teaches them, and how they acquire basic skills.<br />
(relevance): It can show us some new thing AI helps teachers, which we haven’t thought of yet.<br />
<br />
Titel: Exploring the impact of artificial intelligence on teaching and learning in higher education<br />
Link: https://www.researchgate.net/publication/321258756_Exploring_the_impact_of_artificial_intelligence_on_teaching_and_learning_in_higher_education<br />
Abstract: This paper explores the phenomena of the emergence of the use of artificial intelligence in teaching and learning in higher education. It investigates educational implications of emerging technologies on the way students learn and how institutions teach and evolve. Recent technological advancements and the increasing speed of adopting new technologies in higher education are explored in order to predict the future nature of higher education in a world where artificial intelligence is part of the fabric of our universities.<br />
(relevance): It shows the use of Artificial intelligence already in higher education, it might give us some learingpoints while developing our own artificial intelligence.<br />
<br />
Titel: The roles of models in Artificial Intelligence and Education research: a prospective view<br />
<br />
Link: https://telearn.archives-ouvertes.fr/hal-00190395/<br />
Abstract: In this paper I speculate on the near future of research in Artificial Intelligence and Education (AIED), on the basis of three uses of models of educational processes: models as scientific tools, models as components of educational artefacts, and models as bases for design of educational artefacts. In terms of the first role, I claim that the recent shift towards studying collaborative learning situations needs to be accompanied by an evolution of the types of theories and models that are used, beyond computational models of individual cognition. In terms of the second role, I propose that in order to integrate computer-based learning systems into schools, we need to 'open up' the curriculum to educational technology, 'open up' educational technologies to actors in educational systems and 'open up' those actors to the technology (i.e. by training them). In terms of the third role, I propose that models can be bases for design of educational technologies by providing design methodologies and system components, or by constraining the range of tools that are available for learners. In conclusion I propose that a defining characteristic of AIED research is that it is, or should be, concerned with all three roles of models, to a greater or lesser extent in each case.<br />
(relevance): It can be used to explain a model in which our artificial intelligence solution wolud be beneficial to use.<br />
<br />
Titel: Evolution and Revolution in Artificial Intelligence in Education<br />
<br />
Link: https://link.springer.com/article/10.1007/s40593-016-0110-3<br />
Abstract: The field of Artificial Intelligence in Education (AIED) has undergone significant developments over the last twenty-five years. As we reflect on our past and shape our future, we ask two main questions: What are our major strengths? And, what new opportunities lay on the horizon? We analyse 47 papers from three years in the history of the Journal of AIED (1994, 2004, and 2014) to identify the foci and typical scenarios that occupy the field of AIED.<br />
(relevance): It can give us a quick and ordered view of what research has already been done in the form of AI and where there lie some possibilities for us (written in 2016)<br />
<br />
<br />
<br />
Title: '''Towards Emotionally Aware AI Smart Classroom: Current Issues and Directions for Engineering and Education'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/8253436 <br />
<br />
Abstract: Paper about a emotionally-aware AI smart classroom which can take over the role of a teacher.<br />
<br />
<br />
Title: '''AI and education: the importance of teacher and student relations'''<br />
<br />
Link: https://link.springer.com/article/10.1007/s00146-017-0693-8 <br />
<br />
Abstract: Paper about the difference in relationship between student-teacher and student-AI<br />
<br />
<br />
Title: '''Designing educational technologies in the age of AI: A learning sciences‐driven approach'''<br />
<br />
Link: https://doi.org/10.1111/bjet.12861 <br />
<br />
Abstract: How to develop an AI algorithm based on studies about how people learn.<br />
<br />
<br />
Title: '''Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review'''<br />
<br />
Link: https://journals.sagepub.com/doi/10.3102/0034654315581420 <br />
<br />
Abstract: This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems.<br />
<br />
<br />
Title: '''Artificial Intelligence as an Effective Classroom Assistant'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/7742268 <br />
<br />
Abstract: Article about blended learning, wherein the teacher can offload some work to the AI system.<br />
<br />
<br />
Title: '''Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0747563215001120 <br />
<br />
Abstract: Review on how learning styles were integrated into adaptive e-learning systems.<br />
<br />
<br />
Title: '''Learning Computer Networks Using Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ALHLCN <br />
<br />
Abstract: This paper describes an intelligent tutoring system that helps student study computer networks.<br />
<br />
<br />
Title: '''Mathematics Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ABUMIT <br />
<br />
Abstract: Intelligent tutoring system for teaching mathematics that help students understand the basics of math and that helps a lot of students of all ages to understand the <br />
topic.<br />
<br />
<br />
Title: '''TECH8 intelligent and adaptive e-learning system: Integration into Technology and Science classrooms in lower secondary schools'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0360131514002875 <br />
<br />
Abstract: The purpose of this research is to demonstrate the design and evaluation of an adaptive, intelligent and, most important, an individualised intelligent tutoring system <br />
(ITS) based on the cognitive characteristics of the individual learner.<br />
<br />
<br />
=== Other groups with similar subject ===<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2016_3_Groep18: Elementary school. Made 4 small educational games for children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep14: Elementary school. Made a simple math game for young children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep8: High school. Made an adaptive gamified online learning system using Moodle. The goal of this group is similar to our goal, but they focused more on gamification and less in making the exercises personalized for each student. They used Moodle as an open source online learning system. The big advantage of Moodle is the wide range of plugins that already exist, so it was possible to build further upon those plugins. However creating quizzes and exercises especially mathematical expressions was difficult and time consuming. Many of the plugins they used had no documentation which made it hard to make changes.<br />
<br />
=== Currently available software ===<br />
An overview of already existing software and their limitations<br />
<br />
<br />
'''Getal & Ruimte'''<br />
*Limited number of exercises, only a digitalized version of the exercises from the book.<br />
*Does not remember previously made mistakes in questions.<br />
*Does not repeat previously incorrectly made exercises.<br />
*No hints and feedback after a question. Students must look up the answers in a digital book.<br />
<br />
<br />
'''Khan Academy'''<br />
*No specific feedback based on mistakes.<br />
*Does not remember previously made mistakes in questions.<br />
<br />
<br />
<br />
'''Wolfram Alpha Problem Generator'''<br />
*No specific feedback based on mistakes.<br />
*Does not remember previously made mistakes in questions.<br />
*No automatic problem selection, users must decide when to go to the next level.<br />
<br />
<br />
'''Mathspace'''<br />
*Does not cover all the material of high school.<br />
*Does not remember previously made mistakes in questions.<br />
<br />
<br />
'''Why is our program better?'''<br />
<br />
The software of Getal & Ruimte is specifically made for high school students, follows the structure of the book and covers all the material . However it is mostly a digitalized version of the book with some adaptiveness. The program does not repeat incorrectly made questions or common made mistakes. Newer programs like Khan Academy, Wolfram Alpha and Mathspace are smarter and are build from the beginning as an online program instead of starting from an existing book. Khan Academy has a system to decide when to go to the next level, Wolfram Alpha covers almost all the material and can give step by step solutions for all problems. Mathspace gives specific feedback and can also give feedback on intermediate steps. They all lack the possibility to repeat questions where the student had difficulty or made the same mistake.<br />
<br />
== Users, stakeholders and their requirements ==<br />
<br />
=== Primary users: high school mathematics students ===<br />
<br />
Our primary users will be high school mathematics students (or people who want to study this on their own). The subject of mathematics is a vital one for developing abstract thinking and applied in many ways in technical fields, and the skill of problem solving can be applied in many ways in life. At the same time mathematics is often considered difficult by students. For these reasons we think the subject of mathematics is where good value can be provided with our web-based AI-enhanced learning tool. Additionally, mathematics (like other hard sciences) allows for easier checking of answers than the type of language-based (short) essay answers that are required for social sciences. Vocabulary would be a suitable topic as well, however we are unaware of a shortage in German or French translators, whereas there is a shortage in engineering and in the skilled trades. Since highschool in the bridge between primary and college, that is where our program could be most valuable. The introductory test to assess the mathematics level can incorporate primary school topics, and we could offer such exercises to the slightly more mature student as well, whereas primary school children are less self-directed. <br />
<br />
By estimating the current level of understanding and the learning style (speed, etc.) of the individual student, we can offer a tailored learning experience that will help the student get quick feedback (and hopefully more positive results), which will help with building confidence in tackling (new) mathematics problems and might even make the subject more enjoyable. <br />
Using students to beta-test our program will be a useful way to interact with these users, since they might be less able to communicate exactly what it that is lacking in their mathematics course. The proof of the pudding is in the eating, measuring success and especially engagement over time will show how well our program works. Once the students have an actual product to work with they might give valuable feedback on why they kept using it, or why they stopped using it. Of course here we need to take into account that some students might have learning difficulties that need more direct coaching or are just plainly uninterested in improving their lack of mathematical skill. Our program might help some of these kinds of students, but assuming it will be the mathematics panacea is unwise. We aim to get a prototype early b-test with students done at the end of the project. <br />
<br />
- HAVO/VWO!<br />
<br />
=== Primary users: high school mathematics teachers ===<br />
<br />
Other primary users will be high school mathematics teachers. Students can of course start using the web-program on their own, but if high school teachers find it valuable enough to recommend it to students, that could be a good sign. Of course we will have to consider their biases in didactics and their general mindset in terms of improving education (for some it might be lacking). Nevertheless, their impact can be useful, by for instance finding out what in their experience are the main difficulties students have, and trying to adapt for those thing in our program (content-wise, but also in terms of engagement). We will form a focus group of a few of these teachers to make qualitatitve study on the difficulties of teaching mathematics. Their input will be used to determine the direction and attributes of our prototype. Later on we might get them to evaluate it (in combination with a beta-test on students?). <br />
<br />
=== Secundairy users: Headmasters ===<br />
<br />
Headmasters are stakeholders, since they have a say in the way mathematics is taught in their school. Financial cost will be always be in the back of their minds, and as such they will critically assess the performance, robustness and scalability of the program. But, they are clearly concerned about the rates at which students progress through key-courses like mathematics (in the Netherlands it has certain higher requirements than some other courses in terms of passing classes and graduating). If our program can help with that, this is an opportunity. Maybe, our program’s introductory test can be used as the intro-test for new students, and the program can help bridging the gap (the school may decide to used other ways to help these students as well). Depending on the school the headmasters may also have didactical views that are key to the identity of the school that may or may not match with what we decide to use in our program. Given the diversity in education-land, this simply means there will always be some less enthusiastic headmasters with respect to adopting our program. It could be tempting to go with the majority, but we have to independently assess whether the majority is correct, maybe the majority view is related to the problems in teaching mathematics. <br />
<br />
=== Tertiary users / stakeholders ===<br />
<br />
==== Ministry of Education ====<br />
<br />
At a more distant level the ministry of education has similar concerns as the headmasters in terms of money spend and passing rates, but they also bound to more ideological/didactic points of view that are determined by the parliament and the current minister, tough on the other hand the bureaucracy itself might also have a mainstream point of view that is somewhat different. These views will somewhat affect the chances of our program ultimately getting adopted in individual school, if for instance certain funding is allocated to, or withdrawn from, computer-based mathemathics/learning aids – with certain requirements, etc. However, the ministry does not determine for the school what teaching aids they must use in particular. <br />
<br />
==== (Technical) Universities / STEM departments ====<br />
<br />
Technical universities and STEM departments at others have two stakes, one is a higher level of mathematics ability of incoming students, since it is the basis on which many majors (if not all) depend. This could save money in terms of additional efforts, and can bring in more money (if students progress/graduate quicker). Secondly, the more engaging mathematics program we aim to develop might induce more student to choose to go to a technical university or a STEM major instead of a alpha or gamma major. <br />
<br />
==== (Tech) companies ====<br />
<br />
Given the lack of workers in the skilled trades and in engineering, technical companies have a clear stake in students being better in (applied) mathematical problems solving. And such skills can in fact be useful in many jobs, so companies in general might benefit, although it might sound less interesting than clean-desk or scrum or feng shui.<br />
<br />
== Approach/milestones/deliverables ==<br />
We will start with some up front research, we will make some sort about didactics and how to apply this in our webpage we want to create.<br />
While doing research about these topics we will start working on our webpage. We are planning to build some sort of web page or program. This artifact will have some sort of artificial intelligence which keeps track of the level of skill of the student and gives exercises matching the skill level of the student.<br />
After being done with the research about didactics. We will lay the proposal of our artifact in front of several high school teachers. We want to have their input, as the artifact is build for there purpose. We then apply the given advise in our artifact.<br />
Lastly we plan to test our improved application for use, we will go to the same (or other) high school teachers and ask if we can test them in their classes. We then come up with a conclusion and finish the research.<br />
<br />
Our milestones will be the finish of our research, the alpha version of our application, then the comments of the teachers, then the beta version of our application. The findings of the test subject and finally the final version.<br />
<br />
Our deliverables will be a research about the current software and possible use of AI in education, the findings we got from talking to teachers, the test results found when testing on students and finally our artifact, described on this wiki. Furthermore, we deliver a presentation on our project. (Note: we ended up not using artificial intelligence for our project, it was the direction we decided to study in the first week).<br />
<br />
== Requirements ==<br />
*Gives students individualized support such as hints, feedback, and problem selection<br />
**Hints and feedback based on the learning style of the student (Felder and Silverman model)<br />
**Recognizes common mistakes and gives explanation if those mistakes are made multiple times<br />
**Repeat previously incorrectly made questions<br />
*Simple, intuitive and motivating user interface<br />
**Consistensy across all pages<br />
**No distractive elements<br />
*Motivates students to make exercises<br />
**Shows progress of different modules<br />
**Level of the exercises matches the level of the student<br />
*Collaborative learning<br />
**Students can help each other with exercises<br />
**Competitive gamification<br />
<br />
<br />
Using an adapting collabrative learning system can help students learning the subject and also motivate students<ref>Walker, E., Rummel, N. & Koedinger, K.R. Int J Artif Intell Educ (2014) 24: 33. https://doi.org/10.1007/s40593-013-0001-9</ref>.<br />
<br />
Questions and feedback can be personalised for every students learning style by using the Felder and Silverman model<ref>Felder and Silverman, [https://www.engr.ncsu.edu/wp-content/uploads/drive/1QP6kBI1iQmpQbTXL-08HSl0PwJ5BYnZW/1988-LS-plus-note.pdf "LEARNING AND TEACHING STYLES IN ENGINEERING EDUCATION"], 1988.</ref>. This model describes four learning categories where each category is characterized by two opposite attributes. The Felder and Silverman’s main four categories are the following:<br />
*Sensing versus Intuitive<br />
*Visual versus Verbal <br />
*Active versus Reflective<br />
*Sequential versus Global<br />
<br />
Course satisfaction has a significant effect on performance but performance does not have a strong positive effect on course satisfaction. Previous online learning experience influences self-regulated learning directly. <ref>Chih-Hsuan Wang, David M. Shannon & Margaret E. Ross (2013) Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning, Distance Education, 34:3, 302-323, https://doi.org/10.1080/01587919.2013.835779</ref><br />
<br />
Motivation and emotion significantly influence student learning experiences, including achievement, satisfaction, and passing vs. nonpassing; whereas the use of learning strategies did not.<ref>Moon-Heum Cho & Michele L. Heron (2015) Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course, Distance Education, 36:1, 80-99, https://doi.org/10.1080/01587919.2015.1019963</ref><br />
== Concept ==<br />
<br />
=== Hierarchy of mathematics modules ===<br />
<br />
In the figure below is a sketch of what the structure of the program can look like. The modules might be related more complexely, this we need to assess. Modules can have sub-modules. The number of exercises is one key aspect in attuning to the individual learner. <br />
<br />
[[File:Hierarchy_AI_learning.png]]<br />
<br />
=== Didactics of mathematics === <br />
<br />
==== Desk study: Getal en Ruimte studybook ====<br />
To orient ourselves into the well-established mainstream didactic methodology, we ordered a book from the most used mathematics book-serie in the Netherlands: "Getal and Ruimte". We ordered the first book for VWO 3, since we considered that the to be an interesting class, the one before the choice for the alpha (maatschappij) or beta (wetenschap) direction is made. We decided to focus on the material of the first chapter, since our project ran during the beginning of the school year. This choice would allow us to let some students in that year try our software at the end of the project, to get some user-feedback. The topic of linear equation also lends itself to our purposes, since we do not intent to recreate Wolfram Mathematics-like problem solving tools, but instead we wanted to focus on the development of an adaptive learning program, with mathematics as the subject. <br />
<br />
==== Qualitative study: focus group ====<br />
<br />
In order to understand the problems with teaching highschool math, a focus study will be held with a few teachers. This qualitative approach will give us valuable in-depth knowlegde on the praxis of the didactics of mathematics. In this short time period it is more useful than a small questionnaire with generally even fewer responses. In a focus group the partipants can all add to the discussion, react to each other, and the interviewer can ask more suitable follow-up questions. <br />
<br />
===== The invitation mail =====<br />
On thursday the 12th the following mail was send to 17 secondary HAVO/VWO schools in Eindhoven and area.<br />
<br />
"Uitnodiging focusgroep voor wiskunde software<br />
<br />
Wij zijn een groepje van drie derdejaars bachelor-studenten op de Technische Universiteit van Eindhoven die graag in contact zouden komen met HAVO/VWO wiskunde leraren voor het ontwikkelen van een online wiskunde hulpmiddel. Wij zijn bezig met een project van twee maanden, waarbij de wensen van gebruikers van technologie centraal staan.<br />
<br />
<br />
Door middel van een groepsgesprek van ongeveer een uur met enkele wiskundedocenten willen wij bespreken welke problemen zij ervaren in de les en op welke manier individu-gerichte software hen daarbij zou kunnen helpen. Voor dit gesprek komen wij graag naar uw school. <br />
<br />
<br />
Met de hulp van deze focusgroep zal het doel van ons prototype worden bepaald. In overleg met de school zouden wij dit prototype enkele weken later (kort) willen laten testen door leerlingen. <br />
<br />
Graag horen wij of een of meerdere wiskunde docenten op uw school interesse hebben in dit gesprek! <br />
<br />
<br />
Met vriendelijke groet,<br />
<br />
Peter Visser,<br />
mede namens Tom Verberk en Ruben Haakman"<br />
<br />
===== Responses =====<br />
From four schools (Eckart college, Were Di college, Carolus Borromeus college and Stedelijk college) we have received positive reactions, all with groups of two or more teachers. Due to their full agenda's and time-constraints, we decided it would be easier to have seperate focus-group conversations at each school. In this way the different didactic methods of the schools can be discussed more in depth as well. We could use results from earlier talks in later talks to have some (one-way) feedback between teachers. Two more school reacted, only to indicate that they did not have time, though they found the project interesting. In the case of no positive reactions, these schools would have been called, to follow up on the mail. However, given the positive reactions, this was not necessary. <br />
<br />
Due to some delay between mails, and the busy schedules of the teachers, the two interviews that materialised were held on the 30th of September (4 teachers, Eckart college) and the 1st of October (2 teachers, Were Di college). The contact with Carolus Borromeus took much longer to react, and eventually did not react, so sadly this option had to be removed from our focusgroup. The fourth school reacted only in the second-to-last week of our project, and any feedback from this meeting (likely to occur even later) would not be useful in our prototype-development.<br />
<br />
===== Preparation =====<br />
<br />
A question list has been prepared, with possible follow up aspects, to guide the discussion of the teachers in the focusgroup, and to try to optimize useful information for our design choices. The points will not be checked off like an interview, but are a guide for the discussion. The concept of quantitative studies, and specifically the focus group (or group discussion) format has been studied with the help of a basic textbook (An Introduction to Qualitative Research: Learning in the Field - Rossman & Rallis). The question-points, and sub-points, are shown below, in Dutch, since the subjects and interviewer are Dutch, and this will improve the quality of the discussion. First the interviewer will shortly introduce himself and explain the project and the goal of the discussion. <br />
<br />
Note: Due to the relatively slow process of setting up meetings, due to slow mail-contact and full teacher agenda's) the interviews happened later in our project that we had envisioned. For this reason the nature of the interview changed somewhat. The initial questionlist was still used, but relatively less time was spend on these questions, and that time was used to ask more specific question about the design-decision we had already made (in order to progress in our limited-time project). These questions naturally fitted after the initial questions. <br />
<br />
1. korte introductie van elke docent: opleiding, ervaring (jaren, klassen, niveaus)<br />
<br />
2. didactische methode van school: boek, lesgeven, hulpmiddelen<br />
- pluspunten<br />
- verbeterpunten<br />
<br />
3. individuele methoden van docenten<br />
<br />
4. problemen met wiskunde-overbrengen? <br />
<br> - wat ter tafel komt!<br />
<br>- concentratie? <br />
<br>- hoofdrekenen vs rekenmachine?<br />
<br>- hoeveelheid oefenen (buiten de les)?<br />
<br> - verschillen tussen leerlingen?<br />
<br />
5. Op welke manier probeert men deze problemen het hoofd te bieden, wat werkt wel en niet?<br />
<br />
6. Op welke manier zou een (online) individueel-adaptief programma hieraan kunnen bijdragen?<br />
<br />
7. Wat is jullie ideale voorstelling van zo’n dergelijke programma?<br />
<br />
8. specifieke vragen over doelstelling programma <br />
<br>-- diagnostische toets<br />
<br>-- goede leerlingen: verder werken<br />
<br>-- zwakke leerlingen: extra oefenen<br />
<br>-- vervangen van deel van oefenen met boek<br />
<br>-- klassikaal toetsen (meteen oefenen van hoofdrekenen?)<br />
<br>-- helemaal zelfstandig<br />
<br>-- Herhalen van de theorie in het programma, of juist focus op oefenen?<br />
<br />
9. Manieren om studenten 'engaged' te houden (over langere tijd)?<br />
<br />
10. Het idee van deel-hints voor het helpen oplossen van een probleem (ipv simpelweg het antwoord of de hele uitwerking)?<br />
<br />
11. Gedurende het jaar toetsen over stof van voorgaande hoofdstukken om kennis couranter te houden?<br />
<br />
12. Vooral focus op studenten die meer oefening nodig hebben?<br />
<br />
13. functie: extra oefenmateriaal, op termijn vervanging van de opdrachten in het boek, maar theorieboek en uitleg van docent blijven nodig?<br />
<br />
14. Verdere aspecten die ter tafel komen.<br />
<br />
===== Results =====<br />
<br />
Both interviews were recorded, in order for the interviewer to focus on the conversation instead of note-taking, and also for the ease of listening back to certain parts that afterwards seemed bussy with talk. For the ease of this report, these recordings have been summarised below, with a focus on distilling the general feedback on functionality and requirements. <br />
<br />
''Eckart college (Eindhoven)'': <br />
<br />
Over het algemeen waren de 4 docenten te spreken over het idee.<br />
Ze hebben al wel een soort software, maar zonder hints, en ze moeten zelf de opdrachten inprogrammeren. Ze gebruiken dat niet echt kreeg ik de indruk.<br />
Hoofdrekenen vonden ze niet echt een probleem, omdat ze in de les de rekenmachines niet laten gebruiken, dus leerlingen ontwikkelen de vaardigheid op deze manier al.<br />
Het idee van hints waren ze erg over te spreken, als verbetering op een antwoordboekje (of de hele uitwerking).<br />
Ook het idee dat ze een beter diagnose middel hebben met deze software sprak ze aan. Verder vonden ze het vooral interessant als aanvulling op de les, en (deelse) vervanging van de opdrachten uit het boek. <br />
<br />
Voor de verschillende niveau’s en jaren de problemen nogal verschillend. Specifiek voor VWO 3 speelt dat er een tweedeling is tussen wie waarschijnlijk wiskunde a en wie waarschijnlijk wiskunde b gaan doen. De ene groep heeft meer uitleg nodig, en herhaling van de simplere opdrachten, de andere groep heeft dingen eerder door (en door verveling kunnen die lastig zijn in de les).<br />
<br />
Daarom willen de docenten ook een toepassing voor die betere leerlingen, niet per sé ‘extra’ werk, maar vervangende opdrachten, die interessanter zijn, o.i.d. (Dit hadden we zelf ook bedacht, maar valt dus buiten ons prototype).<br />
<br />
Een andere tip is dat leerlingen de mogelijkheid moeten hebben om een opdracht (of opdrachtsoort) op te slaan, om die vervolgens dan makkelijk te kunnen laten zien aan de docent in de les.<br />
<br />
Verder vonden de docenten het ook een goed idee als leerlingen elkaar (online) kunnen helpen met een opdracht, en daar dan misschien iets van punten voor kunnen krijgen. (Dit lijkt me buiten het prototype vallen, maar kunnen we meenemen in de verbeterpunten)<br />
<br />
Ook nog een tip dat we het goed moeten opdelen in blokjes, zodat het niet te lang duurt, en ervoor moeten zorgen dat leerlingen kunnen zien hoe ver ze zijn, bijv. Een progressie-balkje. <br />
<br />
Een docent wilde ook een soort vragenuurtje organiseren buiten de les, waar leerlingen dan vragen over de software kunnen stellen. De andere drie waren hier niet enthousiast over. Die vinden dat de software vooral moet dienen om de leerling te helpen richting zelfstandig leren te werken. Hetzelfde geld voor mailtjes over vragen in de software.<br />
<br />
Wel vonden ze dat er een feedback middel moet zijn om technische problemen met de software of opdrachten te kunnen aangeven. <br />
<br />
Voor de prototype test zijn er twee docenten met een vwo3 klas. Ze zitten tussen een vakantie en een toetsweek, dus hebben geen tijd om in begin van week 43 het prototype in de klas te proberen. Wel vonden het een goed idee om (nadat ze het zelf hebben bekeken) een link door te sturen. Omdat de toets over hoofdstukken 1 en 2 gaat, is qua prototype vooral handig voor de leerlingen (en dus voor user-feedback) als de invulling voor hoofdstuk 1 dat wij hebben gekozen, vooral een soort uitgebreide diagnostische toets is. De uitbereiding is dan qua het soort vragen, en qua herhaling van vragen bij foute (of pas na hints opgeloste) vragen. <br />
<br />
Verder moeten ipv inlognaam ‘nicknaam’ gebruiken, ipv met privacy van leerlingen die vaak onder de 16 jaar oud zijn. Een vraag over klas of docent zou volgens hen wel kunnen, om het uit elkaar te houden, en omdat dit niet individueel te traceren is. <br />
<br />
Een goede vraag was ook of we wel het huidige aanbod in de markt hebben bestudeerd. Dat is denk ik iets wat wel in de presentatie en/of wiki moet bespreken. <br />
<br />
''Were Di college (Valkenswaard)'':<br />
<br />
Over het algemeen waren de 2 docenten te spreken over het idee.<br />
Ze hebben ook al wel een soort software, maar zonder hints, en ze moeten zelf de opdrachten inprogrammeren. Ze gebruiken dat niet echt kreeg ik de indruk.<br />
Hoofdrekenen vonden ze wel echt een probleem, als onderdeel van een algemeen gebrek aan rekenvaardigheden, als ze van de basisschool afkomen. Hiervoor kan het idee van diagnostische toets voor nieuwe leerlingen dus handig zijn, zodat men sneller en gerichter kan inspringen op gaten in deze vaardigheden. Ook diagnose voor nieuwe klassen (voor een docent nieuw) vonden ze een goed idee. <br />
<br />
Het idee van hints waren ze erg over te spreken, als verbetering op een antwoordboekje (of de hele uitwerking).<br />
Verder vonden ze het vooral interessant als aanvulling op de les, en (deelse) vervanging van de opdrachten uit het boek. <br />
<br />
Daarom willen de docenten ook een toepassing voor die betere leerlingen, niet per sé ‘extra’ werk, maar vervangende opdrachten, die interessanter zijn, o.i.d. (Dit hadden we zelf ook bedacht, maar valt dus buiten ons prototype). Probleem hierbij is hoe groot het de verschillen worden, en in hoeverre één les dan nog toereikend is voor de grote verschillen. <br />
<br />
Het idee om een opdracht (of opdrachtsoort) op te slaan, om die vervolgens dan makkelijk te kunnen laten zien aan de docent in de les, vonden ze erg handig.<br />
<br />
Ook nog een tip dat we het goed moeten opdelen in blokjes, zodat het niet te lang duurt, en ervoor moeten zorgen dat leerlingen kunnen zien hoe ver ze zijn, bijv. Een progressie-balkje. Volgens de docenten zou dit soort ‘gamification’ (er een spelletje van maken) het vooral voor jongens interessanter kunnen maken. <br />
<br />
De docenten hebben allebei niet vwo3 als klas, en op deze school is er binnenkort geen toets over hoofdstuk 1 + 2. Dus hier is het test-idee voor de andere school niet zo nuttig. Wel kunnen we de link van het programma doorsturen aan de ene docent, die het dan wil doorgeven aan de betreffende docenten, maar ik denk dat we hier niet veel van moeten verwachten, omdat het voor de leerlingen dan puur herhalen is zonder ‘noodzaak’ zoals een toets…<br />
<br />
Ook hier was een goede vraag of we wel het huidige aanbod in de markt hebben bestudeerd. Dat is denk ik iets wat wel in de presentatie en/of wiki moet bespreken. Maar zelf hadden ze nog niet van dit soort software gehoord.<br />
<br />
===== Discussion and implementation =====<br />
<br />
The importance of the following requirements has been affirmed with the help of the focusgroup:<br />
<br>- exercise practice tool (as opposed to theory-laden)<br />
<br>- use contextual hints to help students learn (compared to merely showing the answer or the whole derivation)<br />
<br>- repeat exercises until the student has solved a few without hints<br />
<br>- show progress to students<br />
<br>- the diagnostic functionality for teachers: student performance overview and details<br />
<br>- for later: exercises for the faster students so they can use their time in highschool worthwhile <br />
<br />
The following requirements have been added with the help of te focusgroup:<br />
<br>- easy to use for teachers (an end-product, no need to program in questions, etc.)<br />
<br>- use nicknames instead of 'name' with respect to privacy of students under 16.<br />
<br>- keep the (sub)modules short enough, so that student can complete one in a timespan that fits their concentration-arc<br />
<br>- ability to save an exercise, in order to discuss it with students<br />
<br>- feedback option, so students can report problems to the developers<br />
<br>- later on: possibility to discuss problems on an online platform ?<br />
<br />
== Design choices ==<br />
<br />
=== Homework-support tool ===<br />
<br />
=== New software ===<br />
<br />
=== Topic ===<br />
Linear equations (beginning of VWO 3). We bought this book to study the widely accepted didactic method as an example and stepping stone.<br />
<br />
=== Adaptive hints ===<br />
after answer 1<br />
<br />
=== Adaptive repetition ===<br />
<br />
=== Progress, but not score ===<br />
<br />
=== Teacher overview ===<br />
<br />
== Technical aspects ==<br />
<br />
In this part of the wiki the technical aspects of our application will be explained. First the foundations of our application will be discussed, next the database structure of the application will be discussed, thereafter the layout of the web page will be discussed. Following that specific methods used in the code will be viewed in more detail and explained in a clear and structured manner, lastly the interface of the application will be discussed.<br />
<br />
=== Foundation === <br />
<br />
Most of our application is programmed using Python 3.0. As a web framework we used Django: an free and open source web application written in python. A framework is nothing more than a collection of modules that make development easier.The official project site describes Django as "a high-level Python Web framework that encourages rapid development and clean, pragmatic design. [LINK TO SITE]. For the interface we used a application wide CSS template. <br><br><br />
<br />
The main application can be split into 3 parts: Login module, Question module and Teacher module. <br><br><br />
<br />
Login Module: <br><br />
The login module consists of the actual login mechanism, This includes an register form, a login form, a landing page (page where you "land" when you enter the url) and a home page. <br><br><br />
<br />
Question module: <br><br />
The queston module consists of 2 main parts. The General Question part and the actual question part. The General question part mainly contains method that are used for all modules in general, or are related to routing. (E.G. the select current module module). The actual question part is related to the individual questions. <br><br />
The genaral questions part contains: current module section, select module section. <br><br />
The actual question part contains: All the seperate questions, answer pages to all the questions and the "answer next question" part. <br><br><br />
<br />
Teacher module: <br><br />
The teacher module consist of all the teacher functionality. This includes an teacher verification question and the student overview, once the teacher is verified. <br><br><br />
<br />
=== Database ===<br />
<br />
An sqlLite database was used to manage our data. To manage the data in the best way possible and without keeping unused data we choose the following database tables in our database<br />
<br />
==== Customuser ====<br />
Customuser is the standard User database table python has, only it is adjusted to serve us the way we want it. We added 3 extra values untop of the values that were standard. The standard data is given in italics, our new data is given in bold, in brackets the type of data is given. All the data that is in the Customuser table is: <br><br><br />
''Id''(integer): The Id that is given to a user. <br><br />
''password''(varchar(128)): The password filled in by the user. <br><br />
''last_login''(datatime): The last time the user has logged in (NULL if user has not logged in). <br><br />
''is_superuser''(bool): If a user is able to access all pages (Not used in our website). <br><br />
''username''(varchar(150)): The username the user filled in. <br><br />
''first_name''(varchar(30)): The first name of the user (not used in our application due to privacy reasons, our focusgroup suggested this change for us). <br><br />
''last_name''(varchar(150)): The last name of the user (also not used). <br><br />
''email''(varchar(254)): The email of the user, filled in during sign up. <br><br />
''is_staff''(boolean): To denote if some user is part of the development staff, not used in our application (this will allow the user to access all the admin functionality, which is not something we want teachers to be able to do. <br><br />
''is_active''(boolean): To denote if someone is active, this is checked based on the lastlogin time. <br><br />
''date_joined''(datetime): The date and time the user has signed up an account. <br><br />
'''general intelligence'''(integer): The intelligence modifier we keep track of to determine how smart someone is. <br><br />
'''isTeacher'''(boolean): Boolean that states if a user is a teacher. <br><br><br />
<br />
==== Module ====<br />
The Module table is a simple auxilerary table to make sure some data about the modules is contained. The data in the module database has to be changed via some sort of database inserter or management program. We did this beforehand, adding some modules to the database. <br><br />
'''id'''(integer): The id that is given to a certain module. <br><br />
'''title'''(varchar(200)): The title of an given module. <br><br />
'''text'''(text): Some text explaining what the module is about. EG if a module contains quadratic formulas with 2 variables, the text for that module will be this. <br><br><br />
<br />
==== module_user ====<br />
The module_user table is where most of the actions in our database take place. It is the main factor that connects the users to the modules. Every time somebody changes something in the database (except adding teacher or signing up). This table will be selected. As said this table connects the users to the modules, it does this in such a way that it keeps track of how many questions a student has correct, wrong etc. It changes the intelligence of the student of this module to better simulate how smart a student is. The table with its values looks as follows: <br><br />
'''id'''(integer): The ID of the combination such that it is easy to find. This ID is an unique value and is automaticly assigned by the database upon creating such an module_user entry.<br />
'''currentModule'''(integer): To denote if the user is currently active in this module. The decision to make this an integer value and not a simple boolean value is because in this way we can keep track of which question of the module the user is working on and not just the module in general.<br />
'''amountCorrect'''(integer): The total amount of questions the user has correct in the current module.<br />
'''amountWrong'''(integer):<br />
'''amountHints'''(integer):<br />
'''moduleScore'''(integer):<br />
'''mistake1'''(integer):<br />
'''mistake2'''(integer):<br />
'''mistake3'''(integer):<br />
'''mistake4'''(integer):<br />
'''mistake5'''(integer):<br />
'''currentQuestionHints'''(integer):<br />
'''currentQuestionCorrect'''(integer):<br />
'''module_id'''(integer)(ForeignKey):<br />
'''user_id'''(integer)(ForeignKey):<br />
<br />
=== Layout === <br />
<br />
In this section of the wiki the layout of our application will be discussed. This is done by giving a brief explanation of the web page and the different functionalities it has<br />
<br />
==== Landing page ====<br />
The landing page is the page where you “land” when entering the given URL. From this page you can either login or sign up as a new account. <br> <br><br />
<br />
Functionalities: <br><br />
''Log In Button'': This button will redirect you to the login page. <br><br />
''Schrijf in Button'': This button will redirect you to the sign up page. <br><br><br />
<br />
[Insert Photo]<br />
<br />
==== Singup page ====<br />
The sign up page is the page where you make a new account. You do this by filling in the given form, upon filling in the form in the correct way the website will create an new account for this user. This includes an entry in the ‘’’Customuser’’’ table discussed in the previous section and multiple entries in the ‘’modules_user’’’ table discussed in the previous section one for each module. <br><br><br />
<br />
Functionalities: <br><br />
''username Field'': This field the user has to fill in the username, this username cannot exist in the database yet. There are no further restriction for the username, all given restrictions are given on the web page.<br><br />
''Email Adress Field'': This field the user has to fill in his/her emailadress. The box checks if the email addres can be an existing emailadress. (It checks if there is an example@example.example structure).<br><br />
''Pasword Field'': The user has to fill in his/her password. The password box checks if the requirements to the password given at the page are met. <br><br />
''Repeat password field'': The user has te repeat their password. Such that he will not have accidentely made an type. The page checks if the password was the same as before. <br><br />
'' Signup button'': When pressing the signup button. The webpage will start the signup procedure once all the above checks give a positive result. The webpage will then redirect the user to the landing page where the user can login. <br><br />
'' Login button'': This button will redirect to the login page. It is a simple shortcut for the user to take if it turns out he already had an account.<br />
<br />
==== Login page ====<br />
The loginpage is the page where you login as an user if you already have an account. If the username and password are incorrect the website will give an general error, this means that there is for the website no difference in having a wrong username or having a wrong password. <br> <br><br />
<br />
Functionalities: <br><br />
''Username field'': This field the user has to fill in the username with whom they have an account on the website. <br><br />
''Password field'': This field the user has to fill in the corresponding password. <br><br />
<br />
==== Main functionalities once logged in ====<br />
Once you have logged in as a user you can use the menubar at the top of your screen. This menubar is available at all the pages listed below. The buttons discussed in this subsection will therefore be available but not be discussed during the explanations of the pages that follow. <br><br><br />
<br />
Functionalities: <br><br />
''Home button'': This button redirects to the home page. <br><br />
''Hoofdstukken button'': This button redirects to the module overview page. <br><br />
''Uitloggen button'': This button will log the user out and redirect the user to the landing page. <br><br />
<br />
==== home page ====<br />
The home page is the page where the user lands when he has filled in the correct username and password. From here on he can access the different possibilities our application has to offer. <br><br><br />
<br />
Functionalities: <br><br />
''Huidige module button'': This button redirects to the current module the user is working on as explained in the “module_user” table section of the database. <br><br />
''Module overzicht button'': This button redirects to the module overview page. <br><br />
''Leraren button'': This button redirects to the teacher page when the user is not a teacher (discussed in user table of database) and redirects to the “confirmed teacher” page when the user is a teacher.<br />
<br />
==== module overview ====<br />
From the module overview page users can pick specific modules they want to study a bit more. They can also look ahead of what is to come. <br><br><br />
<br />
Functionalities: <br><br />
''Specific chapter button'': Each button on this page will redirect to a question with a specific question. Within a specific module the user can select the question they want to answer.<br />
<br />
==== Question view ====<br />
When answering a certain question the user will always first land on the question view page. On this page a question is shown with (1 or 2) number boxes where answers should be filled in. The user can then request a new question. Or check if their answer is correct. <br><br><br />
<br />
Functionalities: <br><br />
''Field 1'': The first answerfield where the user should fill in the correct answer. <br><br />
''Field 2'': The second answerfield where the user should also fill in the correct answer. <br><br />
''Nieuwe vraag button'': This button will refresh the page, meaning that the same kind of question will be asked with different variables. <br><br />
''Controleer button'': The answer to the question will be checked and the user will be redirected to the Question Answer page.<br />
<br />
==== Question Answer ====<br />
This is the page where the user will be redirected when he has answered a question. For the sake of explanation the user has answered the question wrongly, but has already answered the same question correct the number of times in which he is able to advance to the next question. By assuming this we will see the full functionality of this page. <br><br><br />
<br />
Functionalities: <br><br />
''Question answer and your answer text”: The page will display the question, your answer and the correct answer, this way you can see where you went wrong. When you have answered the question correct only your answer will be shown. <br><br />
''Bekijk een hint button'': When pressing this button the page will explain the mistake you made. This can be used to do the question correct next time. IF you answered the question correct, this button will not be displayed. <br><br />
''multiple same mistake text'': The page will display a warning to you if you have made the same mistake multiple times. It will ask you to ask the teacher to explain this to you, since you clearly did not understand it. This will only show up when you made the same mistake multiple times. <br><br />
''Doe deze vraag opnieuw button'': This button will ask you the same kind of question again. Meaning this question will be asked again with different variables. <br><br />
''volgende vraag button'': This button will redirect you to the next question. You are only able to press this button once you have reached a certain treshhold (This will be discussed in the NextQuestion Method).<br />
<br />
==== Teacher (not confirmed) ====<br />
The teacher page is a page where users will find themselves when they press the teacher button when they are not a teacher. Once they are on this page the only thing they can do is fill in the teacher password. If they have done this they will be made a teacher and can access all the teacher possibilities. <br><br><br />
<br />
Funtionalities: <br><br />
''password field'': This is where the user fills in the teacher password. <br><br />
''controleer button'': This button will check if the filled in password is correct. If the password is incorrect the page will be reloaded and there will not be a change made. If the password was correct the user will be redirected to the confirm teacher page and the user will be made a teacher in the databes.<br />
<br />
==== confirmed teacher ====<br />
The confirmed teacher page is an overview for teacher of all the students. It will display for each student the total amount of correct answers, the total amount of wrong answers and the ration between the two. This way teachers can in a quick glance see which students are good and which need some attention. <br><br><br />
<br />
Functionalities: <br><br />
''Nickname Column'': The nickname of the users, this is the username field of the login page. <br><br />
''Slimheid(%) column'': The percentile of questions that were answered correct. <br><br />
''totaal correct column'': The amount of questions that the user has answered correct. <br> <br />
''total fout column'': The amount of question that the user has answered wrong. <br><br />
<br />
=== Methods ===<br />
<br />
=== Interface ===<br />
<br />
==== Quantitative study: first alpha-test ====<br />
<br />
In the beginning of week 43 we aimed to do a alpha-test of the prototype at the schools of the teachers who are in the focusgroup(s). We mainly wanted to ask about their experience and any recommendations they would make. The end of our project was in between their autumn-break and a finals-week at their school, so the teachers indicated that they could only have time to shortly introduce the program, but that students would have to test it in their own time. This was further complicated by our lack of success in getting the program easily usable (by making the website online, or making an .exe-file). We did send emails with the instructions to download the program and the files, however the two teachers that replied indicated that they did not think students would have time for this before the finals week. As an alternative we asked some of our acquaintances of highschool age (siblings, cousins, etc.) to try the program on our own laptops, and to answer a few short questions (in Dutch).<br />
<br />
The questions: <br><br />
1. What do you think is good about the interface, what should be improved?<br />
<br />
2. What do you think is good about the questions, what should be improved?<br />
<br />
3. What do you think is good about the hints, how could it be more helpful? <br />
<br />
4. What do you think about the repetition of questions, should it be more or less? <br />
<br />
5. Additional remarks?<br />
<br />
===== Results =====<br />
We tested the program with 6 acquaintances of highschool age. They seemed to pick up on how to use the software quite well, which means our software is somewhat intuitive, but also that kids these days are apt in using software. Except for one first-year student, the material was not new for the users, which somewhat resembles using the software to practice material that a teachers has explained (instead of it being completely new theory). <br />
<br />
1. Interface<br><br />
The interface was did not receive major criticism, though some aspects were noted to be unfinished, such as a colored indicated for good or wrong answers. One user thought the question-box should be larger, another said that she wondered that the overview would have too many links if the software covered all material. Yet another noticed some some English terms, which should be rewritten in Dutch. They also noticed that the sign-in form interface was not looking very good in case of errors. <br />
<br />
2. Questions<br><br />
Most testers thought the questions worked well, but one thought there should be more questions, while two others were glad to be finished (math is not their favorite subject). One thought all ‘+ -‘ should be written as ‘-‘ by the program, however this is not the case in Getal en Ruimte either. <br />
<br />
3. Hints<br><br />
The students found the notion of hints a welcome addition. Some wanted a hint before even answering a question once. Of course this is possible, but we decided that a student should be made to think first, try something, and then get feedback. We noted that students virtually always clicked on hint if their answer was wrong, maybe because they wanted to move quicker though the program, but without understanding the hints, and making a new question, they could not progress. This probably means we facilitated some learning with the program.<br />
<br />
4. Repetition<br><br />
On the topic of repetition the response was not so positive. Some were quick, and did not want to repeat the (easier) questions three times, others made quite a few mistake with the last question, and wanted to be done with it once they had one correct answer on that question-type. We think the negativity was partly because of the wide range of students, meaning the software was less adapted to them than to the intended audience. Furthermore, we think that it might well be that students dislike some aspects of learning (in the short term), but that it actually helps them in the long term. Of course, making one question of every type seems like it will cost less time, but for most students that is not enough to really learn the techniques involved. <br />
<br />
5. Other remarks<br><br />
Except one student, the students said their schools do not use software in their classes or for homework, and that they found the idea worthwhile. One said it would probably take a lot of time to make all the hints for all the questions in highschool-books.<br />
<br />
== Conclusion ==<br />
<br />
== Discussion ==<br />
<br />
possible improvements!<br />
<br />
== Videos ==<br />
Links to screencapture videos.<br />
<br />
# [https://drive.google.com/open?id=1_UBZ6U26kIbZphZNtDI43tE86QTBAzUb Logging in] Creating an account and logging in.<br />
# [https://drive.google.com/open?id=1F4S9_E-GMCU-mN7ddZG7oZuhJEs-p9kH Overview] Overview of the different pages.<br />
# [https://drive.google.com/open?id=1wL-gSgFrlx4drUZSK1lAho6bHUnnRrTt Question 1] Shows the first question. When an incorrect answer is given the program gives feedback. The user can proceed to the next question when it has given three correct answers.<br />
# [https://drive.google.com/open?id=1FQe3cg27fWKdLeKiaqCyDTBcGmwae0pQ Current module] The program remembers the current module and the user can continue where it left.<br />
# [https://drive.google.com/open?id=1lCga_XYeNHXhTtOx3Pjv9GCKMNm9Xc8H Different questions] Shows the different questions.<br />
# [https://drive.google.com/open?id=1EjLK6aaqaPP4WXRStywmEZFLRM8b1AJE Teacher overview] The teacher overview with progress of all the students.<br />
# [https://drive.google.com/open?id=13whJAd5sjtAZHMeJ2x3Bsg8l_kSEFffq Ending] Logging out of the student account and logging in with a teacher account.<br />
<br />
== References ==<br />
<br />
{{Reflist}}<br />
<br />
== Peer Evaluations ==</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=PRE2019_1_Group3&diff=81261PRE2019 1 Group32019-10-28T15:34:20Z<p>S153905: /* Planning */</p>
<hr />
<div>'''Adaptive learning software for mathematics'''<br />
<br />
<br />
== Group Members ==<br />
{| class="wikitable" style="border-style: solid; border-width: 1px;" cellpadding="3"<br />
!style="text-align:left;"| Name<br />
!style="text-align:left"| Study<br />
!style="text-align:left;"| Student ID<br />
|- <br />
| Ruben Haakman || Electrical Engineering || 0993994<br />
|-<br />
| Tom Verberk || Software Science || 1016472<br />
|-<br />
| Peter Visser || Applied Physics || 0877628 <br />
|-<br />
|}<br />
<br />
== Planning ==<br />
Every week we will have 2 meetings, in between the meetings we will work on individual tasks, results of the individual tasks will be examined in the meetings, the tasks dicussed are the time when the tasks has to be done. Once a week a meeting with the tutor(s) is arranged to discuss progress and teamwork. In week 8 we will present our prototype to the class, and afterwards we will finalize the wiki. <br />
<br />
[[File:Planning_1_(12-9).PNG]]<br />
<br />
[[File:Planning_2_(12-9).PNG]]<br />
<br />
Note: The current picture of the planning may not be up to date. The current version can be viewed here: https://docs.google.com/spreadsheets/d/1Mrgz4kAK8DM9imor_zepvkM9XTyXgOXlZZbME7DrzHo/edit#gid=0.<br />
<br />
== Introduction ==<br />
<br />
There has been a big increase of technology in education; smart boards, laptops, tablets and online learning systems are now commonly used in classrooms. A lot of students have troubles with learning mathematics. Recent technologies in online learning software can help those students learn faster and keep them motivated. It also reduces the workload for teachers.<br />
<br />
== Problem Statement ==<br />
<br />
<br />
Currently, most students make all math exercises from a book. The only feedback they get is if their answer is right or wrong. The exercises are the same for every student and are made to match the general level of all students, resulting in questions which are too simple or too difficult for most of the students. In this way the only way to give personal support is by the teacher which does not have time to help everyone individually. Adaptive Learning Software for Mathematics can help with this problem.<br />
<br />
<br />
<br />
== State of the art ==<br />
<br />
=== Articles ===<br />
<br />
Title: '''Math Aversion (State of the Art)''' <br />
<br />
Link: https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/6210554 <br />
<br />
Relevance: incorporate conceptual thinking and illustrations to make students understand mathematical ideas<br />
<br />
Title: '''The Math Wars'''<br />
<br />
Link: https://journals-sagepub-com.dianus.libr.tue.nl/doi/pdf/10.1177/0895904803260042<br />
<br />
Relevance: The article provides an overview of the didactic discussion on math in the past century, as well as the latest controversy, the math war (maybe part of a larger culture war?). It boils down to a fervent discussion between ‘traditionalists’ and ‘modernists’, and their attempts to influence governmental educational policies on math (such as ‘the Standards’ and ‘the Framework’). The text is focussed on the US, but this is likely a trend in the West in general. It is useful to have some knowledge about these philosophical-didactic discussions, although in our limited time we should focus on how to implement the suggested methods of the two groups, not so much on the arguments.<br />
<br />
Title: '''Mathematics is about the world''' - R.E. Knapp<br />
<br />
Link: (book)<br />
<br />
Relevance: A book about the role of mathematics in our lives, and therefore useful for thinking about how to teach the subject. The book claims that mathematics is abstract, but nevertheless is about the world around us, which we try to understand. That discovering quantitative relationships suits our needs for indirect measurement(s), such as the ‘tool’ of establishing geometric relationships. Trying to concretize the notion - that math is a powerful tool for humans - in our program will help to motivate students to engage with the topic, and help them understand new ‘tools’. <br />
<br />
Title: '''Preparation, practice, and performance''': An empirical examination of the impact of Standards-based Instruction on secondary students’ math and science achievement<br />
<br />
Link: https://journals.sagepub.com/doi/pdf/10.7227/RIE.81.5<br />
<br />
Relevance: One set of studies on the impact of ‘SBI’ (standards-based instruction) methods, such as: student self-assessment, inquiry-based activities, group-based projects, hands-on experiences, use of computer technologies, and the use of calculators. ‘Non-SBI practices’: teacher lecture, individual student drill and practice worksheets, and computer drill and practice programmes, etc. <br />
<br />
overview of (SBI) student-centred methods:<br />
- using manipulatives or hands-on materials, such as styrofoam balls and toothpicks for building molecular models, dominoes, base ten blocks, tangrams, spinners, rulers, fraction bars, algebra tiles, coins, and geometric solids.<br />
- incorporating inquiry, discovery, and problem-solving approaches, such as making binoculars out of recycled materials, using scenarios from nature and everyday life events for groups of students to research and investigate using math and science concepts<br />
- applying math and science concepts to real-world contexts, such as banking, energy concerns, environmental issues, and timelines; <br />
- connecting mathematics and science preparation skills to specific careers and occupations<br />
- using calculators and technologies for capturing and analysing original data from original math and science experiments<br />
- communicating math and science concepts, through journal writing, small-group discussions, and laboratory/technical reporting of experiments and results.<br />
<br />
Results:<br />
- SBI practices that were found to be significant contributors to students’ math achievement include the use of manipulatives, self-assessment, co-operative group projects, and computer technology. <br />
- SBI practices that were found to be significant contributors to students’ science achievement include the use of inquiry, self-assessment, co-operative group projects, and computer technology. <br />
- Virtually none of the observed non-SBI practices was found to be a significant contributor to student math or science achievement by gender or ethnic groupings. <br />
<br />
Useful, because looking at effective methods is one way to know which side is right in the math war, or at least what methods we can use in our program. Our program might in a (superficial?) way fit into SBI, although that will ultimately depend on the type of exercises and methods we will include. <br />
<br />
Title: '''Didactic material confronted with the concept of mathematical literacy''' <br />
<br />
Link: https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1023%2FB%3AEDUC.0000017693.32454.01.pdf<br />
<br />
Relevance: this essay is critical of the ‘highly technocratic’ vision ‘from the top’ that aims to let experts device didactic materials to be used by teachers and students, whilst ignoring: <br />
- why is math taught and what is the role of didactic material?, <br />
- how and why do students actually use such materials?, <br />
- In which ways do didactic materials shape the teachers’ activities? <br />
- What does it mean that didactic material is never adopted but always adapted?<br />
<br />
Therefore the author claims it is more useful to focus on ‘valuable mathematical activities’ instead of ‘innovative didactic materials’. <br />
<br />
Furthermore, the author claims that “mathematical literacy” should be the leitmotiv for the teaching and learning of mathematics (up to secondary school). Mathematical literacy conceives “the relationship between mathematics, the surrounding culture, and the curriculum”. He mentions how this should influence didactic materials, and what these materials should look like. He critiques the ‘optimism’ and ‘exclusivity’ approaches of teaching math,and supports the ‘inclusivity’ approach, which presents math as ‘a method to understand the social and economic world we live in. This strategy considers mathematical activity as potentially critical, political, loaded with values, and informative’ and “The cognitive style of daily routine is of high relevance within these mathematical activities, since it is a fundamental aim of the strategy to empower common sense. It is intended to develop the attitude of daily life towards an attitude of critical consciousness.”.<br />
<br />
Useful because it really focuses on the users of didactic material (like our program!), an approach we can use to increase the value students (and teachers) find in our program. We should consider/confirm what mathematical literacy is, and whether it is the right standard to determine what is a valuable mathematical activity. The ‘inclusivity’ approach seems very interesting. However, the author seems very interesting in using math to discuss politics, if not to politicize (young) students, this seems a bad idea.<br />
<br />
Title: '''Geometrical analogies in mathematics lessons'''<br />
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Link: https://academic-oup-com.dianus.libr.tue.nl/teamat/article/26/4/201/1664642<br />
<br />
Relevance: <br />
A summary of possibilities of mathematics lessons regarding the use of analogies in teaching geometry for different age groups. Useful because we might apply this in the exercises to teach users geometry. <br />
<br />
<br />
Title: ''' Open Learner Models: Research Questions''' Special Issue of the IJAIED<br />
<br />
Link: <br />
https://content-iospress-com.dianus.libr.tue.nl/download/international-journal-of-artificial-intelligence-in-education/jai17-2-01?id=international-journal-of-artificial-intelligence-in-education%2Fjai17-2-01<br />
<br />
Relevance: good summary of “learner models” and discussion of relevant aspects , very detailed, but good to use in a brainstorm for concretising the project. <br />
<br />
Title: '''Intelligent Agent-Based e-Learning System for Adaptive Learning'''<br />
<br />
Link: https://www-igi-global-com.dianus.libr.tue.nl/gateway/article/full-text-pdf/58052 <br />
<br />
Relevance:<br />
Adaptive learning approach: support learners to achieve the intended learning outcomes through a personalized way. <br />
<br />
The main idea: to personalize the learning content in a way that can cope with individual differences in aptitude. <br />
NOT: personalizing the presentation style of the learning materials<br />
<br />
model:<br />
- Aptitude-Treatment Interaction theory (ATI): there is a strong bond between the effectiveness of an instructional strategy (i.e. treatment) and the aptitude level of students <br />
-- aptitude: the capability to learn in a specific area either because of having talent or having prior knowledge in this area<br />
- Biggs’ Constructive Alignment Model: (use to operationalize ATI): an effective curriculum depends on adequately describing the educational goals desired. Biggs views curriculum as a teaching system, ultimate goal of system is to guide students towards the desired educational goals. He advocates the alignment of individual components in the system like teaching and learning activities (TLAs) and assessment tasks (ATs). It is a hierarchical framework. <br />
-- inherits the central idea of constructivism that education is a way to train students to be a self-learner<br />
> aim: improving students’ learning outcomes through enhancing their intrinsic motivation<br />
<br />
“Students with lower cognitive skill require highly structured instructional environments than students with higher cognitive skills (Snow, 1989).”<br />
<br />
Title: '''Personalized Adaptive Learner Model in E-Learning System Using FCM and Fuzzy Inference System'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs40815-017-0309-y.pdf<br />
<br />
Relevance: Some new dimensions of adaptivity are discussed here, like automatic and dynamic detection of learning styles. This is more precise and quicker than previous ones. It is a literature-based approach in which a personalized adaptive learner model (PALM) was constructed. This proposed learner model mines learner’s navigational accesses data and finds learner’s behavioural patterns which individualize each learner and provide personalization according to their learning styles in the learning process. Fuzzy cognitive maps and fuzzy inference system, soft computing techniques, were introduced to implement PALM. Result shows that personalized adaptive e-learning system is better and promising than the non-adaptive in terms of benefits to the learners and improvement in overall learning process. Thus, providing adaptivity as per learner’s needs is an important factor for enhancing the efficiency and effectiveness of the entire learning process.<br />
<br />
Title: '''Elo-based learner modeling for the adaptive practice of facts'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs11257-016-9185-7.pdf<br />
<br />
Relevance: <br />
- computerized adaptive system for practicing factual knowledge. <br />
- widely varying degrees of prior knowledge. <br />
- modular approach: 1. an estimation of prior knowledge, 2. an estimation of current knowledge, and 3. the construction of questions. <br />
- detailed discussion of learner models for both estimation steps (1 & 2),<br />
-- a novel use of the Elo rating system for learner modeling. <br />
--- results, and variations in model and effectiveness<br />
<br />
very useful, only change the topic<br />
<br />
Titel: The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects<br />
Link: https://files.eric.ed.gov/fulltext/EJ1068797.pdf<br />
Abstract:<br />
This report begins by summarizing current applications of ideas from artificial intelligence (Al) to education. It then uses that summary to project various future applications of Al--and advanced technology in general--to education, as well as highlighting problems that will confront the wide scale implementation of these technologies in the classroom.<br />
(relevance): This report gives an example of an already thought of algebra learning AI. However the program doesn’t automatically figure the level of the student. These things are called intelligence tutoring systems (or ITS). Overall very useful article.<br />
<br />
Titel: Permutations of Control: Cognitive Considerations for Agent-Based Learning Environments<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: While there has been a significant amount of research on technical issues regarding the development of agent-based learning environments (e.g., see the special issue of Journal of Interactive Learning Research, (1999, v10(3/4)), there is less information regarding cognitive foundations for these environments. The management of control is a prime issue with agent-based computer environments given the relative independence and autonomy of the agent from other system components. This paper presents four dimensions of control that should be considered in designing agent-based learning environments: Instructural purpose, Feedback, relationship, confidence in AI.<br />
(relevance): More focussed on the cognitive foundation for Artificial intelligence environment. Interesting for the Usefulness of our ideas.<br />
<br />
Titel: Introducing the Enhanced Personal Portal Model in a Synchromodal Learning Environment<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: Study that simulated a digital classroom (by placing camera’s students etcetera)<br />
(relevance): Not really relevant for us but interesting to take notice of (perhaps also making a digital environment for our idea)<br />
<br />
Titel: Intelligence Unleashed<br />
Link: https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/innovation/Intelligence-Unleashed-Publication.pdf<br />
Abstract: this short paper has two aims in mind. The first was to explain to a non-specialist, interested reader what AIEd (Artificial Intelligence in Education) is: its goals, how it is built, and how it works. The second aim was to set out the argument for what AIEd can offer learning, both now and in the future, with an eye towards improving learning and life outcomes for all. <br />
(relevance): This is a company who does research in this topic, it works together with teachers and researchers, therefore this might come as a big <br />
<br />
Titel: Web intelligence and artificial intelligence in education.<br />
Link: https://www.researchgate.net/publication/220374721_Web_Intelligence_and_Artificial_Intelligence_in_Education<br />
Abstract: This paper surveys important aspects of Web Intelligence (WI) in the context of Artificial Intelligence in Education (AIED) research. WI explores the fundamental roles as well as practical impacts of Artificial Intelligence (AI) and advanced Information Technology (IT) on the next generation of Web-related products, systems, services, and activities.<br />
(relevance): More information on Web Intelligence and how it works together with AIED, it focusses on practical inpacts and advanced information technology, especially the first part is interesting for us.<br />
<br />
<br />
<br />
Titel: 10 roles for artificial intelligence in education<br />
Link: https://www.teachthought.com/the-future-of-learning/10-roles-for-artificial-intelligence-in-education/<br />
Abstract: This article explores 10 roles for artificial intelligence in education Being:<br />
Automate, such as grading<br />
Adapt to student needs<br />
Point out improvements<br />
Ai tutors.<br />
Helpfull feedback<br />
changes how we find and interact with inforamtion.<br />
change role of teachers<br />
trial and error less intimidating<br />
change how schools find, teach and support students<br />
AI may change where students learn, who teaches them, and how they acquire basic skills.<br />
(relevance): It can show us some new thing AI helps teachers, which we haven’t thought of yet.<br />
<br />
Titel: Exploring the impact of artificial intelligence on teaching and learning in higher education<br />
Link: https://www.researchgate.net/publication/321258756_Exploring_the_impact_of_artificial_intelligence_on_teaching_and_learning_in_higher_education<br />
Abstract: This paper explores the phenomena of the emergence of the use of artificial intelligence in teaching and learning in higher education. It investigates educational implications of emerging technologies on the way students learn and how institutions teach and evolve. Recent technological advancements and the increasing speed of adopting new technologies in higher education are explored in order to predict the future nature of higher education in a world where artificial intelligence is part of the fabric of our universities.<br />
(relevance): It shows the use of Artificial intelligence already in higher education, it might give us some learingpoints while developing our own artificial intelligence.<br />
<br />
Titel: The roles of models in Artificial Intelligence and Education research: a prospective view<br />
<br />
Link: https://telearn.archives-ouvertes.fr/hal-00190395/<br />
Abstract: In this paper I speculate on the near future of research in Artificial Intelligence and Education (AIED), on the basis of three uses of models of educational processes: models as scientific tools, models as components of educational artefacts, and models as bases for design of educational artefacts. In terms of the first role, I claim that the recent shift towards studying collaborative learning situations needs to be accompanied by an evolution of the types of theories and models that are used, beyond computational models of individual cognition. In terms of the second role, I propose that in order to integrate computer-based learning systems into schools, we need to 'open up' the curriculum to educational technology, 'open up' educational technologies to actors in educational systems and 'open up' those actors to the technology (i.e. by training them). In terms of the third role, I propose that models can be bases for design of educational technologies by providing design methodologies and system components, or by constraining the range of tools that are available for learners. In conclusion I propose that a defining characteristic of AIED research is that it is, or should be, concerned with all three roles of models, to a greater or lesser extent in each case.<br />
(relevance): It can be used to explain a model in which our artificial intelligence solution wolud be beneficial to use.<br />
<br />
Titel: Evolution and Revolution in Artificial Intelligence in Education<br />
<br />
Link: https://link.springer.com/article/10.1007/s40593-016-0110-3<br />
Abstract: The field of Artificial Intelligence in Education (AIED) has undergone significant developments over the last twenty-five years. As we reflect on our past and shape our future, we ask two main questions: What are our major strengths? And, what new opportunities lay on the horizon? We analyse 47 papers from three years in the history of the Journal of AIED (1994, 2004, and 2014) to identify the foci and typical scenarios that occupy the field of AIED.<br />
(relevance): It can give us a quick and ordered view of what research has already been done in the form of AI and where there lie some possibilities for us (written in 2016)<br />
<br />
<br />
<br />
Title: '''Towards Emotionally Aware AI Smart Classroom: Current Issues and Directions for Engineering and Education'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/8253436 <br />
<br />
Abstract: Paper about a emotionally-aware AI smart classroom which can take over the role of a teacher.<br />
<br />
<br />
Title: '''AI and education: the importance of teacher and student relations'''<br />
<br />
Link: https://link.springer.com/article/10.1007/s00146-017-0693-8 <br />
<br />
Abstract: Paper about the difference in relationship between student-teacher and student-AI<br />
<br />
<br />
Title: '''Designing educational technologies in the age of AI: A learning sciences‐driven approach'''<br />
<br />
Link: https://doi.org/10.1111/bjet.12861 <br />
<br />
Abstract: How to develop an AI algorithm based on studies about how people learn.<br />
<br />
<br />
Title: '''Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review'''<br />
<br />
Link: https://journals.sagepub.com/doi/10.3102/0034654315581420 <br />
<br />
Abstract: This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems.<br />
<br />
<br />
Title: '''Artificial Intelligence as an Effective Classroom Assistant'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/7742268 <br />
<br />
Abstract: Article about blended learning, wherein the teacher can offload some work to the AI system.<br />
<br />
<br />
Title: '''Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0747563215001120 <br />
<br />
Abstract: Review on how learning styles were integrated into adaptive e-learning systems.<br />
<br />
<br />
Title: '''Learning Computer Networks Using Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ALHLCN <br />
<br />
Abstract: This paper describes an intelligent tutoring system that helps student study computer networks.<br />
<br />
<br />
Title: '''Mathematics Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ABUMIT <br />
<br />
Abstract: Intelligent tutoring system for teaching mathematics that help students understand the basics of math and that helps a lot of students of all ages to understand the <br />
topic.<br />
<br />
<br />
Title: '''TECH8 intelligent and adaptive e-learning system: Integration into Technology and Science classrooms in lower secondary schools'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0360131514002875 <br />
<br />
Abstract: The purpose of this research is to demonstrate the design and evaluation of an adaptive, intelligent and, most important, an individualised intelligent tutoring system <br />
(ITS) based on the cognitive characteristics of the individual learner.<br />
<br />
<br />
=== Other groups with similar subject ===<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2016_3_Groep18: Elementary school. Made 4 small educational games for children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep14: Elementary school. Made a simple math game for young children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep8: High school. Made an adaptive gamified online learning system using Moodle. The goal of this group is similar to our goal, but they focused more on gamification and less in making the exercises personalized for each student. They used Moodle as an open source online learning system. The big advantage of Moodle is the wide range of plugins that already exist, so it was possible to build further upon those plugins. However creating quizzes and exercises especially mathematical expressions was difficult and time consuming. Many of the plugins they used had no documentation which made it hard to make changes.<br />
<br />
=== Currently available software ===<br />
An overview of already existing software and their limitations<br />
<br />
<br />
'''Getal & Ruimte'''<br />
*Limited number of exercises, only a digitalized version of the exercises from the book.<br />
*Does not remember previously made mistakes in questions.<br />
*Does not repeat previously incorrectly made exercises.<br />
*No hints and feedback after a question. Students must look up the answers in a digital book.<br />
<br />
<br />
'''Khan Academy'''<br />
*No specific feedback based on mistakes.<br />
*Does not remember previously made mistakes in questions.<br />
<br />
<br />
<br />
'''Wolfram Alpha Problem Generator'''<br />
*No specific feedback based on mistakes.<br />
*Does not remember previously made mistakes in questions.<br />
*No automatic problem selection, users must decide when to go to the next level.<br />
<br />
<br />
'''Mathspace'''<br />
*Does not cover all the material of high school.<br />
*Does not remember previously made mistakes in questions.<br />
<br />
<br />
'''Why is our program better?'''<br />
<br />
The software of Getal & Ruimte is specifically made for high school students, follows the structure of the book and covers all the material . However it is mostly a digitalized version of the book with some adaptiveness. The program does not repeat incorrectly made questions or common made mistakes. Newer programs like Khan Academy, Wolfram Alpha and Mathspace are smarter and are build from the beginning as an online program instead of starting from an existing book. Khan Academy has a system to decide when to go to the next level, Wolfram Alpha covers almost all the material and can give step by step solutions for all problems. Mathspace gives specific feedback and can also give feedback on intermediate steps. They all lack the possibility to repeat questions where the student had difficulty or made the same mistake.<br />
<br />
== Users, stakeholders and their requirements ==<br />
<br />
=== Primary users: high school mathematics students ===<br />
<br />
Our primary users will be high school mathematics students (or people who want to study this on their own). The subject of mathematics is a vital one for developing abstract thinking and applied in many ways in technical fields, and the skill of problem solving can be applied in many ways in life. At the same time mathematics is often considered difficult by students. For these reasons we think the subject of mathematics is where good value can be provided with our web-based AI-enhanced learning tool. Additionally, mathematics (like other hard sciences) allows for easier checking of answers than the type of language-based (short) essay answers that are required for social sciences. Vocabulary would be a suitable topic as well, however we are unaware of a shortage in German or French translators, whereas there is a shortage in engineering and in the skilled trades. Since highschool in the bridge between primary and college, that is where our program could be most valuable. The introductory test to assess the mathematics level can incorporate primary school topics, and we could offer such exercises to the slightly more mature student as well, whereas primary school children are less self-directed. <br />
<br />
By estimating the current level of understanding and the learning style (speed, etc.) of the individual student, we can offer a tailored learning experience that will help the student get quick feedback (and hopefully more positive results), which will help with building confidence in tackling (new) mathematics problems and might even make the subject more enjoyable. <br />
Using students to beta-test our program will be a useful way to interact with these users, since they might be less able to communicate exactly what it that is lacking in their mathematics course. The proof of the pudding is in the eating, measuring success and especially engagement over time will show how well our program works. Once the students have an actual product to work with they might give valuable feedback on why they kept using it, or why they stopped using it. Of course here we need to take into account that some students might have learning difficulties that need more direct coaching or are just plainly uninterested in improving their lack of mathematical skill. Our program might help some of these kinds of students, but assuming it will be the mathematics panacea is unwise. We aim to get a prototype early b-test with students done at the end of the project. <br />
<br />
- HAVO/VWO!<br />
<br />
=== Primary users: high school mathematics teachers ===<br />
<br />
Other primary users will be high school mathematics teachers. Students can of course start using the web-program on their own, but if high school teachers find it valuable enough to recommend it to students, that could be a good sign. Of course we will have to consider their biases in didactics and their general mindset in terms of improving education (for some it might be lacking). Nevertheless, their impact can be useful, by for instance finding out what in their experience are the main difficulties students have, and trying to adapt for those thing in our program (content-wise, but also in terms of engagement). We will form a focus group of a few of these teachers to make qualitatitve study on the difficulties of teaching mathematics. Their input will be used to determine the direction and attributes of our prototype. Later on we might get them to evaluate it (in combination with a beta-test on students?). <br />
<br />
=== Secundairy users: Headmasters ===<br />
<br />
Headmasters are stakeholders, since they have a say in the way mathematics is taught in their school. Financial cost will be always be in the back of their minds, and as such they will critically assess the performance, robustness and scalability of the program. But, they are clearly concerned about the rates at which students progress through key-courses like mathematics (in the Netherlands it has certain higher requirements than some other courses in terms of passing classes and graduating). If our program can help with that, this is an opportunity. Maybe, our program’s introductory test can be used as the intro-test for new students, and the program can help bridging the gap (the school may decide to used other ways to help these students as well). Depending on the school the headmasters may also have didactical views that are key to the identity of the school that may or may not match with what we decide to use in our program. Given the diversity in education-land, this simply means there will always be some less enthusiastic headmasters with respect to adopting our program. It could be tempting to go with the majority, but we have to independently assess whether the majority is correct, maybe the majority view is related to the problems in teaching mathematics. <br />
<br />
=== Tertiary users / stakeholders ===<br />
<br />
==== Ministry of Education ====<br />
<br />
At a more distant level the ministry of education has similar concerns as the headmasters in terms of money spend and passing rates, but they also bound to more ideological/didactic points of view that are determined by the parliament and the current minister, tough on the other hand the bureaucracy itself might also have a mainstream point of view that is somewhat different. These views will somewhat affect the chances of our program ultimately getting adopted in individual school, if for instance certain funding is allocated to, or withdrawn from, computer-based mathemathics/learning aids – with certain requirements, etc. However, the ministry does not determine for the school what teaching aids they must use in particular. <br />
<br />
==== (Technical) Universities / STEM departments ====<br />
<br />
Technical universities and STEM departments at others have two stakes, one is a higher level of mathematics ability of incoming students, since it is the basis on which many majors (if not all) depend. This could save money in terms of additional efforts, and can bring in more money (if students progress/graduate quicker). Secondly, the more engaging mathematics program we aim to develop might induce more student to choose to go to a technical university or a STEM major instead of a alpha or gamma major. <br />
<br />
==== (Tech) companies ====<br />
<br />
Given the lack of workers in the skilled trades and in engineering, technical companies have a clear stake in students being better in (applied) mathematical problems solving. And such skills can in fact be useful in many jobs, so companies in general might benefit, although it might sound less interesting than clean-desk or scrum or feng shui.<br />
<br />
== Approach/milestones/deliverables ==<br />
We will start with some up front research, we will make some sort about didactics and how to apply this in our webpage we want to create.<br />
While doing research about these topics we will start working on our webpage. We are planning to build some sort of web page or program. This artifact will have some sort of artificial intelligence which keeps track of the level of skill of the student and gives exercises matching the skill level of the student.<br />
After being done with the research about didactics. We will lay the proposal of our artifact in front of several high school teachers. We want to have their input, as the artifact is build for there purpose. We then apply the given advise in our artifact.<br />
Lastly we plan to test our improved application for use, we will go to the same (or other) high school teachers and ask if we can test them in their classes. We then come up with a conclusion and finish the research.<br />
<br />
Our milestones will be the finish of our research, the alpha version of our application, then the comments of the teachers, then the beta version of our application. The findings of the test subject and finally the final version.<br />
<br />
Our deliverables will be a research about the current software and possible use of AI in education, the findings we got from talking to teachers, the test results found when testing on students and finally our artifact, described on this wiki. Furthermore, we deliver a presentation on our project. (Note: we ended up not using artificial intelligence for our project, it was the direction we decided to study in the first week).<br />
<br />
== Requirements ==<br />
*Gives students individualized support such as hints, feedback, and problem selection<br />
**Hints and feedback based on the learning style of the student (Felder and Silverman model)<br />
**Recognizes common mistakes and gives explanation if those mistakes are made multiple times<br />
**Repeat previously incorrectly made questions<br />
*Simple, intuitive and motivating user interface<br />
**Consistensy across all pages<br />
**No distractive elements<br />
*Motivates students to make exercises<br />
**Shows progress of different modules<br />
**Level of the exercises matches the level of the student<br />
*Collaborative learning<br />
**Students can help each other with exercises<br />
**Competitive gamification<br />
<br />
<br />
Using an adapting collabrative learning system can help students learning the subject and also motivate students<ref>Walker, E., Rummel, N. & Koedinger, K.R. Int J Artif Intell Educ (2014) 24: 33. https://doi.org/10.1007/s40593-013-0001-9</ref>.<br />
<br />
Questions and feedback can be personalised for every students learning style by using the Felder and Silverman model<ref>Felder and Silverman, [https://www.engr.ncsu.edu/wp-content/uploads/drive/1QP6kBI1iQmpQbTXL-08HSl0PwJ5BYnZW/1988-LS-plus-note.pdf "LEARNING AND TEACHING STYLES IN ENGINEERING EDUCATION"], 1988.</ref>. This model describes four learning categories where each category is characterized by two opposite attributes. The Felder and Silverman’s main four categories are the following:<br />
*Sensing versus Intuitive<br />
*Visual versus Verbal <br />
*Active versus Reflective<br />
*Sequential versus Global<br />
<br />
Course satisfaction has a significant effect on performance but performance does not have a strong positive effect on course satisfaction. Previous online learning experience influences self-regulated learning directly. <ref>Chih-Hsuan Wang, David M. Shannon & Margaret E. Ross (2013) Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning, Distance Education, 34:3, 302-323, https://doi.org/10.1080/01587919.2013.835779</ref><br />
<br />
Motivation and emotion significantly influence student learning experiences, including achievement, satisfaction, and passing vs. nonpassing; whereas the use of learning strategies did not.<ref>Moon-Heum Cho & Michele L. Heron (2015) Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course, Distance Education, 36:1, 80-99, https://doi.org/10.1080/01587919.2015.1019963</ref><br />
== Concept ==<br />
<br />
=== Hierarchy of mathematics modules ===<br />
<br />
In the figure below is a sketch of what the structure of the program can look like. The modules might be related more complexely, this we need to assess. Modules can have sub-modules. The number of exercises is one key aspect in attuning to the individual learner. <br />
<br />
[[File:Hierarchy_AI_learning.png]]<br />
<br />
=== Didactics of mathematics === <br />
<br />
==== Desk study: Getal en Ruimte studybook ====<br />
To orient ourselves into the well-established mainstream didactic methodology, we ordered a book from the most used mathematics book-serie in the Netherlands: "Getal and Ruimte". We ordered the first book for VWO 3, since we considered that the to be an interesting class, the one before the choice for the alpha (maatschappij) or beta (wetenschap) direction is made. We decided to focus on the material of the first chapter, since our project ran during the beginning of the school year. This choice would allow us to let some students in that year try our software at the end of the project, to get some user-feedback. The topic of linear equation also lends itself to our purposes, since we do not intent to recreate Wolfram Mathematics-like problem solving tools, but instead we wanted to focus on the development of an adaptive learning program, with mathematics as the subject. <br />
<br />
==== Qualitative study: focus group ====<br />
<br />
In order to understand the problems with teaching highschool math, a focus study will be held with a few teachers. This qualitative approach will give us valuable in-depth knowlegde on the praxis of the didactics of mathematics. In this short time period it is more useful than a small questionnaire with generally even fewer responses. In a focus group the partipants can all add to the discussion, react to each other, and the interviewer can ask more suitable follow-up questions. <br />
<br />
===== The invitation mail =====<br />
On thursday the 12th the following mail was send to 17 secondary HAVO/VWO schools in Eindhoven and area.<br />
<br />
"Uitnodiging focusgroep voor wiskunde software<br />
<br />
Wij zijn een groepje van drie derdejaars bachelor-studenten op de Technische Universiteit van Eindhoven die graag in contact zouden komen met HAVO/VWO wiskunde leraren voor het ontwikkelen van een online wiskunde hulpmiddel. Wij zijn bezig met een project van twee maanden, waarbij de wensen van gebruikers van technologie centraal staan.<br />
<br />
<br />
Door middel van een groepsgesprek van ongeveer een uur met enkele wiskundedocenten willen wij bespreken welke problemen zij ervaren in de les en op welke manier individu-gerichte software hen daarbij zou kunnen helpen. Voor dit gesprek komen wij graag naar uw school. <br />
<br />
<br />
Met de hulp van deze focusgroep zal het doel van ons prototype worden bepaald. In overleg met de school zouden wij dit prototype enkele weken later (kort) willen laten testen door leerlingen. <br />
<br />
Graag horen wij of een of meerdere wiskunde docenten op uw school interesse hebben in dit gesprek! <br />
<br />
<br />
Met vriendelijke groet,<br />
<br />
Peter Visser,<br />
mede namens Tom Verberk en Ruben Haakman"<br />
<br />
===== Responses =====<br />
From four schools (Eckart college, Were Di college, Carolus Borromeus college and Stedelijk college) we have received positive reactions, all with groups of two or more teachers. Due to their full agenda's and time-constraints, we decided it would be easier to have seperate focus-group conversations at each school. In this way the different didactic methods of the schools can be discussed more in depth as well. We could use results from earlier talks in later talks to have some (one-way) feedback between teachers. Two more school reacted, only to indicate that they did not have time, though they found the project interesting. In the case of no positive reactions, these schools would have been called, to follow up on the mail. However, given the positive reactions, this was not necessary. <br />
<br />
Due to some delay between mails, and the busy schedules of the teachers, the two interviews that materialised were held on the 30th of September (4 teachers, Eckart college) and the 1st of October (2 teachers, Were Di college). The contact with Carolus Borromeus took much longer to react, and eventually did not react, so sadly this option had to be removed from our focusgroup. The fourth school reacted only in the second-to-last week of our project, and any feedback from this meeting (likely to occur even later) would not be useful in our prototype-development.<br />
<br />
===== Preparation =====<br />
<br />
A question list has been prepared, with possible follow up aspects, to guide the discussion of the teachers in the focusgroup, and to try to optimize useful information for our design choices. The points will not be checked off like an interview, but are a guide for the discussion. The concept of quantitative studies, and specifically the focus group (or group discussion) format has been studied with the help of a basic textbook (An Introduction to Qualitative Research: Learning in the Field - Rossman & Rallis). The question-points, and sub-points, are shown below, in Dutch, since the subjects and interviewer are Dutch, and this will improve the quality of the discussion. First the interviewer will shortly introduce himself and explain the project and the goal of the discussion. <br />
<br />
Note: Due to the relatively slow process of setting up meetings, due to slow mail-contact and full teacher agenda's) the interviews happened later in our project that we had envisioned. For this reason the nature of the interview changed somewhat. The initial questionlist was still used, but relatively less time was spend on these questions, and that time was used to ask more specific question about the design-decision we had already made (in order to progress in our limited-time project). These questions naturally fitted after the initial questions. <br />
<br />
1. korte introductie van elke docent: opleiding, ervaring (jaren, klassen, niveaus)<br />
<br />
2. didactische methode van school: boek, lesgeven, hulpmiddelen<br />
- pluspunten<br />
- verbeterpunten<br />
<br />
3. individuele methoden van docenten<br />
<br />
4. problemen met wiskunde-overbrengen? <br />
<br> - wat ter tafel komt!<br />
<br>- concentratie? <br />
<br>- hoofdrekenen vs rekenmachine?<br />
<br>- hoeveelheid oefenen (buiten de les)?<br />
<br> - verschillen tussen leerlingen?<br />
<br />
5. Op welke manier probeert men deze problemen het hoofd te bieden, wat werkt wel en niet?<br />
<br />
6. Op welke manier zou een (online) individueel-adaptief programma hieraan kunnen bijdragen?<br />
<br />
7. Wat is jullie ideale voorstelling van zo’n dergelijke programma?<br />
<br />
8. specifieke vragen over doelstelling programma <br />
<br>-- diagnostische toets<br />
<br>-- goede leerlingen: verder werken<br />
<br>-- zwakke leerlingen: extra oefenen<br />
<br>-- vervangen van deel van oefenen met boek<br />
<br>-- klassikaal toetsen (meteen oefenen van hoofdrekenen?)<br />
<br>-- helemaal zelfstandig<br />
<br>-- Herhalen van de theorie in het programma, of juist focus op oefenen?<br />
<br />
9. Manieren om studenten 'engaged' te houden (over langere tijd)?<br />
<br />
10. Het idee van deel-hints voor het helpen oplossen van een probleem (ipv simpelweg het antwoord of de hele uitwerking)?<br />
<br />
11. Gedurende het jaar toetsen over stof van voorgaande hoofdstukken om kennis couranter te houden?<br />
<br />
12. Vooral focus op studenten die meer oefening nodig hebben?<br />
<br />
13. functie: extra oefenmateriaal, op termijn vervanging van de opdrachten in het boek, maar theorieboek en uitleg van docent blijven nodig?<br />
<br />
14. Verdere aspecten die ter tafel komen.<br />
<br />
===== Results =====<br />
<br />
Both interviews were recorded, in order for the interviewer to focus on the conversation instead of note-taking, and also for the ease of listening back to certain parts that afterwards seemed bussy with talk. For the ease of this report, these recordings have been summarised below, with a focus on distilling the general feedback on functionality and requirements. <br />
<br />
''Eckart college (Eindhoven)'': <br />
<br />
Over het algemeen waren de 4 docenten te spreken over het idee.<br />
Ze hebben al wel een soort software, maar zonder hints, en ze moeten zelf de opdrachten inprogrammeren. Ze gebruiken dat niet echt kreeg ik de indruk.<br />
Hoofdrekenen vonden ze niet echt een probleem, omdat ze in de les de rekenmachines niet laten gebruiken, dus leerlingen ontwikkelen de vaardigheid op deze manier al.<br />
Het idee van hints waren ze erg over te spreken, als verbetering op een antwoordboekje (of de hele uitwerking).<br />
Ook het idee dat ze een beter diagnose middel hebben met deze software sprak ze aan. Verder vonden ze het vooral interessant als aanvulling op de les, en (deelse) vervanging van de opdrachten uit het boek. <br />
<br />
Voor de verschillende niveau’s en jaren de problemen nogal verschillend. Specifiek voor VWO 3 speelt dat er een tweedeling is tussen wie waarschijnlijk wiskunde a en wie waarschijnlijk wiskunde b gaan doen. De ene groep heeft meer uitleg nodig, en herhaling van de simplere opdrachten, de andere groep heeft dingen eerder door (en door verveling kunnen die lastig zijn in de les).<br />
<br />
Daarom willen de docenten ook een toepassing voor die betere leerlingen, niet per sé ‘extra’ werk, maar vervangende opdrachten, die interessanter zijn, o.i.d. (Dit hadden we zelf ook bedacht, maar valt dus buiten ons prototype).<br />
<br />
Een andere tip is dat leerlingen de mogelijkheid moeten hebben om een opdracht (of opdrachtsoort) op te slaan, om die vervolgens dan makkelijk te kunnen laten zien aan de docent in de les.<br />
<br />
Verder vonden de docenten het ook een goed idee als leerlingen elkaar (online) kunnen helpen met een opdracht, en daar dan misschien iets van punten voor kunnen krijgen. (Dit lijkt me buiten het prototype vallen, maar kunnen we meenemen in de verbeterpunten)<br />
<br />
Ook nog een tip dat we het goed moeten opdelen in blokjes, zodat het niet te lang duurt, en ervoor moeten zorgen dat leerlingen kunnen zien hoe ver ze zijn, bijv. Een progressie-balkje. <br />
<br />
Een docent wilde ook een soort vragenuurtje organiseren buiten de les, waar leerlingen dan vragen over de software kunnen stellen. De andere drie waren hier niet enthousiast over. Die vinden dat de software vooral moet dienen om de leerling te helpen richting zelfstandig leren te werken. Hetzelfde geld voor mailtjes over vragen in de software.<br />
<br />
Wel vonden ze dat er een feedback middel moet zijn om technische problemen met de software of opdrachten te kunnen aangeven. <br />
<br />
Voor de prototype test zijn er twee docenten met een vwo3 klas. Ze zitten tussen een vakantie en een toetsweek, dus hebben geen tijd om in begin van week 43 het prototype in de klas te proberen. Wel vonden het een goed idee om (nadat ze het zelf hebben bekeken) een link door te sturen. Omdat de toets over hoofdstukken 1 en 2 gaat, is qua prototype vooral handig voor de leerlingen (en dus voor user-feedback) als de invulling voor hoofdstuk 1 dat wij hebben gekozen, vooral een soort uitgebreide diagnostische toets is. De uitbereiding is dan qua het soort vragen, en qua herhaling van vragen bij foute (of pas na hints opgeloste) vragen. <br />
<br />
Verder moeten ipv inlognaam ‘nicknaam’ gebruiken, ipv met privacy van leerlingen die vaak onder de 16 jaar oud zijn. Een vraag over klas of docent zou volgens hen wel kunnen, om het uit elkaar te houden, en omdat dit niet individueel te traceren is. <br />
<br />
Een goede vraag was ook of we wel het huidige aanbod in de markt hebben bestudeerd. Dat is denk ik iets wat wel in de presentatie en/of wiki moet bespreken. <br />
<br />
''Were Di college (Valkenswaard)'':<br />
<br />
Over het algemeen waren de 2 docenten te spreken over het idee.<br />
Ze hebben ook al wel een soort software, maar zonder hints, en ze moeten zelf de opdrachten inprogrammeren. Ze gebruiken dat niet echt kreeg ik de indruk.<br />
Hoofdrekenen vonden ze wel echt een probleem, als onderdeel van een algemeen gebrek aan rekenvaardigheden, als ze van de basisschool afkomen. Hiervoor kan het idee van diagnostische toets voor nieuwe leerlingen dus handig zijn, zodat men sneller en gerichter kan inspringen op gaten in deze vaardigheden. Ook diagnose voor nieuwe klassen (voor een docent nieuw) vonden ze een goed idee. <br />
<br />
Het idee van hints waren ze erg over te spreken, als verbetering op een antwoordboekje (of de hele uitwerking).<br />
Verder vonden ze het vooral interessant als aanvulling op de les, en (deelse) vervanging van de opdrachten uit het boek. <br />
<br />
Daarom willen de docenten ook een toepassing voor die betere leerlingen, niet per sé ‘extra’ werk, maar vervangende opdrachten, die interessanter zijn, o.i.d. (Dit hadden we zelf ook bedacht, maar valt dus buiten ons prototype). Probleem hierbij is hoe groot het de verschillen worden, en in hoeverre één les dan nog toereikend is voor de grote verschillen. <br />
<br />
Het idee om een opdracht (of opdrachtsoort) op te slaan, om die vervolgens dan makkelijk te kunnen laten zien aan de docent in de les, vonden ze erg handig.<br />
<br />
Ook nog een tip dat we het goed moeten opdelen in blokjes, zodat het niet te lang duurt, en ervoor moeten zorgen dat leerlingen kunnen zien hoe ver ze zijn, bijv. Een progressie-balkje. Volgens de docenten zou dit soort ‘gamification’ (er een spelletje van maken) het vooral voor jongens interessanter kunnen maken. <br />
<br />
De docenten hebben allebei niet vwo3 als klas, en op deze school is er binnenkort geen toets over hoofdstuk 1 + 2. Dus hier is het test-idee voor de andere school niet zo nuttig. Wel kunnen we de link van het programma doorsturen aan de ene docent, die het dan wil doorgeven aan de betreffende docenten, maar ik denk dat we hier niet veel van moeten verwachten, omdat het voor de leerlingen dan puur herhalen is zonder ‘noodzaak’ zoals een toets…<br />
<br />
Ook hier was een goede vraag of we wel het huidige aanbod in de markt hebben bestudeerd. Dat is denk ik iets wat wel in de presentatie en/of wiki moet bespreken. Maar zelf hadden ze nog niet van dit soort software gehoord.<br />
<br />
===== Discussion and implementation =====<br />
<br />
The importance of the following requirements has been affirmed with the help of the focusgroup:<br />
<br>- exercise practice tool (as opposed to theory-laden)<br />
<br>- use contextual hints to help students learn (compared to merely showing the answer or the whole derivation)<br />
<br>- repeat exercises until the student has solved a few without hints<br />
<br>- show progress to students<br />
<br>- the diagnostic functionality for teachers: student performance overview and details<br />
<br>- for later: exercises for the faster students so they can use their time in highschool worthwhile <br />
<br />
The following requirements have been added with the help of te focusgroup:<br />
<br>- easy to use for teachers (an end-product, no need to program in questions, etc.)<br />
<br>- use nicknames instead of 'name' with respect to privacy of students under 16.<br />
<br>- keep the (sub)modules short enough, so that student can complete one in a timespan that fits their concentration-arc<br />
<br>- ability to save an exercise, in order to discuss it with students<br />
<br>- feedback option, so students can report problems to the developers<br />
<br>- later on: possibility to discuss problems on an online platform ?<br />
<br />
== Design choices ==<br />
<br />
=== Homework-support tool ===<br />
<br />
=== New software ===<br />
<br />
=== Topic ===<br />
Linear equations (beginning of VWO 3). We bought this book to study the widely accepted didactic method as an example and stepping stone.<br />
<br />
=== Adaptive hints ===<br />
after answer 1<br />
<br />
=== Adaptive repetition ===<br />
<br />
=== Progress, but not score ===<br />
<br />
=== Teacher overview ===<br />
<br />
== Technical aspects ==<br />
<br />
In this part of the wiki the technical aspects of our application will be explained. First the foundations of our application will be discussed, next the database structure of the application will be discussed, thereafter the layout of the web page will be discussed. Following that specific methods used in the code will be viewed in more detail and explained in a clear and structured manner, lastly the interface of the application will be discussed.<br />
<br />
=== Foundation === <br />
<br />
Most of our application is programmed using Python 3.0. As a web framework we used Django: an free and open source web application written in python. A framework is nothing more than a collection of modules that make development easier.The official project site describes Django as "a high-level Python Web framework that encourages rapid development and clean, pragmatic design. [LINK TO SITE]. For the interface we used a application wide CSS template. <br><br><br />
<br />
The main application can be split into 3 parts: Login module, Question module and Teacher module. <br><br><br />
<br />
Login Module: <br><br />
The login module consists of the actual login mechanism, This includes an register form, a login form, a landing page (page where you "land" when you enter the url) and a home page. <br><br><br />
<br />
Question module: <br><br />
The queston module consists of 2 main parts. The General Question part and the actual question part. The General question part mainly contains method that are used for all modules in general, or are related to routing. (E.G. the select current module module). The actual question part is related to the individual questions. <br><br />
The genaral questions part contains: current module section, select module section. <br><br />
The actual question part contains: All the seperate questions, answer pages to all the questions and the "answer next question" part. <br><br><br />
<br />
Teacher module: <br><br />
The teacher module consist of all the teacher functionality. This includes an teacher verification question and the student overview, once the teacher is verified. <br><br><br />
<br />
=== Database ===<br />
<br />
An sqlLite database was used to manage our data. To manage the data in the best way possible and without keeping unused data we choose the following database tables in our database<br />
<br />
==== Customuser ====<br />
Customuser is the standard User database table python has, only it is adjusted to serve us the way we want it. We added 3 extra values untop of the values that were standard. The standard data is given in italics, our new data is given in bold, in brackets the type of data is given. All the data that is in the Customuser table is: <br><br><br />
''Id''(integer): The Id that is given to a user. <br><br />
''password''(varchar(128)): The password filled in by the user. <br><br />
''last_login''(datatime): The last time the user has logged in (NULL if user has not logged in). <br><br />
''is_superuser''(bool): If a user is able to access all pages (Not used in our website). <br><br />
''username''(varchar(150)): The username the user filled in. <br><br />
''first_name''(varchar(30)): The first name of the user (not used in our application due to privacy reasons, our focusgroup suggested this change for us). <br><br />
''last_name''(varchar(150)): The last name of the user (also not used). <br><br />
''email''(varchar(254)): The email of the user, filled in during sign up. <br><br />
''is_staff''(boolean): To denote if some user is part of the development staff, not used in our application (this will allow the user to access all the admin functionality, which is not something we want teachers to be able to do. <br><br />
''is_active''(boolean): To denote if someone is active, this is checked based on the lastlogin time. <br><br />
''date_joined''(datetime): The date and time the user has signed up an account. <br><br />
'''general intelligence'''(integer): The intelligence modifier we keep track of to determine how smart someone is. <br><br />
'''isTeacher'''(boolean): Boolean that states if a user is a teacher. <br><br><br />
<br />
==== Module ====<br />
The Module table is a simple auxilerary table to make sure some data about the modules is contained. The data in the module database has to be changed via some sort of database inserter or management program. We did this beforehand, adding some modules to the database. <br><br />
'''id'''(integer): The id that is given to a certain module. <br><br />
'''title'''(varchar(200)): The title of an given module. <br><br />
'''text'''(text): Some text explaining what the module is about. EG if a module contains quadratic formulas with 2 variables, the text for that module will be this. <br><br><br />
<br />
==== module_user ====<br />
The module_user table is where most of the actions in our database take place. It is the main factor that connects the users to the modules. Every time somebody changes something in the database (except adding teacher or signing up). This table will be selected. As said this table connects the users to the modules, it does this in such a way that it keeps track of how many questions a student has correct, wrong etc. It changes the intelligence of the student of this module to better simulate how smart a student is. The table with its values looks as follows: <br><br />
'''id'''(integer): The ID of the combination such that it is easy to find. This ID is an unique value and is automaticly assigned by the database upon creating such an module_user entry.<br />
'''currentModule'''(integer): To denote if the user is currently active in this module. The decision to make this an integer value and not a simple boolean value is because in this way we can keep track of which question of the module the user is working on and not just the module in general.<br />
'''amountCorrect'''(integer): The total amount of questions the user has correct in the current module.<br />
'''amountWrong'''(integer):<br />
'''amountHints'''(integer):<br />
'''moduleScore'''(integer):<br />
'''mistake1'''(integer):<br />
'''mistake2'''(integer):<br />
'''mistake3'''(integer):<br />
'''mistake4'''(integer):<br />
'''mistake5'''(integer):<br />
'''currentQuestionHints'''(integer):<br />
'''currentQuestionCorrect'''(integer):<br />
'''module_id'''(integer)(ForeignKey):<br />
'''user_id'''(integer)(ForeignKey):<br />
<br />
=== Layout === <br />
<br />
In this section of the wiki the layout of our application will be discussed. This is done by giving a brief explanation of the web page and the different functionalities it has<br />
<br />
==== Landing page ====<br />
The landing page is the page where you “land” when entering the given URL. From this page you can either login or sign up as a new account. <br> <br><br />
<br />
Functionalities: <br><br />
''Log In Button'': This button will redirect you to the login page. <br><br />
''Schrijf in Button'': This button will redirect you to the sign up page. <br><br><br />
<br />
[Insert Photo]<br />
<br />
==== Singup page ====<br />
The sign up page is the page where you make a new account. You do this by filling in the given form, upon filling in the form in the correct way the website will create an new account for this user. This includes an entry in the ‘’’Customuser’’’ table discussed in the previous section and multiple entries in the ‘’modules_user’’’ table discussed in the previous section one for each module. <br><br><br />
<br />
Functionalities: <br><br />
''username Field'': This field the user has to fill in the username, this username cannot exist in the database yet. There are no further restriction for the username, all given restrictions are given on the web page.<br><br />
''Email Adress Field'': This field the user has to fill in his/her emailadress. The box checks if the email addres can be an existing emailadress. (It checks if there is an example@example.example structure).<br><br />
''Pasword Field'': The user has to fill in his/her password. The password box checks if the requirements to the password given at the page are met. <br><br />
''Repeat password field'': The user has te repeat their password. Such that he will not have accidentely made an type. The page checks if the password was the same as before. <br><br />
'' Signup button'': When pressing the signup button. The webpage will start the signup procedure once all the above checks give a positive result. The webpage will then redirect the user to the landing page where the user can login. <br><br />
'' Login button'': This button will redirect to the login page. It is a simple shortcut for the user to take if it turns out he already had an account.<br />
<br />
==== Login page ====<br />
The loginpage is the page where you login as an user if you already have an account. If the username and password are incorrect the website will give an general error, this means that there is for the website no difference in having a wrong username or having a wrong password. <br> <br><br />
<br />
Functionalities: <br><br />
''Username field'': This field the user has to fill in the username with whom they have an account on the website. <br><br />
''Password field'': This field the user has to fill in the corresponding password. <br><br />
<br />
==== Main functionalities once logged in ====<br />
Once you have logged in as a user you can use the menubar at the top of your screen. This menubar is available at all the pages listed below. The buttons discussed in this subsection will therefore be available but not be discussed during the explanations of the pages that follow. <br><br><br />
<br />
Functionalities: <br><br />
''Home button'': This button redirects to the home page. <br><br />
''Hoofdstukken button'': This button redirects to the module overview page. <br><br />
''Uitloggen button'': This button will log the user out and redirect the user to the landing page. <br><br />
<br />
==== home page ====<br />
The home page is the page where the user lands when he has filled in the correct username and password. From here on he can access the different possibilities our application has to offer. <br><br><br />
<br />
Functionalities: <br><br />
''Huidige module button'': This button redirects to the current module the user is working on as explained in the “module_user” table section of the database. <br><br />
''Module overzicht button'': This button redirects to the module overview page. <br><br />
''Leraren button'': This button redirects to the teacher page when the user is not a teacher (discussed in user table of database) and redirects to the “confirmed teacher” page when the user is a teacher.<br />
<br />
==== module overview ====<br />
From the module overview page users can pick specific modules they want to study a bit more. They can also look ahead of what is to come. <br><br><br />
<br />
Functionalities: <br><br />
''Specific chapter button'': Each button on this page will redirect to a question with a specific question. Within a specific module the user can select the question they want to answer.<br />
<br />
==== Question view ====<br />
When answering a certain question the user will always first land on the question view page. On this page a question is shown with (1 or 2) number boxes where answers should be filled in. The user can then request a new question. Or check if their answer is correct. <br><br><br />
<br />
Functionalities: <br><br />
''Field 1'': The first answerfield where the user should fill in the correct answer. <br><br />
''Field 2'': The second answerfield where the user should also fill in the correct answer. <br><br />
''Nieuwe vraag button'': This button will refresh the page, meaning that the same kind of question will be asked with different variables. <br><br />
''Controleer button'': The answer to the question will be checked and the user will be redirected to the Question Answer page.<br />
<br />
==== Question Answer ====<br />
This is the page where the user will be redirected when he has answered a question. For the sake of explanation the user has answered the question wrongly, but has already answered the same question correct the number of times in which he is able to advance to the next question. By assuming this we will see the full functionality of this page. <br><br><br />
<br />
Functionalities: <br><br />
''Question answer and your answer text”: The page will display the question, your answer and the correct answer, this way you can see where you went wrong. When you have answered the question correct only your answer will be shown. <br><br />
''Bekijk een hint button'': When pressing this button the page will explain the mistake you made. This can be used to do the question correct next time. IF you answered the question correct, this button will not be displayed. <br><br />
''multiple same mistake text'': The page will display a warning to you if you have made the same mistake multiple times. It will ask you to ask the teacher to explain this to you, since you clearly did not understand it. This will only show up when you made the same mistake multiple times. <br><br />
''Doe deze vraag opnieuw button'': This button will ask you the same kind of question again. Meaning this question will be asked again with different variables. <br><br />
''volgende vraag button'': This button will redirect you to the next question. You are only able to press this button once you have reached a certain treshhold (This will be discussed in the NextQuestion Method).<br />
<br />
==== Teacher (not confirmed) ====<br />
The teacher page is a page where users will find themselves when they press the teacher button when they are not a teacher. Once they are on this page the only thing they can do is fill in the teacher password. If they have done this they will be made a teacher and can access all the teacher possibilities. <br><br><br />
<br />
Funtionalities: <br><br />
''password field'': This is where the user fills in the teacher password. <br><br />
''controleer button'': This button will check if the filled in password is correct. If the password is incorrect the page will be reloaded and there will not be a change made. If the password was correct the user will be redirected to the confirm teacher page and the user will be made a teacher in the databes.<br />
<br />
==== confirmed teacher ====<br />
The confirmed teacher page is an overview for teacher of all the students. It will display for each student the total amount of correct answers, the total amount of wrong answers and the ration between the two. This way teachers can in a quick glance see which students are good and which need some attention. <br><br><br />
<br />
Functionalities: <br><br />
''Nickname Column'': The nickname of the users, this is the username field of the login page. <br><br />
''Slimheid(%) column'': The percentile of questions that were answered correct. <br><br />
''totaal correct column'': The amount of questions that the user has answered correct. <br> <br />
''total fout column'': The amount of question that the user has answered wrong. <br><br />
<br />
=== Methods ===<br />
<br />
=== Interface ===<br />
<br />
==== Quantitative study: first alpha-test ====<br />
<br />
In the beginning of week 43 we aimed to do a alpha-test of the prototype at the schools of the teachers who are in the focusgroup(s). We mainly wanted to ask about their experience and any recommendations they would make. The end of our project was in between their autumn-break and a finals-week at their school, so the teachers indicated that they could only have time to shortly introduce the program, but that students would have to test it in their own time. This was further complicated by our lack of success in getting the program easily usable (by making the website online, or making an .exe-file). We did send emails with the instructions to download the program and the files, however the two teachers that replied indicated that they did not think students would have time for this before the finals week. As an alternative we asked some of our acquaintances of highschool age (siblings, cousins, etc.) to try the program on our own laptops, and to answer a few short questions (in Dutch).<br />
<br />
The questions: <br><br />
1. What do you think is good about the interface, what should be improved?<br />
<br />
2. What do you think is good about the questions, what should be improved?<br />
<br />
3. What do you think is good about the hints, how could it be more helpful? <br />
<br />
4. What do you think about the repetition of questions, should it be more or less? <br />
<br />
5. Additional remarks?<br />
<br />
===== Results =====<br />
We tested the program with 6 acquaintances of highschool age. They seemed to pick up on how to use the software quite well, which means our software is somewhat intuitive, but also that kids these days are apt in using software. Except for one first-year student, the material was not new for the users, which somewhat resembles using the software to practice material that a teachers has explained (instead of it being completely new theory). <br />
<br />
1. Interface<br><br />
The interface was did not receive major criticism, though some aspects were noted to be unfinished, such as a colored indicated for good or wrong answers. One user thought the question-box should be larger, another said that she wondered that the overview would have too many links if the software covered all material. Yet another noticed some some English terms, which should be rewritten in Dutch. They also noticed that the sign-in form interface was not looking very good in case of errors. <br />
<br />
2. Questions<br><br />
Most testers thought the questions worked well, but one thought there should be more questions, while two others were glad to be finished (math is not their favorite subject). One thought all ‘+ -‘ should be written as ‘-‘ by the program, however this is not the case in Getal en Ruimte either. <br />
<br />
3. Hints<br><br />
The students found the notion of hints a welcome addition. Some wanted a hint before even answering a question once. Of course this is possible, but we decided that a student should be made to think first, try something, and then get feedback. We noted that students virtually always clicked on hint if their answer was wrong, maybe because they wanted to move quicker though the program, but without understanding the hints, and making a new question, they could not progress. This probably means we facilitated some learning with the program.<br />
<br />
4. Repetition<br><br />
On the topic of repetition the response was not so positive. Some were quick, and did not want to repeat the (easier) questions three times, others made quite a few mistake with the last question, and wanted to be done with it once they had one correct answer on that question-type. We think the negativity was partly because of the wide range of students, meaning the software was less adapted to them than to the intended audience. Furthermore, we think that it might well be that students dislike some aspects of learning (in the short term), but that it actually helps them in the long term. Of course, making one question of every type seems like it will cost less time, but for most students that is not enough to really learn the techniques involved. <br />
<br />
5. Other remarks<br><br />
Except one student, the students said their schools do not use software in their classes or for homework, and that they found the idea worthwhile. One said it would probably take a lot of time to make all the hints for all the questions in highschool-books.<br />
<br />
== Conclusion ==<br />
<br />
== Discussion ==<br />
<br />
possible improvements!<br />
<br />
== Videos ==<br />
Links to screencapture videos.<br />
<br />
# [https://drive.google.com/open?id=1_UBZ6U26kIbZphZNtDI43tE86QTBAzUb Logging in] Creating an account and logging in.<br />
# [https://drive.google.com/open?id=1F4S9_E-GMCU-mN7ddZG7oZuhJEs-p9kH Overview] Overview of the different pages.<br />
# [https://drive.google.com/open?id=1wL-gSgFrlx4drUZSK1lAho6bHUnnRrTt Question 1] Shows the first question. When an incorrect answer is given the program gives feedback. The user can proceed to the next question when it has given three correct answers.<br />
# [https://drive.google.com/open?id=1FQe3cg27fWKdLeKiaqCyDTBcGmwae0pQ Current module] The program remembers the current module and the user can continue where it left.<br />
# [https://drive.google.com/open?id=1lCga_XYeNHXhTtOx3Pjv9GCKMNm9Xc8H Different questions] Shows the different questions.<br />
# [https://drive.google.com/open?id=1EjLK6aaqaPP4WXRStywmEZFLRM8b1AJE Teacher overview] The teacher overview with progress of all the students.<br />
# [https://drive.google.com/open?id=13whJAd5sjtAZHMeJ2x3Bsg8l_kSEFffq Ending] Logging out of the student account and logging in with a teacher account.<br />
<br />
== References ==<br />
<br />
{{Reflist}}<br />
<br />
== Peer Evaluations ==</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=PRE2019_1_Group3&diff=81260PRE2019 1 Group32019-10-28T15:25:51Z<p>S153905: /* Videos */</p>
<hr />
<div>'''Adaptive learning software for mathematics'''<br />
<br />
<br />
== Group Members ==<br />
{| class="wikitable" style="border-style: solid; border-width: 1px;" cellpadding="3"<br />
!style="text-align:left;"| Name<br />
!style="text-align:left"| Study<br />
!style="text-align:left;"| Student ID<br />
|- <br />
| Ruben Haakman || Electrical Engineering || 0993994<br />
|-<br />
| Tom Verberk || Software Science || 1016472<br />
|-<br />
| Peter Visser || Applied Physics || 0877628 <br />
|-<br />
|}<br />
<br />
== Planning ==<br />
Every week we will have 2 meetings, in between the meetings we will work on individual tasks, results of the individual tasks will be examined in the meetings, the tasks dicussed are the time when the tasks has to be done. Once a week a meeting with the tutor(s) is arranged to discuss progress and teamwork. In week 8 we will present our prototype to the class, and afterwards we will finalize the wiki. <br />
<br />
<br />
{| class="wikitable" border=1 style="border-collapse: collapse;"<br />
| '''Week''' || '''Monday (morning)''' || '''Thursday (afternoon)'''<br />
|- <br />
!style="text-align:center;"| '''1'''<br />
| ALL : choose topic <br />
| ALL : <br>literary research <br>problem definition <br>make the planning <br>define structure of the report <br />
|-<br />
!style="text-align:center;"| '''2'''<br />
| Ruben : introduction/problem statement <br>All : wiki page <br>All : state of the art <br>Peter : users/stakeholders <br> Tom: Approach, milestones and deliverables, Who’s doing what<br />
|-<br />
| <br />
|}<br />
<br />
[[File:Planning_1_(12-9).PNG]]<br />
<br />
[[File:Planning_2_(12-9).PNG]]<br />
<br />
Note: The current picture of the planning may not be up to date. The current version can be viewed here: https://docs.google.com/spreadsheets/d/1Mrgz4kAK8DM9imor_zepvkM9XTyXgOXlZZbME7DrzHo/edit#gid=0.<br />
<br />
== Introduction ==<br />
<br />
There has been a big increase of technology in education; smart boards, laptops, tablets and online learning systems are now commonly used in classrooms. A lot of students have troubles with learning mathematics. Recent technologies in online learning software can help those students learn faster and keep them motivated. It also reduces the workload for teachers.<br />
<br />
== Problem Statement ==<br />
<br />
<br />
Currently, most students make all math exercises from a book. The only feedback they get is if their answer is right or wrong. The exercises are the same for every student and are made to match the general level of all students, resulting in questions which are too simple or too difficult for most of the students. In this way the only way to give personal support is by the teacher which does not have time to help everyone individually. Adaptive Learning Software for Mathematics can help with this problem.<br />
<br />
<br />
<br />
== State of the art ==<br />
<br />
=== Articles ===<br />
<br />
Title: '''Math Aversion (State of the Art)''' <br />
<br />
Link: https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/6210554 <br />
<br />
Relevance: incorporate conceptual thinking and illustrations to make students understand mathematical ideas<br />
<br />
Title: '''The Math Wars'''<br />
<br />
Link: https://journals-sagepub-com.dianus.libr.tue.nl/doi/pdf/10.1177/0895904803260042<br />
<br />
Relevance: The article provides an overview of the didactic discussion on math in the past century, as well as the latest controversy, the math war (maybe part of a larger culture war?). It boils down to a fervent discussion between ‘traditionalists’ and ‘modernists’, and their attempts to influence governmental educational policies on math (such as ‘the Standards’ and ‘the Framework’). The text is focussed on the US, but this is likely a trend in the West in general. It is useful to have some knowledge about these philosophical-didactic discussions, although in our limited time we should focus on how to implement the suggested methods of the two groups, not so much on the arguments.<br />
<br />
Title: '''Mathematics is about the world''' - R.E. Knapp<br />
<br />
Link: (book)<br />
<br />
Relevance: A book about the role of mathematics in our lives, and therefore useful for thinking about how to teach the subject. The book claims that mathematics is abstract, but nevertheless is about the world around us, which we try to understand. That discovering quantitative relationships suits our needs for indirect measurement(s), such as the ‘tool’ of establishing geometric relationships. Trying to concretize the notion - that math is a powerful tool for humans - in our program will help to motivate students to engage with the topic, and help them understand new ‘tools’. <br />
<br />
Title: '''Preparation, practice, and performance''': An empirical examination of the impact of Standards-based Instruction on secondary students’ math and science achievement<br />
<br />
Link: https://journals.sagepub.com/doi/pdf/10.7227/RIE.81.5<br />
<br />
Relevance: One set of studies on the impact of ‘SBI’ (standards-based instruction) methods, such as: student self-assessment, inquiry-based activities, group-based projects, hands-on experiences, use of computer technologies, and the use of calculators. ‘Non-SBI practices’: teacher lecture, individual student drill and practice worksheets, and computer drill and practice programmes, etc. <br />
<br />
overview of (SBI) student-centred methods:<br />
- using manipulatives or hands-on materials, such as styrofoam balls and toothpicks for building molecular models, dominoes, base ten blocks, tangrams, spinners, rulers, fraction bars, algebra tiles, coins, and geometric solids.<br />
- incorporating inquiry, discovery, and problem-solving approaches, such as making binoculars out of recycled materials, using scenarios from nature and everyday life events for groups of students to research and investigate using math and science concepts<br />
- applying math and science concepts to real-world contexts, such as banking, energy concerns, environmental issues, and timelines; <br />
- connecting mathematics and science preparation skills to specific careers and occupations<br />
- using calculators and technologies for capturing and analysing original data from original math and science experiments<br />
- communicating math and science concepts, through journal writing, small-group discussions, and laboratory/technical reporting of experiments and results.<br />
<br />
Results:<br />
- SBI practices that were found to be significant contributors to students’ math achievement include the use of manipulatives, self-assessment, co-operative group projects, and computer technology. <br />
- SBI practices that were found to be significant contributors to students’ science achievement include the use of inquiry, self-assessment, co-operative group projects, and computer technology. <br />
- Virtually none of the observed non-SBI practices was found to be a significant contributor to student math or science achievement by gender or ethnic groupings. <br />
<br />
Useful, because looking at effective methods is one way to know which side is right in the math war, or at least what methods we can use in our program. Our program might in a (superficial?) way fit into SBI, although that will ultimately depend on the type of exercises and methods we will include. <br />
<br />
Title: '''Didactic material confronted with the concept of mathematical literacy''' <br />
<br />
Link: https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1023%2FB%3AEDUC.0000017693.32454.01.pdf<br />
<br />
Relevance: this essay is critical of the ‘highly technocratic’ vision ‘from the top’ that aims to let experts device didactic materials to be used by teachers and students, whilst ignoring: <br />
- why is math taught and what is the role of didactic material?, <br />
- how and why do students actually use such materials?, <br />
- In which ways do didactic materials shape the teachers’ activities? <br />
- What does it mean that didactic material is never adopted but always adapted?<br />
<br />
Therefore the author claims it is more useful to focus on ‘valuable mathematical activities’ instead of ‘innovative didactic materials’. <br />
<br />
Furthermore, the author claims that “mathematical literacy” should be the leitmotiv for the teaching and learning of mathematics (up to secondary school). Mathematical literacy conceives “the relationship between mathematics, the surrounding culture, and the curriculum”. He mentions how this should influence didactic materials, and what these materials should look like. He critiques the ‘optimism’ and ‘exclusivity’ approaches of teaching math,and supports the ‘inclusivity’ approach, which presents math as ‘a method to understand the social and economic world we live in. This strategy considers mathematical activity as potentially critical, political, loaded with values, and informative’ and “The cognitive style of daily routine is of high relevance within these mathematical activities, since it is a fundamental aim of the strategy to empower common sense. It is intended to develop the attitude of daily life towards an attitude of critical consciousness.”.<br />
<br />
Useful because it really focuses on the users of didactic material (like our program!), an approach we can use to increase the value students (and teachers) find in our program. We should consider/confirm what mathematical literacy is, and whether it is the right standard to determine what is a valuable mathematical activity. The ‘inclusivity’ approach seems very interesting. However, the author seems very interesting in using math to discuss politics, if not to politicize (young) students, this seems a bad idea.<br />
<br />
Title: '''Geometrical analogies in mathematics lessons'''<br />
<br />
Link: https://academic-oup-com.dianus.libr.tue.nl/teamat/article/26/4/201/1664642<br />
<br />
Relevance: <br />
A summary of possibilities of mathematics lessons regarding the use of analogies in teaching geometry for different age groups. Useful because we might apply this in the exercises to teach users geometry. <br />
<br />
<br />
Title: ''' Open Learner Models: Research Questions''' Special Issue of the IJAIED<br />
<br />
Link: <br />
https://content-iospress-com.dianus.libr.tue.nl/download/international-journal-of-artificial-intelligence-in-education/jai17-2-01?id=international-journal-of-artificial-intelligence-in-education%2Fjai17-2-01<br />
<br />
Relevance: good summary of “learner models” and discussion of relevant aspects , very detailed, but good to use in a brainstorm for concretising the project. <br />
<br />
Title: '''Intelligent Agent-Based e-Learning System for Adaptive Learning'''<br />
<br />
Link: https://www-igi-global-com.dianus.libr.tue.nl/gateway/article/full-text-pdf/58052 <br />
<br />
Relevance:<br />
Adaptive learning approach: support learners to achieve the intended learning outcomes through a personalized way. <br />
<br />
The main idea: to personalize the learning content in a way that can cope with individual differences in aptitude. <br />
NOT: personalizing the presentation style of the learning materials<br />
<br />
model:<br />
- Aptitude-Treatment Interaction theory (ATI): there is a strong bond between the effectiveness of an instructional strategy (i.e. treatment) and the aptitude level of students <br />
-- aptitude: the capability to learn in a specific area either because of having talent or having prior knowledge in this area<br />
- Biggs’ Constructive Alignment Model: (use to operationalize ATI): an effective curriculum depends on adequately describing the educational goals desired. Biggs views curriculum as a teaching system, ultimate goal of system is to guide students towards the desired educational goals. He advocates the alignment of individual components in the system like teaching and learning activities (TLAs) and assessment tasks (ATs). It is a hierarchical framework. <br />
-- inherits the central idea of constructivism that education is a way to train students to be a self-learner<br />
> aim: improving students’ learning outcomes through enhancing their intrinsic motivation<br />
<br />
“Students with lower cognitive skill require highly structured instructional environments than students with higher cognitive skills (Snow, 1989).”<br />
<br />
Title: '''Personalized Adaptive Learner Model in E-Learning System Using FCM and Fuzzy Inference System'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs40815-017-0309-y.pdf<br />
<br />
Relevance: Some new dimensions of adaptivity are discussed here, like automatic and dynamic detection of learning styles. This is more precise and quicker than previous ones. It is a literature-based approach in which a personalized adaptive learner model (PALM) was constructed. This proposed learner model mines learner’s navigational accesses data and finds learner’s behavioural patterns which individualize each learner and provide personalization according to their learning styles in the learning process. Fuzzy cognitive maps and fuzzy inference system, soft computing techniques, were introduced to implement PALM. Result shows that personalized adaptive e-learning system is better and promising than the non-adaptive in terms of benefits to the learners and improvement in overall learning process. Thus, providing adaptivity as per learner’s needs is an important factor for enhancing the efficiency and effectiveness of the entire learning process.<br />
<br />
Title: '''Elo-based learner modeling for the adaptive practice of facts'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs11257-016-9185-7.pdf<br />
<br />
Relevance: <br />
- computerized adaptive system for practicing factual knowledge. <br />
- widely varying degrees of prior knowledge. <br />
- modular approach: 1. an estimation of prior knowledge, 2. an estimation of current knowledge, and 3. the construction of questions. <br />
- detailed discussion of learner models for both estimation steps (1 & 2),<br />
-- a novel use of the Elo rating system for learner modeling. <br />
--- results, and variations in model and effectiveness<br />
<br />
very useful, only change the topic<br />
<br />
Titel: The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects<br />
Link: https://files.eric.ed.gov/fulltext/EJ1068797.pdf<br />
Abstract:<br />
This report begins by summarizing current applications of ideas from artificial intelligence (Al) to education. It then uses that summary to project various future applications of Al--and advanced technology in general--to education, as well as highlighting problems that will confront the wide scale implementation of these technologies in the classroom.<br />
(relevance): This report gives an example of an already thought of algebra learning AI. However the program doesn’t automatically figure the level of the student. These things are called intelligence tutoring systems (or ITS). Overall very useful article.<br />
<br />
Titel: Permutations of Control: Cognitive Considerations for Agent-Based Learning Environments<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: While there has been a significant amount of research on technical issues regarding the development of agent-based learning environments (e.g., see the special issue of Journal of Interactive Learning Research, (1999, v10(3/4)), there is less information regarding cognitive foundations for these environments. The management of control is a prime issue with agent-based computer environments given the relative independence and autonomy of the agent from other system components. This paper presents four dimensions of control that should be considered in designing agent-based learning environments: Instructural purpose, Feedback, relationship, confidence in AI.<br />
(relevance): More focussed on the cognitive foundation for Artificial intelligence environment. Interesting for the Usefulness of our ideas.<br />
<br />
Titel: Introducing the Enhanced Personal Portal Model in a Synchromodal Learning Environment<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: Study that simulated a digital classroom (by placing camera’s students etcetera)<br />
(relevance): Not really relevant for us but interesting to take notice of (perhaps also making a digital environment for our idea)<br />
<br />
Titel: Intelligence Unleashed<br />
Link: https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/innovation/Intelligence-Unleashed-Publication.pdf<br />
Abstract: this short paper has two aims in mind. The first was to explain to a non-specialist, interested reader what AIEd (Artificial Intelligence in Education) is: its goals, how it is built, and how it works. The second aim was to set out the argument for what AIEd can offer learning, both now and in the future, with an eye towards improving learning and life outcomes for all. <br />
(relevance): This is a company who does research in this topic, it works together with teachers and researchers, therefore this might come as a big <br />
<br />
Titel: Web intelligence and artificial intelligence in education.<br />
Link: https://www.researchgate.net/publication/220374721_Web_Intelligence_and_Artificial_Intelligence_in_Education<br />
Abstract: This paper surveys important aspects of Web Intelligence (WI) in the context of Artificial Intelligence in Education (AIED) research. WI explores the fundamental roles as well as practical impacts of Artificial Intelligence (AI) and advanced Information Technology (IT) on the next generation of Web-related products, systems, services, and activities.<br />
(relevance): More information on Web Intelligence and how it works together with AIED, it focusses on practical inpacts and advanced information technology, especially the first part is interesting for us.<br />
<br />
<br />
<br />
Titel: 10 roles for artificial intelligence in education<br />
Link: https://www.teachthought.com/the-future-of-learning/10-roles-for-artificial-intelligence-in-education/<br />
Abstract: This article explores 10 roles for artificial intelligence in education Being:<br />
Automate, such as grading<br />
Adapt to student needs<br />
Point out improvements<br />
Ai tutors.<br />
Helpfull feedback<br />
changes how we find and interact with inforamtion.<br />
change role of teachers<br />
trial and error less intimidating<br />
change how schools find, teach and support students<br />
AI may change where students learn, who teaches them, and how they acquire basic skills.<br />
(relevance): It can show us some new thing AI helps teachers, which we haven’t thought of yet.<br />
<br />
Titel: Exploring the impact of artificial intelligence on teaching and learning in higher education<br />
Link: https://www.researchgate.net/publication/321258756_Exploring_the_impact_of_artificial_intelligence_on_teaching_and_learning_in_higher_education<br />
Abstract: This paper explores the phenomena of the emergence of the use of artificial intelligence in teaching and learning in higher education. It investigates educational implications of emerging technologies on the way students learn and how institutions teach and evolve. Recent technological advancements and the increasing speed of adopting new technologies in higher education are explored in order to predict the future nature of higher education in a world where artificial intelligence is part of the fabric of our universities.<br />
(relevance): It shows the use of Artificial intelligence already in higher education, it might give us some learingpoints while developing our own artificial intelligence.<br />
<br />
Titel: The roles of models in Artificial Intelligence and Education research: a prospective view<br />
<br />
Link: https://telearn.archives-ouvertes.fr/hal-00190395/<br />
Abstract: In this paper I speculate on the near future of research in Artificial Intelligence and Education (AIED), on the basis of three uses of models of educational processes: models as scientific tools, models as components of educational artefacts, and models as bases for design of educational artefacts. In terms of the first role, I claim that the recent shift towards studying collaborative learning situations needs to be accompanied by an evolution of the types of theories and models that are used, beyond computational models of individual cognition. In terms of the second role, I propose that in order to integrate computer-based learning systems into schools, we need to 'open up' the curriculum to educational technology, 'open up' educational technologies to actors in educational systems and 'open up' those actors to the technology (i.e. by training them). In terms of the third role, I propose that models can be bases for design of educational technologies by providing design methodologies and system components, or by constraining the range of tools that are available for learners. In conclusion I propose that a defining characteristic of AIED research is that it is, or should be, concerned with all three roles of models, to a greater or lesser extent in each case.<br />
(relevance): It can be used to explain a model in which our artificial intelligence solution wolud be beneficial to use.<br />
<br />
Titel: Evolution and Revolution in Artificial Intelligence in Education<br />
<br />
Link: https://link.springer.com/article/10.1007/s40593-016-0110-3<br />
Abstract: The field of Artificial Intelligence in Education (AIED) has undergone significant developments over the last twenty-five years. As we reflect on our past and shape our future, we ask two main questions: What are our major strengths? And, what new opportunities lay on the horizon? We analyse 47 papers from three years in the history of the Journal of AIED (1994, 2004, and 2014) to identify the foci and typical scenarios that occupy the field of AIED.<br />
(relevance): It can give us a quick and ordered view of what research has already been done in the form of AI and where there lie some possibilities for us (written in 2016)<br />
<br />
<br />
<br />
Title: '''Towards Emotionally Aware AI Smart Classroom: Current Issues and Directions for Engineering and Education'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/8253436 <br />
<br />
Abstract: Paper about a emotionally-aware AI smart classroom which can take over the role of a teacher.<br />
<br />
<br />
Title: '''AI and education: the importance of teacher and student relations'''<br />
<br />
Link: https://link.springer.com/article/10.1007/s00146-017-0693-8 <br />
<br />
Abstract: Paper about the difference in relationship between student-teacher and student-AI<br />
<br />
<br />
Title: '''Designing educational technologies in the age of AI: A learning sciences‐driven approach'''<br />
<br />
Link: https://doi.org/10.1111/bjet.12861 <br />
<br />
Abstract: How to develop an AI algorithm based on studies about how people learn.<br />
<br />
<br />
Title: '''Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review'''<br />
<br />
Link: https://journals.sagepub.com/doi/10.3102/0034654315581420 <br />
<br />
Abstract: This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems.<br />
<br />
<br />
Title: '''Artificial Intelligence as an Effective Classroom Assistant'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/7742268 <br />
<br />
Abstract: Article about blended learning, wherein the teacher can offload some work to the AI system.<br />
<br />
<br />
Title: '''Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0747563215001120 <br />
<br />
Abstract: Review on how learning styles were integrated into adaptive e-learning systems.<br />
<br />
<br />
Title: '''Learning Computer Networks Using Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ALHLCN <br />
<br />
Abstract: This paper describes an intelligent tutoring system that helps student study computer networks.<br />
<br />
<br />
Title: '''Mathematics Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ABUMIT <br />
<br />
Abstract: Intelligent tutoring system for teaching mathematics that help students understand the basics of math and that helps a lot of students of all ages to understand the <br />
topic.<br />
<br />
<br />
Title: '''TECH8 intelligent and adaptive e-learning system: Integration into Technology and Science classrooms in lower secondary schools'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0360131514002875 <br />
<br />
Abstract: The purpose of this research is to demonstrate the design and evaluation of an adaptive, intelligent and, most important, an individualised intelligent tutoring system <br />
(ITS) based on the cognitive characteristics of the individual learner.<br />
<br />
<br />
=== Other groups with similar subject ===<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2016_3_Groep18: Elementary school. Made 4 small educational games for children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep14: Elementary school. Made a simple math game for young children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep8: High school. Made an adaptive gamified online learning system using Moodle. The goal of this group is similar to our goal, but they focused more on gamification and less in making the exercises personalized for each student. They used Moodle as an open source online learning system. The big advantage of Moodle is the wide range of plugins that already exist, so it was possible to build further upon those plugins. However creating quizzes and exercises especially mathematical expressions was difficult and time consuming. Many of the plugins they used had no documentation which made it hard to make changes.<br />
<br />
=== Currently available software ===<br />
An overview of already existing software and their limitations<br />
<br />
<br />
'''Getal & Ruimte'''<br />
*Limited number of exercises, only a digitalized version of the exercises from the book.<br />
*Does not remember previously made mistakes in questions.<br />
*Does not repeat previously incorrectly made exercises.<br />
*No hints and feedback after a question. Students must look up the answers in a digital book.<br />
<br />
<br />
'''Khan Academy'''<br />
*No specific feedback based on mistakes.<br />
*Does not remember previously made mistakes in questions.<br />
<br />
<br />
<br />
'''Wolfram Alpha Problem Generator'''<br />
*No specific feedback based on mistakes.<br />
*Does not remember previously made mistakes in questions.<br />
*No automatic problem selection, users must decide when to go to the next level.<br />
<br />
<br />
'''Mathspace'''<br />
*Does not cover all the material of high school.<br />
*Does not remember previously made mistakes in questions.<br />
<br />
<br />
'''Why is our program better?'''<br />
<br />
The software of Getal & Ruimte is specifically made for high school students, follows the structure of the book and covers all the material . However it is mostly a digitalized version of the book with some adaptiveness. The program does not repeat incorrectly made questions or common made mistakes. Newer programs like Khan Academy, Wolfram Alpha and Mathspace are smarter and are build from the beginning as an online program instead of starting from an existing book. Khan Academy has a system to decide when to go to the next level, Wolfram Alpha covers almost all the material and can give step by step solutions for all problems. Mathspace gives specific feedback and can also give feedback on intermediate steps. They all lack the possibility to repeat questions where the student had difficulty or made the same mistake.<br />
<br />
== Users, stakeholders and their requirements ==<br />
<br />
=== Primary users: high school mathematics students ===<br />
<br />
Our primary users will be high school mathematics students (or people who want to study this on their own). The subject of mathematics is a vital one for developing abstract thinking and applied in many ways in technical fields, and the skill of problem solving can be applied in many ways in life. At the same time mathematics is often considered difficult by students. For these reasons we think the subject of mathematics is where good value can be provided with our web-based AI-enhanced learning tool. Additionally, mathematics (like other hard sciences) allows for easier checking of answers than the type of language-based (short) essay answers that are required for social sciences. Vocabulary would be a suitable topic as well, however we are unaware of a shortage in German or French translators, whereas there is a shortage in engineering and in the skilled trades. Since highschool in the bridge between primary and college, that is where our program could be most valuable. The introductory test to assess the mathematics level can incorporate primary school topics, and we could offer such exercises to the slightly more mature student as well, whereas primary school children are less self-directed. <br />
<br />
By estimating the current level of understanding and the learning style (speed, etc.) of the individual student, we can offer a tailored learning experience that will help the student get quick feedback (and hopefully more positive results), which will help with building confidence in tackling (new) mathematics problems and might even make the subject more enjoyable. <br />
Using students to beta-test our program will be a useful way to interact with these users, since they might be less able to communicate exactly what it that is lacking in their mathematics course. The proof of the pudding is in the eating, measuring success and especially engagement over time will show how well our program works. Once the students have an actual product to work with they might give valuable feedback on why they kept using it, or why they stopped using it. Of course here we need to take into account that some students might have learning difficulties that need more direct coaching or are just plainly uninterested in improving their lack of mathematical skill. Our program might help some of these kinds of students, but assuming it will be the mathematics panacea is unwise. We aim to get a prototype early b-test with students done at the end of the project. <br />
<br />
- HAVO/VWO!<br />
<br />
=== Primary users: high school mathematics teachers ===<br />
<br />
Other primary users will be high school mathematics teachers. Students can of course start using the web-program on their own, but if high school teachers find it valuable enough to recommend it to students, that could be a good sign. Of course we will have to consider their biases in didactics and their general mindset in terms of improving education (for some it might be lacking). Nevertheless, their impact can be useful, by for instance finding out what in their experience are the main difficulties students have, and trying to adapt for those thing in our program (content-wise, but also in terms of engagement). We will form a focus group of a few of these teachers to make qualitatitve study on the difficulties of teaching mathematics. Their input will be used to determine the direction and attributes of our prototype. Later on we might get them to evaluate it (in combination with a beta-test on students?). <br />
<br />
=== Secundairy users: Headmasters ===<br />
<br />
Headmasters are stakeholders, since they have a say in the way mathematics is taught in their school. Financial cost will be always be in the back of their minds, and as such they will critically assess the performance, robustness and scalability of the program. But, they are clearly concerned about the rates at which students progress through key-courses like mathematics (in the Netherlands it has certain higher requirements than some other courses in terms of passing classes and graduating). If our program can help with that, this is an opportunity. Maybe, our program’s introductory test can be used as the intro-test for new students, and the program can help bridging the gap (the school may decide to used other ways to help these students as well). Depending on the school the headmasters may also have didactical views that are key to the identity of the school that may or may not match with what we decide to use in our program. Given the diversity in education-land, this simply means there will always be some less enthusiastic headmasters with respect to adopting our program. It could be tempting to go with the majority, but we have to independently assess whether the majority is correct, maybe the majority view is related to the problems in teaching mathematics. <br />
<br />
=== Tertiary users / stakeholders ===<br />
<br />
==== Ministry of Education ====<br />
<br />
At a more distant level the ministry of education has similar concerns as the headmasters in terms of money spend and passing rates, but they also bound to more ideological/didactic points of view that are determined by the parliament and the current minister, tough on the other hand the bureaucracy itself might also have a mainstream point of view that is somewhat different. These views will somewhat affect the chances of our program ultimately getting adopted in individual school, if for instance certain funding is allocated to, or withdrawn from, computer-based mathemathics/learning aids – with certain requirements, etc. However, the ministry does not determine for the school what teaching aids they must use in particular. <br />
<br />
==== (Technical) Universities / STEM departments ====<br />
<br />
Technical universities and STEM departments at others have two stakes, one is a higher level of mathematics ability of incoming students, since it is the basis on which many majors (if not all) depend. This could save money in terms of additional efforts, and can bring in more money (if students progress/graduate quicker). Secondly, the more engaging mathematics program we aim to develop might induce more student to choose to go to a technical university or a STEM major instead of a alpha or gamma major. <br />
<br />
==== (Tech) companies ====<br />
<br />
Given the lack of workers in the skilled trades and in engineering, technical companies have a clear stake in students being better in (applied) mathematical problems solving. And such skills can in fact be useful in many jobs, so companies in general might benefit, although it might sound less interesting than clean-desk or scrum or feng shui.<br />
<br />
== Approach/milestones/deliverables ==<br />
We will start with some up front research, we will make some sort about didactics and how to apply this in our webpage we want to create.<br />
While doing research about these topics we will start working on our webpage. We are planning to build some sort of web page or program. This artifact will have some sort of artificial intelligence which keeps track of the level of skill of the student and gives exercises matching the skill level of the student.<br />
After being done with the research about didactics. We will lay the proposal of our artifact in front of several high school teachers. We want to have their input, as the artifact is build for there purpose. We then apply the given advise in our artifact.<br />
Lastly we plan to test our improved application for use, we will go to the same (or other) high school teachers and ask if we can test them in their classes. We then come up with a conclusion and finish the research.<br />
<br />
Our milestones will be the finish of our research, the alpha version of our application, then the comments of the teachers, then the beta version of our application. The findings of the test subject and finally the final version.<br />
<br />
Our deliverables will be a research about the current software and possible use of AI in education, the findings we got from talking to teachers, the test results found when testing on students and finally our artifact, described on this wiki. Furthermore, we deliver a presentation on our project. (Note: we ended up not using artificial intelligence for our project, it was the direction we decided to study in the first week).<br />
<br />
== Requirements ==<br />
*Gives students individualized support such as hints, feedback, and problem selection<br />
**Hints and feedback based on the learning style of the student (Felder and Silverman model)<br />
**Recognizes common mistakes and gives explanation if those mistakes are made multiple times<br />
**Repeat previously incorrectly made questions<br />
*Simple, intuitive and motivating user interface<br />
**Consistensy across all pages<br />
**No distractive elements<br />
*Motivates students to make exercises<br />
**Shows progress of different modules<br />
**Level of the exercises matches the level of the student<br />
*Collaborative learning<br />
**Students can help each other with exercises<br />
**Competitive gamification<br />
<br />
<br />
Using an adapting collabrative learning system can help students learning the subject and also motivate students<ref>Walker, E., Rummel, N. & Koedinger, K.R. Int J Artif Intell Educ (2014) 24: 33. https://doi.org/10.1007/s40593-013-0001-9</ref>.<br />
<br />
Questions and feedback can be personalised for every students learning style by using the Felder and Silverman model<ref>Felder and Silverman, [https://www.engr.ncsu.edu/wp-content/uploads/drive/1QP6kBI1iQmpQbTXL-08HSl0PwJ5BYnZW/1988-LS-plus-note.pdf "LEARNING AND TEACHING STYLES IN ENGINEERING EDUCATION"], 1988.</ref>. This model describes four learning categories where each category is characterized by two opposite attributes. The Felder and Silverman’s main four categories are the following:<br />
*Sensing versus Intuitive<br />
*Visual versus Verbal <br />
*Active versus Reflective<br />
*Sequential versus Global<br />
<br />
Course satisfaction has a significant effect on performance but performance does not have a strong positive effect on course satisfaction. Previous online learning experience influences self-regulated learning directly. <ref>Chih-Hsuan Wang, David M. Shannon & Margaret E. Ross (2013) Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning, Distance Education, 34:3, 302-323, https://doi.org/10.1080/01587919.2013.835779</ref><br />
<br />
Motivation and emotion significantly influence student learning experiences, including achievement, satisfaction, and passing vs. nonpassing; whereas the use of learning strategies did not.<ref>Moon-Heum Cho & Michele L. Heron (2015) Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course, Distance Education, 36:1, 80-99, https://doi.org/10.1080/01587919.2015.1019963</ref><br />
== Concept ==<br />
<br />
=== Hierarchy of mathematics modules ===<br />
<br />
In the figure below is a sketch of what the structure of the program can look like. The modules might be related more complexely, this we need to assess. Modules can have sub-modules. The number of exercises is one key aspect in attuning to the individual learner. <br />
<br />
[[File:Hierarchy_AI_learning.png]]<br />
<br />
=== Didactics of mathematics === <br />
<br />
==== Desk study: Getal en Ruimte studybook ====<br />
To orient ourselves into the well-established mainstream didactic methodology, we ordered a book from the most used mathematics book-serie in the Netherlands: "Getal and Ruimte". We ordered the first book for VWO 3, since we considered that the to be an interesting class, the one before the choice for the alpha (maatschappij) or beta (wetenschap) direction is made. We decided to focus on the material of the first chapter, since our project ran during the beginning of the school year. This choice would allow us to let some students in that year try our software at the end of the project, to get some user-feedback. The topic of linear equation also lends itself to our purposes, since we do not intent to recreate Wolfram Mathematics-like problem solving tools, but instead we wanted to focus on the development of an adaptive learning program, with mathematics as the subject. <br />
<br />
==== Qualitative study: focus group ====<br />
<br />
In order to understand the problems with teaching highschool math, a focus study will be held with a few teachers. This qualitative approach will give us valuable in-depth knowlegde on the praxis of the didactics of mathematics. In this short time period it is more useful than a small questionnaire with generally even fewer responses. In a focus group the partipants can all add to the discussion, react to each other, and the interviewer can ask more suitable follow-up questions. <br />
<br />
===== The invitation mail =====<br />
On thursday the 12th the following mail was send to 17 secondary HAVO/VWO schools in Eindhoven and area.<br />
<br />
"Uitnodiging focusgroep voor wiskunde software<br />
<br />
Wij zijn een groepje van drie derdejaars bachelor-studenten op de Technische Universiteit van Eindhoven die graag in contact zouden komen met HAVO/VWO wiskunde leraren voor het ontwikkelen van een online wiskunde hulpmiddel. Wij zijn bezig met een project van twee maanden, waarbij de wensen van gebruikers van technologie centraal staan.<br />
<br />
<br />
Door middel van een groepsgesprek van ongeveer een uur met enkele wiskundedocenten willen wij bespreken welke problemen zij ervaren in de les en op welke manier individu-gerichte software hen daarbij zou kunnen helpen. Voor dit gesprek komen wij graag naar uw school. <br />
<br />
<br />
Met de hulp van deze focusgroep zal het doel van ons prototype worden bepaald. In overleg met de school zouden wij dit prototype enkele weken later (kort) willen laten testen door leerlingen. <br />
<br />
Graag horen wij of een of meerdere wiskunde docenten op uw school interesse hebben in dit gesprek! <br />
<br />
<br />
Met vriendelijke groet,<br />
<br />
Peter Visser,<br />
mede namens Tom Verberk en Ruben Haakman"<br />
<br />
===== Responses =====<br />
From four schools (Eckart college, Were Di college, Carolus Borromeus college and Stedelijk college) we have received positive reactions, all with groups of two or more teachers. Due to their full agenda's and time-constraints, we decided it would be easier to have seperate focus-group conversations at each school. In this way the different didactic methods of the schools can be discussed more in depth as well. We could use results from earlier talks in later talks to have some (one-way) feedback between teachers. Two more school reacted, only to indicate that they did not have time, though they found the project interesting. In the case of no positive reactions, these schools would have been called, to follow up on the mail. However, given the positive reactions, this was not necessary. <br />
<br />
Due to some delay between mails, and the busy schedules of the teachers, the two interviews that materialised were held on the 30th of September (4 teachers, Eckart college) and the 1st of October (2 teachers, Were Di college). The contact with Carolus Borromeus took much longer to react, and eventually did not react, so sadly this option had to be removed from our focusgroup. The fourth school reacted only in the second-to-last week of our project, and any feedback from this meeting (likely to occur even later) would not be useful in our prototype-development.<br />
<br />
===== Preparation =====<br />
<br />
A question list has been prepared, with possible follow up aspects, to guide the discussion of the teachers in the focusgroup, and to try to optimize useful information for our design choices. The points will not be checked off like an interview, but are a guide for the discussion. The concept of quantitative studies, and specifically the focus group (or group discussion) format has been studied with the help of a basic textbook (An Introduction to Qualitative Research: Learning in the Field - Rossman & Rallis). The question-points, and sub-points, are shown below, in Dutch, since the subjects and interviewer are Dutch, and this will improve the quality of the discussion. First the interviewer will shortly introduce himself and explain the project and the goal of the discussion. <br />
<br />
Note: Due to the relatively slow process of setting up meetings, due to slow mail-contact and full teacher agenda's) the interviews happened later in our project that we had envisioned. For this reason the nature of the interview changed somewhat. The initial questionlist was still used, but relatively less time was spend on these questions, and that time was used to ask more specific question about the design-decision we had already made (in order to progress in our limited-time project). These questions naturally fitted after the initial questions. <br />
<br />
1. korte introductie van elke docent: opleiding, ervaring (jaren, klassen, niveaus)<br />
<br />
2. didactische methode van school: boek, lesgeven, hulpmiddelen<br />
- pluspunten<br />
- verbeterpunten<br />
<br />
3. individuele methoden van docenten<br />
<br />
4. problemen met wiskunde-overbrengen? <br />
<br> - wat ter tafel komt!<br />
<br>- concentratie? <br />
<br>- hoofdrekenen vs rekenmachine?<br />
<br>- hoeveelheid oefenen (buiten de les)?<br />
<br> - verschillen tussen leerlingen?<br />
<br />
5. Op welke manier probeert men deze problemen het hoofd te bieden, wat werkt wel en niet?<br />
<br />
6. Op welke manier zou een (online) individueel-adaptief programma hieraan kunnen bijdragen?<br />
<br />
7. Wat is jullie ideale voorstelling van zo’n dergelijke programma?<br />
<br />
8. specifieke vragen over doelstelling programma <br />
<br>-- diagnostische toets<br />
<br>-- goede leerlingen: verder werken<br />
<br>-- zwakke leerlingen: extra oefenen<br />
<br>-- vervangen van deel van oefenen met boek<br />
<br>-- klassikaal toetsen (meteen oefenen van hoofdrekenen?)<br />
<br>-- helemaal zelfstandig<br />
<br>-- Herhalen van de theorie in het programma, of juist focus op oefenen?<br />
<br />
9. Manieren om studenten 'engaged' te houden (over langere tijd)?<br />
<br />
10. Het idee van deel-hints voor het helpen oplossen van een probleem (ipv simpelweg het antwoord of de hele uitwerking)?<br />
<br />
11. Gedurende het jaar toetsen over stof van voorgaande hoofdstukken om kennis couranter te houden?<br />
<br />
12. Vooral focus op studenten die meer oefening nodig hebben?<br />
<br />
13. functie: extra oefenmateriaal, op termijn vervanging van de opdrachten in het boek, maar theorieboek en uitleg van docent blijven nodig?<br />
<br />
14. Verdere aspecten die ter tafel komen.<br />
<br />
===== Results =====<br />
<br />
Both interviews were recorded, in order for the interviewer to focus on the conversation instead of note-taking, and also for the ease of listening back to certain parts that afterwards seemed bussy with talk. For the ease of this report, these recordings have been summarised below, with a focus on distilling the general feedback on functionality and requirements. <br />
<br />
''Eckart college (Eindhoven)'': <br />
<br />
Over het algemeen waren de 4 docenten te spreken over het idee.<br />
Ze hebben al wel een soort software, maar zonder hints, en ze moeten zelf de opdrachten inprogrammeren. Ze gebruiken dat niet echt kreeg ik de indruk.<br />
Hoofdrekenen vonden ze niet echt een probleem, omdat ze in de les de rekenmachines niet laten gebruiken, dus leerlingen ontwikkelen de vaardigheid op deze manier al.<br />
Het idee van hints waren ze erg over te spreken, als verbetering op een antwoordboekje (of de hele uitwerking).<br />
Ook het idee dat ze een beter diagnose middel hebben met deze software sprak ze aan. Verder vonden ze het vooral interessant als aanvulling op de les, en (deelse) vervanging van de opdrachten uit het boek. <br />
<br />
Voor de verschillende niveau’s en jaren de problemen nogal verschillend. Specifiek voor VWO 3 speelt dat er een tweedeling is tussen wie waarschijnlijk wiskunde a en wie waarschijnlijk wiskunde b gaan doen. De ene groep heeft meer uitleg nodig, en herhaling van de simplere opdrachten, de andere groep heeft dingen eerder door (en door verveling kunnen die lastig zijn in de les).<br />
<br />
Daarom willen de docenten ook een toepassing voor die betere leerlingen, niet per sé ‘extra’ werk, maar vervangende opdrachten, die interessanter zijn, o.i.d. (Dit hadden we zelf ook bedacht, maar valt dus buiten ons prototype).<br />
<br />
Een andere tip is dat leerlingen de mogelijkheid moeten hebben om een opdracht (of opdrachtsoort) op te slaan, om die vervolgens dan makkelijk te kunnen laten zien aan de docent in de les.<br />
<br />
Verder vonden de docenten het ook een goed idee als leerlingen elkaar (online) kunnen helpen met een opdracht, en daar dan misschien iets van punten voor kunnen krijgen. (Dit lijkt me buiten het prototype vallen, maar kunnen we meenemen in de verbeterpunten)<br />
<br />
Ook nog een tip dat we het goed moeten opdelen in blokjes, zodat het niet te lang duurt, en ervoor moeten zorgen dat leerlingen kunnen zien hoe ver ze zijn, bijv. Een progressie-balkje. <br />
<br />
Een docent wilde ook een soort vragenuurtje organiseren buiten de les, waar leerlingen dan vragen over de software kunnen stellen. De andere drie waren hier niet enthousiast over. Die vinden dat de software vooral moet dienen om de leerling te helpen richting zelfstandig leren te werken. Hetzelfde geld voor mailtjes over vragen in de software.<br />
<br />
Wel vonden ze dat er een feedback middel moet zijn om technische problemen met de software of opdrachten te kunnen aangeven. <br />
<br />
Voor de prototype test zijn er twee docenten met een vwo3 klas. Ze zitten tussen een vakantie en een toetsweek, dus hebben geen tijd om in begin van week 43 het prototype in de klas te proberen. Wel vonden het een goed idee om (nadat ze het zelf hebben bekeken) een link door te sturen. Omdat de toets over hoofdstukken 1 en 2 gaat, is qua prototype vooral handig voor de leerlingen (en dus voor user-feedback) als de invulling voor hoofdstuk 1 dat wij hebben gekozen, vooral een soort uitgebreide diagnostische toets is. De uitbereiding is dan qua het soort vragen, en qua herhaling van vragen bij foute (of pas na hints opgeloste) vragen. <br />
<br />
Verder moeten ipv inlognaam ‘nicknaam’ gebruiken, ipv met privacy van leerlingen die vaak onder de 16 jaar oud zijn. Een vraag over klas of docent zou volgens hen wel kunnen, om het uit elkaar te houden, en omdat dit niet individueel te traceren is. <br />
<br />
Een goede vraag was ook of we wel het huidige aanbod in de markt hebben bestudeerd. Dat is denk ik iets wat wel in de presentatie en/of wiki moet bespreken. <br />
<br />
''Were Di college (Valkenswaard)'':<br />
<br />
Over het algemeen waren de 2 docenten te spreken over het idee.<br />
Ze hebben ook al wel een soort software, maar zonder hints, en ze moeten zelf de opdrachten inprogrammeren. Ze gebruiken dat niet echt kreeg ik de indruk.<br />
Hoofdrekenen vonden ze wel echt een probleem, als onderdeel van een algemeen gebrek aan rekenvaardigheden, als ze van de basisschool afkomen. Hiervoor kan het idee van diagnostische toets voor nieuwe leerlingen dus handig zijn, zodat men sneller en gerichter kan inspringen op gaten in deze vaardigheden. Ook diagnose voor nieuwe klassen (voor een docent nieuw) vonden ze een goed idee. <br />
<br />
Het idee van hints waren ze erg over te spreken, als verbetering op een antwoordboekje (of de hele uitwerking).<br />
Verder vonden ze het vooral interessant als aanvulling op de les, en (deelse) vervanging van de opdrachten uit het boek. <br />
<br />
Daarom willen de docenten ook een toepassing voor die betere leerlingen, niet per sé ‘extra’ werk, maar vervangende opdrachten, die interessanter zijn, o.i.d. (Dit hadden we zelf ook bedacht, maar valt dus buiten ons prototype). Probleem hierbij is hoe groot het de verschillen worden, en in hoeverre één les dan nog toereikend is voor de grote verschillen. <br />
<br />
Het idee om een opdracht (of opdrachtsoort) op te slaan, om die vervolgens dan makkelijk te kunnen laten zien aan de docent in de les, vonden ze erg handig.<br />
<br />
Ook nog een tip dat we het goed moeten opdelen in blokjes, zodat het niet te lang duurt, en ervoor moeten zorgen dat leerlingen kunnen zien hoe ver ze zijn, bijv. Een progressie-balkje. Volgens de docenten zou dit soort ‘gamification’ (er een spelletje van maken) het vooral voor jongens interessanter kunnen maken. <br />
<br />
De docenten hebben allebei niet vwo3 als klas, en op deze school is er binnenkort geen toets over hoofdstuk 1 + 2. Dus hier is het test-idee voor de andere school niet zo nuttig. Wel kunnen we de link van het programma doorsturen aan de ene docent, die het dan wil doorgeven aan de betreffende docenten, maar ik denk dat we hier niet veel van moeten verwachten, omdat het voor de leerlingen dan puur herhalen is zonder ‘noodzaak’ zoals een toets…<br />
<br />
Ook hier was een goede vraag of we wel het huidige aanbod in de markt hebben bestudeerd. Dat is denk ik iets wat wel in de presentatie en/of wiki moet bespreken. Maar zelf hadden ze nog niet van dit soort software gehoord.<br />
<br />
===== Discussion and implementation =====<br />
<br />
The importance of the following requirements has been affirmed with the help of the focusgroup:<br />
<br>- exercise practice tool (as opposed to theory-laden)<br />
<br>- use contextual hints to help students learn (compared to merely showing the answer or the whole derivation)<br />
<br>- repeat exercises until the student has solved a few without hints<br />
<br>- show progress to students<br />
<br>- the diagnostic functionality for teachers: student performance overview and details<br />
<br>- for later: exercises for the faster students so they can use their time in highschool worthwhile <br />
<br />
The following requirements have been added with the help of te focusgroup:<br />
<br>- easy to use for teachers (an end-product, no need to program in questions, etc.)<br />
<br>- use nicknames instead of 'name' with respect to privacy of students under 16.<br />
<br>- keep the (sub)modules short enough, so that student can complete one in a timespan that fits their concentration-arc<br />
<br>- ability to save an exercise, in order to discuss it with students<br />
<br>- feedback option, so students can report problems to the developers<br />
<br>- later on: possibility to discuss problems on an online platform ?<br />
<br />
== Design choices ==<br />
<br />
=== Homework-support tool ===<br />
<br />
=== New software ===<br />
<br />
=== Topic ===<br />
Linear equations (beginning of VWO 3). We bought this book to study the widely accepted didactic method as an example and stepping stone.<br />
<br />
=== Adaptive hints ===<br />
after answer 1<br />
<br />
=== Adaptive repetition ===<br />
<br />
=== Progress, but not score ===<br />
<br />
=== Teacher overview ===<br />
<br />
== Technical aspects ==<br />
<br />
In this part of the wiki the technical aspects of our application will be explained. First the foundations of our application will be discussed, next the database structure of the application will be discussed, thereafter the layout of the web page will be discussed. Following that specific methods used in the code will be viewed in more detail and explained in a clear and structured manner, lastly the interface of the application will be discussed.<br />
<br />
=== Foundation === <br />
<br />
Most of our application is programmed using Python 3.0. As a web framework we used Django: an free and open source web application written in python. A framework is nothing more than a collection of modules that make development easier.The official project site describes Django as "a high-level Python Web framework that encourages rapid development and clean, pragmatic design. [LINK TO SITE]. For the interface we used a application wide CSS template. <br><br><br />
<br />
The main application can be split into 3 parts: Login module, Question module and Teacher module. <br><br><br />
<br />
Login Module: <br><br />
The login module consists of the actual login mechanism, This includes an register form, a login form, a landing page (page where you "land" when you enter the url) and a home page. <br><br><br />
<br />
Question module: <br><br />
The queston module consists of 2 main parts. The General Question part and the actual question part. The General question part mainly contains method that are used for all modules in general, or are related to routing. (E.G. the select current module module). The actual question part is related to the individual questions. <br><br />
The genaral questions part contains: current module section, select module section. <br><br />
The actual question part contains: All the seperate questions, answer pages to all the questions and the "answer next question" part. <br><br><br />
<br />
Teacher module: <br><br />
The teacher module consist of all the teacher functionality. This includes an teacher verification question and the student overview, once the teacher is verified. <br><br><br />
<br />
=== Database ===<br />
<br />
An sqlLite database was used to manage our data. To manage the data in the best way possible and without keeping unused data we choose the following database tables in our database<br />
<br />
==== Customuser ====<br />
Customuser is the standard User database table python has, only it is adjusted to serve us the way we want it. We added 3 extra values untop of the values that were standard. The standard data is given in italics, our new data is given in bold, in brackets the type of data is given. All the data that is in the Customuser table is: <br><br><br />
''Id''(integer): The Id that is given to a user. <br><br />
''password''(varchar(128)): The password filled in by the user. <br><br />
''last_login''(datatime): The last time the user has logged in (NULL if user has not logged in). <br><br />
''is_superuser''(bool): If a user is able to access all pages (Not used in our website). <br><br />
''username''(varchar(150)): The username the user filled in. <br><br />
''first_name''(varchar(30)): The first name of the user (not used in our application due to privacy reasons, our focusgroup suggested this change for us). <br><br />
''last_name''(varchar(150)): The last name of the user (also not used). <br><br />
''email''(varchar(254)): The email of the user, filled in during sign up. <br><br />
''is_staff''(boolean): To denote if some user is part of the development staff, not used in our application (this will allow the user to access all the admin functionality, which is not something we want teachers to be able to do. <br><br />
''is_active''(boolean): To denote if someone is active, this is checked based on the lastlogin time. <br><br />
''date_joined''(datetime): The date and time the user has signed up an account. <br><br />
'''general intelligence'''(integer): The intelligence modifier we keep track of to determine how smart someone is. <br><br />
'''isTeacher'''(boolean): Boolean that states if a user is a teacher. <br><br><br />
<br />
==== Module ====<br />
The Module table is a simple auxilerary table to make sure some data about the modules is contained. The data in the module database has to be changed via some sort of database inserter or management program. We did this beforehand, adding some modules to the database. <br><br />
'''id'''(integer): The id that is given to a certain module. <br><br />
'''title'''(varchar(200)): The title of an given module. <br><br />
'''text'''(text): Some text explaining what the module is about. EG if a module contains quadratic formulas with 2 variables, the text for that module will be this. <br><br><br />
<br />
==== module_user ====<br />
The module_user table is where most of the actions in our database take place. It is the main factor that connects the users to the modules. Every time somebody changes something in the database (except adding teacher or signing up). This table will be selected. As said this table connects the users to the modules, it does this in such a way that it keeps track of how many questions a student has correct, wrong etc. It changes the intelligence of the student of this module to better simulate how smart a student is. The table with its values looks as follows: <br><br />
'''id'''(integer): The ID of the combination such that it is easy to find. This ID is an unique value and is automaticly assigned by the database upon creating such an module_user entry.<br />
'''currentModule'''(integer): To denote if the user is currently active in this module. The decision to make this an integer value and not a simple boolean value is because in this way we can keep track of which question of the module the user is working on and not just the module in general.<br />
'''amountCorrect'''(integer): The total amount of questions the user has correct in the current module.<br />
'''amountWrong'''(integer):<br />
'''amountHints'''(integer):<br />
'''moduleScore'''(integer):<br />
'''mistake1'''(integer):<br />
'''mistake2'''(integer):<br />
'''mistake3'''(integer):<br />
'''mistake4'''(integer):<br />
'''mistake5'''(integer):<br />
'''currentQuestionHints'''(integer):<br />
'''currentQuestionCorrect'''(integer):<br />
'''module_id'''(integer)(ForeignKey):<br />
'''user_id'''(integer)(ForeignKey):<br />
<br />
=== Layout === <br />
<br />
In this section of the wiki the layout of our application will be discussed. This is done by giving a brief explanation of the web page and the different functionalities it has<br />
<br />
==== Landing page ====<br />
The landing page is the page where you “land” when entering the given URL. From this page you can either login or sign up as a new account. <br> <br><br />
<br />
Functionalities: <br><br />
''Log In Button'': This button will redirect you to the login page. <br><br />
''Schrijf in Button'': This button will redirect you to the sign up page. <br><br><br />
<br />
[Insert Photo]<br />
<br />
==== Singup page ====<br />
The sign up page is the page where you make a new account. You do this by filling in the given form, upon filling in the form in the correct way the website will create an new account for this user. This includes an entry in the ‘’’Customuser’’’ table discussed in the previous section and multiple entries in the ‘’modules_user’’’ table discussed in the previous section one for each module. <br><br><br />
<br />
Functionalities: <br><br />
''username Field'': This field the user has to fill in the username, this username cannot exist in the database yet. There are no further restriction for the username, all given restrictions are given on the web page.<br><br />
''Email Adress Field'': This field the user has to fill in his/her emailadress. The box checks if the email addres can be an existing emailadress. (It checks if there is an example@example.example structure).<br><br />
''Pasword Field'': The user has to fill in his/her password. The password box checks if the requirements to the password given at the page are met. <br><br />
''Repeat password field'': The user has te repeat their password. Such that he will not have accidentely made an type. The page checks if the password was the same as before. <br><br />
'' Signup button'': When pressing the signup button. The webpage will start the signup procedure once all the above checks give a positive result. The webpage will then redirect the user to the landing page where the user can login. <br><br />
'' Login button'': This button will redirect to the login page. It is a simple shortcut for the user to take if it turns out he already had an account.<br />
<br />
==== Login page ====<br />
The loginpage is the page where you login as an user if you already have an account. If the username and password are incorrect the website will give an general error, this means that there is for the website no difference in having a wrong username or having a wrong password. <br> <br><br />
<br />
Functionalities: <br><br />
''Username field'': This field the user has to fill in the username with whom they have an account on the website. <br><br />
''Password field'': This field the user has to fill in the corresponding password. <br><br />
<br />
==== Main functionalities once logged in ====<br />
Once you have logged in as a user you can use the menubar at the top of your screen. This menubar is available at all the pages listed below. The buttons discussed in this subsection will therefore be available but not be discussed during the explanations of the pages that follow. <br><br><br />
<br />
Functionalities: <br><br />
''Home button'': This button redirects to the home page. <br><br />
''Hoofdstukken button'': This button redirects to the module overview page. <br><br />
''Uitloggen button'': This button will log the user out and redirect the user to the landing page. <br><br />
<br />
==== home page ====<br />
The home page is the page where the user lands when he has filled in the correct username and password. From here on he can access the different possibilities our application has to offer. <br><br><br />
<br />
Functionalities: <br><br />
''Huidige module button'': This button redirects to the current module the user is working on as explained in the “module_user” table section of the database. <br><br />
''Module overzicht button'': This button redirects to the module overview page. <br><br />
''Leraren button'': This button redirects to the teacher page when the user is not a teacher (discussed in user table of database) and redirects to the “confirmed teacher” page when the user is a teacher.<br />
<br />
==== module overview ====<br />
From the module overview page users can pick specific modules they want to study a bit more. They can also look ahead of what is to come. <br><br><br />
<br />
Functionalities: <br><br />
''Specific chapter button'': Each button on this page will redirect to a question with a specific question. Within a specific module the user can select the question they want to answer.<br />
<br />
==== Question view ====<br />
When answering a certain question the user will always first land on the question view page. On this page a question is shown with (1 or 2) number boxes where answers should be filled in. The user can then request a new question. Or check if their answer is correct. <br><br><br />
<br />
Functionalities: <br><br />
''Field 1'': The first answerfield where the user should fill in the correct answer. <br><br />
''Field 2'': The second answerfield where the user should also fill in the correct answer. <br><br />
''Nieuwe vraag button'': This button will refresh the page, meaning that the same kind of question will be asked with different variables. <br><br />
''Controleer button'': The answer to the question will be checked and the user will be redirected to the Question Answer page.<br />
<br />
==== Question Answer ====<br />
This is the page where the user will be redirected when he has answered a question. For the sake of explanation the user has answered the question wrongly, but has already answered the same question correct the number of times in which he is able to advance to the next question. By assuming this we will see the full functionality of this page. <br><br><br />
<br />
Functionalities: <br><br />
''Question answer and your answer text”: The page will display the question, your answer and the correct answer, this way you can see where you went wrong. When you have answered the question correct only your answer will be shown. <br><br />
''Bekijk een hint button'': When pressing this button the page will explain the mistake you made. This can be used to do the question correct next time. IF you answered the question correct, this button will not be displayed. <br><br />
''multiple same mistake text'': The page will display a warning to you if you have made the same mistake multiple times. It will ask you to ask the teacher to explain this to you, since you clearly did not understand it. This will only show up when you made the same mistake multiple times. <br><br />
''Doe deze vraag opnieuw button'': This button will ask you the same kind of question again. Meaning this question will be asked again with different variables. <br><br />
''volgende vraag button'': This button will redirect you to the next question. You are only able to press this button once you have reached a certain treshhold (This will be discussed in the NextQuestion Method).<br />
<br />
==== Teacher (not confirmed) ====<br />
The teacher page is a page where users will find themselves when they press the teacher button when they are not a teacher. Once they are on this page the only thing they can do is fill in the teacher password. If they have done this they will be made a teacher and can access all the teacher possibilities. <br><br><br />
<br />
Funtionalities: <br><br />
''password field'': This is where the user fills in the teacher password. <br><br />
''controleer button'': This button will check if the filled in password is correct. If the password is incorrect the page will be reloaded and there will not be a change made. If the password was correct the user will be redirected to the confirm teacher page and the user will be made a teacher in the databes.<br />
<br />
==== confirmed teacher ====<br />
The confirmed teacher page is an overview for teacher of all the students. It will display for each student the total amount of correct answers, the total amount of wrong answers and the ration between the two. This way teachers can in a quick glance see which students are good and which need some attention. <br><br><br />
<br />
Functionalities: <br><br />
''Nickname Column'': The nickname of the users, this is the username field of the login page. <br><br />
''Slimheid(%) column'': The percentile of questions that were answered correct. <br><br />
''totaal correct column'': The amount of questions that the user has answered correct. <br> <br />
''total fout column'': The amount of question that the user has answered wrong. <br><br />
<br />
=== Methods ===<br />
<br />
=== Interface ===<br />
<br />
==== Quantitative study: first alpha-test ====<br />
<br />
In the beginning of week 43 we aimed to do a alpha-test of the prototype at the schools of the teachers who are in the focusgroup(s). We mainly wanted to ask about their experience and any recommendations they would make. The end of our project was in between their autumn-break and a finals-week at their school, so the teachers indicated that they could only have time to shortly introduce the program, but that students would have to test it in their own time. This was further complicated by our lack of success in getting the program easily usable (by making the website online, or making an .exe-file). We did send emails with the instructions to download the program and the files, however the two teachers that replied indicated that they did not think students would have time for this before the finals week. As an alternative we asked some of our acquaintances of highschool age (siblings, cousins, etc.) to try the program on our own laptops, and to answer a few short questions (in Dutch).<br />
<br />
The questions: <br><br />
1. What do you think is good about the interface, what should be improved?<br />
<br />
2. What do you think is good about the questions, what should be improved?<br />
<br />
3. What do you think is good about the hints, how could it be more helpful? <br />
<br />
4. What do you think about the repetition of questions, should it be more or less? <br />
<br />
5. Additional remarks?<br />
<br />
===== Results =====<br />
We tested the program with 6 acquaintances of highschool age. They seemed to pick up on how to use the software quite well, which means our software is somewhat intuitive, but also that kids these days are apt in using software. Except for one first-year student, the material was not new for the users, which somewhat resembles using the software to practice material that a teachers has explained (instead of it being completely new theory). <br />
<br />
1. Interface<br><br />
The interface was did not receive major criticism, though some aspects were noted to be unfinished, such as a colored indicated for good or wrong answers. One user thought the question-box should be larger, another said that she wondered that the overview would have too many links if the software covered all material. Yet another noticed some some English terms, which should be rewritten in Dutch. They also noticed that the sign-in form interface was not looking very good in case of errors. <br />
<br />
2. Questions<br><br />
Most testers thought the questions worked well, but one thought there should be more questions, while two others were glad to be finished (math is not their favorite subject). One thought all ‘+ -‘ should be written as ‘-‘ by the program, however this is not the case in Getal en Ruimte either. <br />
<br />
3. Hints<br><br />
The students found the notion of hints a welcome addition. Some wanted a hint before even answering a question once. Of course this is possible, but we decided that a student should be made to think first, try something, and then get feedback. We noted that students virtually always clicked on hint if their answer was wrong, maybe because they wanted to move quicker though the program, but without understanding the hints, and making a new question, they could not progress. This probably means we facilitated some learning with the program.<br />
<br />
4. Repetition<br><br />
On the topic of repetition the response was not so positive. Some were quick, and did not want to repeat the (easier) questions three times, others made quite a few mistake with the last question, and wanted to be done with it once they had one correct answer on that question-type. We think the negativity was partly because of the wide range of students, meaning the software was less adapted to them than to the intended audience. Furthermore, we think that it might well be that students dislike some aspects of learning (in the short term), but that it actually helps them in the long term. Of course, making one question of every type seems like it will cost less time, but for most students that is not enough to really learn the techniques involved. <br />
<br />
5. Other remarks<br><br />
Except one student, the students said their schools do not use software in their classes or for homework, and that they found the idea worthwhile. One said it would probably take a lot of time to make all the hints for all the questions in highschool-books.<br />
<br />
== Conclusion ==<br />
<br />
== Discussion ==<br />
<br />
possible improvements!<br />
<br />
== Videos ==<br />
Links to screencapture videos.<br />
<br />
# [https://drive.google.com/open?id=1_UBZ6U26kIbZphZNtDI43tE86QTBAzUb Logging in] Creating an account and logging in.<br />
# [https://drive.google.com/open?id=1F4S9_E-GMCU-mN7ddZG7oZuhJEs-p9kH Overview] Overview of the different pages.<br />
# [https://drive.google.com/open?id=1wL-gSgFrlx4drUZSK1lAho6bHUnnRrTt Question 1] Shows the first question. When an incorrect answer is given the program gives feedback. The user can proceed to the next question when it has given three correct answers.<br />
# [https://drive.google.com/open?id=1FQe3cg27fWKdLeKiaqCyDTBcGmwae0pQ Current module] The program remembers the current module and the user can continue where it left.<br />
# [https://drive.google.com/open?id=1lCga_XYeNHXhTtOx3Pjv9GCKMNm9Xc8H Different questions] Shows the different questions.<br />
# [https://drive.google.com/open?id=1EjLK6aaqaPP4WXRStywmEZFLRM8b1AJE Teacher overview] The teacher overview with progress of all the students.<br />
# [https://drive.google.com/open?id=13whJAd5sjtAZHMeJ2x3Bsg8l_kSEFffq Ending] Logging out of the student account and logging in with a teacher account.<br />
<br />
== References ==<br />
<br />
{{Reflist}}<br />
<br />
== Peer Evaluations ==</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=PRE2019_1_Group3&diff=81258PRE2019 1 Group32019-10-28T15:10:40Z<p>S153905: /* Currently available software */</p>
<hr />
<div>'''Adaptive learning software for mathematics'''<br />
<br />
<br />
== Group Members ==<br />
{| class="wikitable" style="border-style: solid; border-width: 1px;" cellpadding="3"<br />
!style="text-align:left;"| Name<br />
!style="text-align:left"| Study<br />
!style="text-align:left;"| Student ID<br />
|- <br />
| Ruben Haakman || Electrical Engineering || 0993994<br />
|-<br />
| Tom Verberk || Software Science || 1016472<br />
|-<br />
| Peter Visser || Applied Physics || 0877628 <br />
|-<br />
|}<br />
<br />
== Planning ==<br />
Every week we will have 2 meetings, in between the meetings we will work on individual tasks, results of the individual tasks will be examined in the meetings, the tasks dicussed are the time when the tasks has to be done. Once a week a meeting with the tutor(s) is arranged to discuss progress and teamwork. In week 8 we will present our prototype to the class, and afterwards we will finalize the wiki. <br />
<br />
<br />
{| class="wikitable" border=1 style="border-collapse: collapse;"<br />
| '''Week''' || '''Monday (morning)''' || '''Thursday (afternoon)'''<br />
|- <br />
!style="text-align:center;"| '''1'''<br />
| ALL : choose topic <br />
| ALL : <br>literary research <br>problem definition <br>make the planning <br>define structure of the report <br />
|-<br />
!style="text-align:center;"| '''2'''<br />
| Ruben : introduction/problem statement <br>All : wiki page <br>All : state of the art <br>Peter : users/stakeholders <br> Tom: Approach, milestones and deliverables, Who’s doing what<br />
|-<br />
| <br />
|}<br />
<br />
[[File:Planning_1_(12-9).PNG]]<br />
<br />
[[File:Planning_2_(12-9).PNG]]<br />
<br />
Note: The current picture of the planning may not be up to date. The current version can be viewed here: https://docs.google.com/spreadsheets/d/1Mrgz4kAK8DM9imor_zepvkM9XTyXgOXlZZbME7DrzHo/edit#gid=0.<br />
<br />
== Introduction ==<br />
<br />
There has been a big increase of technology in education; smart boards, laptops, tablets and online learning systems are now commonly used in classrooms. A lot of students have troubles with learning mathematics. Recent technologies in online learning software can help those students learn faster and keep them motivated. It also reduces the workload for teachers.<br />
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== Problem Statement ==<br />
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Currently, most students make all math exercises from a book. The only feedback they get is if their answer is right or wrong. The exercises are the same for every student and are made to match the general level of all students, resulting in questions which are too simple or too difficult for most of the students. In this way the only way to give personal support is by the teacher which does not have time to help everyone individually. Adaptive Learning Software for Mathematics can help with this problem.<br />
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<br />
== State of the art ==<br />
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=== Articles ===<br />
<br />
Title: '''Math Aversion (State of the Art)''' <br />
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Link: https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/6210554 <br />
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Relevance: incorporate conceptual thinking and illustrations to make students understand mathematical ideas<br />
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Title: '''The Math Wars'''<br />
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Link: https://journals-sagepub-com.dianus.libr.tue.nl/doi/pdf/10.1177/0895904803260042<br />
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Relevance: The article provides an overview of the didactic discussion on math in the past century, as well as the latest controversy, the math war (maybe part of a larger culture war?). It boils down to a fervent discussion between ‘traditionalists’ and ‘modernists’, and their attempts to influence governmental educational policies on math (such as ‘the Standards’ and ‘the Framework’). The text is focussed on the US, but this is likely a trend in the West in general. It is useful to have some knowledge about these philosophical-didactic discussions, although in our limited time we should focus on how to implement the suggested methods of the two groups, not so much on the arguments.<br />
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Title: '''Mathematics is about the world''' - R.E. Knapp<br />
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Link: (book)<br />
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Relevance: A book about the role of mathematics in our lives, and therefore useful for thinking about how to teach the subject. The book claims that mathematics is abstract, but nevertheless is about the world around us, which we try to understand. That discovering quantitative relationships suits our needs for indirect measurement(s), such as the ‘tool’ of establishing geometric relationships. Trying to concretize the notion - that math is a powerful tool for humans - in our program will help to motivate students to engage with the topic, and help them understand new ‘tools’. <br />
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Title: '''Preparation, practice, and performance''': An empirical examination of the impact of Standards-based Instruction on secondary students’ math and science achievement<br />
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Link: https://journals.sagepub.com/doi/pdf/10.7227/RIE.81.5<br />
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Relevance: One set of studies on the impact of ‘SBI’ (standards-based instruction) methods, such as: student self-assessment, inquiry-based activities, group-based projects, hands-on experiences, use of computer technologies, and the use of calculators. ‘Non-SBI practices’: teacher lecture, individual student drill and practice worksheets, and computer drill and practice programmes, etc. <br />
<br />
overview of (SBI) student-centred methods:<br />
- using manipulatives or hands-on materials, such as styrofoam balls and toothpicks for building molecular models, dominoes, base ten blocks, tangrams, spinners, rulers, fraction bars, algebra tiles, coins, and geometric solids.<br />
- incorporating inquiry, discovery, and problem-solving approaches, such as making binoculars out of recycled materials, using scenarios from nature and everyday life events for groups of students to research and investigate using math and science concepts<br />
- applying math and science concepts to real-world contexts, such as banking, energy concerns, environmental issues, and timelines; <br />
- connecting mathematics and science preparation skills to specific careers and occupations<br />
- using calculators and technologies for capturing and analysing original data from original math and science experiments<br />
- communicating math and science concepts, through journal writing, small-group discussions, and laboratory/technical reporting of experiments and results.<br />
<br />
Results:<br />
- SBI practices that were found to be significant contributors to students’ math achievement include the use of manipulatives, self-assessment, co-operative group projects, and computer technology. <br />
- SBI practices that were found to be significant contributors to students’ science achievement include the use of inquiry, self-assessment, co-operative group projects, and computer technology. <br />
- Virtually none of the observed non-SBI practices was found to be a significant contributor to student math or science achievement by gender or ethnic groupings. <br />
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Useful, because looking at effective methods is one way to know which side is right in the math war, or at least what methods we can use in our program. Our program might in a (superficial?) way fit into SBI, although that will ultimately depend on the type of exercises and methods we will include. <br />
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Title: '''Didactic material confronted with the concept of mathematical literacy''' <br />
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Link: https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1023%2FB%3AEDUC.0000017693.32454.01.pdf<br />
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Relevance: this essay is critical of the ‘highly technocratic’ vision ‘from the top’ that aims to let experts device didactic materials to be used by teachers and students, whilst ignoring: <br />
- why is math taught and what is the role of didactic material?, <br />
- how and why do students actually use such materials?, <br />
- In which ways do didactic materials shape the teachers’ activities? <br />
- What does it mean that didactic material is never adopted but always adapted?<br />
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Therefore the author claims it is more useful to focus on ‘valuable mathematical activities’ instead of ‘innovative didactic materials’. <br />
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Furthermore, the author claims that “mathematical literacy” should be the leitmotiv for the teaching and learning of mathematics (up to secondary school). Mathematical literacy conceives “the relationship between mathematics, the surrounding culture, and the curriculum”. He mentions how this should influence didactic materials, and what these materials should look like. He critiques the ‘optimism’ and ‘exclusivity’ approaches of teaching math,and supports the ‘inclusivity’ approach, which presents math as ‘a method to understand the social and economic world we live in. This strategy considers mathematical activity as potentially critical, political, loaded with values, and informative’ and “The cognitive style of daily routine is of high relevance within these mathematical activities, since it is a fundamental aim of the strategy to empower common sense. It is intended to develop the attitude of daily life towards an attitude of critical consciousness.”.<br />
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Useful because it really focuses on the users of didactic material (like our program!), an approach we can use to increase the value students (and teachers) find in our program. We should consider/confirm what mathematical literacy is, and whether it is the right standard to determine what is a valuable mathematical activity. The ‘inclusivity’ approach seems very interesting. However, the author seems very interesting in using math to discuss politics, if not to politicize (young) students, this seems a bad idea.<br />
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Title: '''Geometrical analogies in mathematics lessons'''<br />
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Link: https://academic-oup-com.dianus.libr.tue.nl/teamat/article/26/4/201/1664642<br />
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Relevance: <br />
A summary of possibilities of mathematics lessons regarding the use of analogies in teaching geometry for different age groups. Useful because we might apply this in the exercises to teach users geometry. <br />
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<br />
Title: ''' Open Learner Models: Research Questions''' Special Issue of the IJAIED<br />
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Link: <br />
https://content-iospress-com.dianus.libr.tue.nl/download/international-journal-of-artificial-intelligence-in-education/jai17-2-01?id=international-journal-of-artificial-intelligence-in-education%2Fjai17-2-01<br />
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Relevance: good summary of “learner models” and discussion of relevant aspects , very detailed, but good to use in a brainstorm for concretising the project. <br />
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Title: '''Intelligent Agent-Based e-Learning System for Adaptive Learning'''<br />
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Link: https://www-igi-global-com.dianus.libr.tue.nl/gateway/article/full-text-pdf/58052 <br />
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Relevance:<br />
Adaptive learning approach: support learners to achieve the intended learning outcomes through a personalized way. <br />
<br />
The main idea: to personalize the learning content in a way that can cope with individual differences in aptitude. <br />
NOT: personalizing the presentation style of the learning materials<br />
<br />
model:<br />
- Aptitude-Treatment Interaction theory (ATI): there is a strong bond between the effectiveness of an instructional strategy (i.e. treatment) and the aptitude level of students <br />
-- aptitude: the capability to learn in a specific area either because of having talent or having prior knowledge in this area<br />
- Biggs’ Constructive Alignment Model: (use to operationalize ATI): an effective curriculum depends on adequately describing the educational goals desired. Biggs views curriculum as a teaching system, ultimate goal of system is to guide students towards the desired educational goals. He advocates the alignment of individual components in the system like teaching and learning activities (TLAs) and assessment tasks (ATs). It is a hierarchical framework. <br />
-- inherits the central idea of constructivism that education is a way to train students to be a self-learner<br />
> aim: improving students’ learning outcomes through enhancing their intrinsic motivation<br />
<br />
“Students with lower cognitive skill require highly structured instructional environments than students with higher cognitive skills (Snow, 1989).”<br />
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Title: '''Personalized Adaptive Learner Model in E-Learning System Using FCM and Fuzzy Inference System'''<br />
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Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs40815-017-0309-y.pdf<br />
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Relevance: Some new dimensions of adaptivity are discussed here, like automatic and dynamic detection of learning styles. This is more precise and quicker than previous ones. It is a literature-based approach in which a personalized adaptive learner model (PALM) was constructed. This proposed learner model mines learner’s navigational accesses data and finds learner’s behavioural patterns which individualize each learner and provide personalization according to their learning styles in the learning process. Fuzzy cognitive maps and fuzzy inference system, soft computing techniques, were introduced to implement PALM. Result shows that personalized adaptive e-learning system is better and promising than the non-adaptive in terms of benefits to the learners and improvement in overall learning process. Thus, providing adaptivity as per learner’s needs is an important factor for enhancing the efficiency and effectiveness of the entire learning process.<br />
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Title: '''Elo-based learner modeling for the adaptive practice of facts'''<br />
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Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs11257-016-9185-7.pdf<br />
<br />
Relevance: <br />
- computerized adaptive system for practicing factual knowledge. <br />
- widely varying degrees of prior knowledge. <br />
- modular approach: 1. an estimation of prior knowledge, 2. an estimation of current knowledge, and 3. the construction of questions. <br />
- detailed discussion of learner models for both estimation steps (1 & 2),<br />
-- a novel use of the Elo rating system for learner modeling. <br />
--- results, and variations in model and effectiveness<br />
<br />
very useful, only change the topic<br />
<br />
Titel: The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects<br />
Link: https://files.eric.ed.gov/fulltext/EJ1068797.pdf<br />
Abstract:<br />
This report begins by summarizing current applications of ideas from artificial intelligence (Al) to education. It then uses that summary to project various future applications of Al--and advanced technology in general--to education, as well as highlighting problems that will confront the wide scale implementation of these technologies in the classroom.<br />
(relevance): This report gives an example of an already thought of algebra learning AI. However the program doesn’t automatically figure the level of the student. These things are called intelligence tutoring systems (or ITS). Overall very useful article.<br />
<br />
Titel: Permutations of Control: Cognitive Considerations for Agent-Based Learning Environments<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: While there has been a significant amount of research on technical issues regarding the development of agent-based learning environments (e.g., see the special issue of Journal of Interactive Learning Research, (1999, v10(3/4)), there is less information regarding cognitive foundations for these environments. The management of control is a prime issue with agent-based computer environments given the relative independence and autonomy of the agent from other system components. This paper presents four dimensions of control that should be considered in designing agent-based learning environments: Instructural purpose, Feedback, relationship, confidence in AI.<br />
(relevance): More focussed on the cognitive foundation for Artificial intelligence environment. Interesting for the Usefulness of our ideas.<br />
<br />
Titel: Introducing the Enhanced Personal Portal Model in a Synchromodal Learning Environment<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: Study that simulated a digital classroom (by placing camera’s students etcetera)<br />
(relevance): Not really relevant for us but interesting to take notice of (perhaps also making a digital environment for our idea)<br />
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Titel: Intelligence Unleashed<br />
Link: https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/innovation/Intelligence-Unleashed-Publication.pdf<br />
Abstract: this short paper has two aims in mind. The first was to explain to a non-specialist, interested reader what AIEd (Artificial Intelligence in Education) is: its goals, how it is built, and how it works. The second aim was to set out the argument for what AIEd can offer learning, both now and in the future, with an eye towards improving learning and life outcomes for all. <br />
(relevance): This is a company who does research in this topic, it works together with teachers and researchers, therefore this might come as a big <br />
<br />
Titel: Web intelligence and artificial intelligence in education.<br />
Link: https://www.researchgate.net/publication/220374721_Web_Intelligence_and_Artificial_Intelligence_in_Education<br />
Abstract: This paper surveys important aspects of Web Intelligence (WI) in the context of Artificial Intelligence in Education (AIED) research. WI explores the fundamental roles as well as practical impacts of Artificial Intelligence (AI) and advanced Information Technology (IT) on the next generation of Web-related products, systems, services, and activities.<br />
(relevance): More information on Web Intelligence and how it works together with AIED, it focusses on practical inpacts and advanced information technology, especially the first part is interesting for us.<br />
<br />
<br />
<br />
Titel: 10 roles for artificial intelligence in education<br />
Link: https://www.teachthought.com/the-future-of-learning/10-roles-for-artificial-intelligence-in-education/<br />
Abstract: This article explores 10 roles for artificial intelligence in education Being:<br />
Automate, such as grading<br />
Adapt to student needs<br />
Point out improvements<br />
Ai tutors.<br />
Helpfull feedback<br />
changes how we find and interact with inforamtion.<br />
change role of teachers<br />
trial and error less intimidating<br />
change how schools find, teach and support students<br />
AI may change where students learn, who teaches them, and how they acquire basic skills.<br />
(relevance): It can show us some new thing AI helps teachers, which we haven’t thought of yet.<br />
<br />
Titel: Exploring the impact of artificial intelligence on teaching and learning in higher education<br />
Link: https://www.researchgate.net/publication/321258756_Exploring_the_impact_of_artificial_intelligence_on_teaching_and_learning_in_higher_education<br />
Abstract: This paper explores the phenomena of the emergence of the use of artificial intelligence in teaching and learning in higher education. It investigates educational implications of emerging technologies on the way students learn and how institutions teach and evolve. Recent technological advancements and the increasing speed of adopting new technologies in higher education are explored in order to predict the future nature of higher education in a world where artificial intelligence is part of the fabric of our universities.<br />
(relevance): It shows the use of Artificial intelligence already in higher education, it might give us some learingpoints while developing our own artificial intelligence.<br />
<br />
Titel: The roles of models in Artificial Intelligence and Education research: a prospective view<br />
<br />
Link: https://telearn.archives-ouvertes.fr/hal-00190395/<br />
Abstract: In this paper I speculate on the near future of research in Artificial Intelligence and Education (AIED), on the basis of three uses of models of educational processes: models as scientific tools, models as components of educational artefacts, and models as bases for design of educational artefacts. In terms of the first role, I claim that the recent shift towards studying collaborative learning situations needs to be accompanied by an evolution of the types of theories and models that are used, beyond computational models of individual cognition. In terms of the second role, I propose that in order to integrate computer-based learning systems into schools, we need to 'open up' the curriculum to educational technology, 'open up' educational technologies to actors in educational systems and 'open up' those actors to the technology (i.e. by training them). In terms of the third role, I propose that models can be bases for design of educational technologies by providing design methodologies and system components, or by constraining the range of tools that are available for learners. In conclusion I propose that a defining characteristic of AIED research is that it is, or should be, concerned with all three roles of models, to a greater or lesser extent in each case.<br />
(relevance): It can be used to explain a model in which our artificial intelligence solution wolud be beneficial to use.<br />
<br />
Titel: Evolution and Revolution in Artificial Intelligence in Education<br />
<br />
Link: https://link.springer.com/article/10.1007/s40593-016-0110-3<br />
Abstract: The field of Artificial Intelligence in Education (AIED) has undergone significant developments over the last twenty-five years. As we reflect on our past and shape our future, we ask two main questions: What are our major strengths? And, what new opportunities lay on the horizon? We analyse 47 papers from three years in the history of the Journal of AIED (1994, 2004, and 2014) to identify the foci and typical scenarios that occupy the field of AIED.<br />
(relevance): It can give us a quick and ordered view of what research has already been done in the form of AI and where there lie some possibilities for us (written in 2016)<br />
<br />
<br />
<br />
Title: '''Towards Emotionally Aware AI Smart Classroom: Current Issues and Directions for Engineering and Education'''<br />
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Link: https://ieeexplore.ieee.org/abstract/document/8253436 <br />
<br />
Abstract: Paper about a emotionally-aware AI smart classroom which can take over the role of a teacher.<br />
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<br />
Title: '''AI and education: the importance of teacher and student relations'''<br />
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Link: https://link.springer.com/article/10.1007/s00146-017-0693-8 <br />
<br />
Abstract: Paper about the difference in relationship between student-teacher and student-AI<br />
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<br />
Title: '''Designing educational technologies in the age of AI: A learning sciences‐driven approach'''<br />
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Link: https://doi.org/10.1111/bjet.12861 <br />
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Abstract: How to develop an AI algorithm based on studies about how people learn.<br />
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<br />
Title: '''Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review'''<br />
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Link: https://journals.sagepub.com/doi/10.3102/0034654315581420 <br />
<br />
Abstract: This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems.<br />
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<br />
Title: '''Artificial Intelligence as an Effective Classroom Assistant'''<br />
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Link: https://ieeexplore.ieee.org/abstract/document/7742268 <br />
<br />
Abstract: Article about blended learning, wherein the teacher can offload some work to the AI system.<br />
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<br />
Title: '''Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities'''<br />
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Link: https://www.sciencedirect.com/science/article/pii/S0747563215001120 <br />
<br />
Abstract: Review on how learning styles were integrated into adaptive e-learning systems.<br />
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<br />
Title: '''Learning Computer Networks Using Intelligent Tutoring System'''<br />
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Link: https://philpapers.org/rec/ALHLCN <br />
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Abstract: This paper describes an intelligent tutoring system that helps student study computer networks.<br />
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Title: '''Mathematics Intelligent Tutoring System'''<br />
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Link: https://philpapers.org/rec/ABUMIT <br />
<br />
Abstract: Intelligent tutoring system for teaching mathematics that help students understand the basics of math and that helps a lot of students of all ages to understand the <br />
topic.<br />
<br />
<br />
Title: '''TECH8 intelligent and adaptive e-learning system: Integration into Technology and Science classrooms in lower secondary schools'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0360131514002875 <br />
<br />
Abstract: The purpose of this research is to demonstrate the design and evaluation of an adaptive, intelligent and, most important, an individualised intelligent tutoring system <br />
(ITS) based on the cognitive characteristics of the individual learner.<br />
<br />
<br />
=== Other groups with similar subject ===<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2016_3_Groep18: Elementary school. Made 4 small educational games for children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep14: Elementary school. Made a simple math game for young children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep8: High school. Made an adaptive gamified online learning system using Moodle. The goal of this group is similar to our goal, but they focused more on gamification and less in making the exercises personalized for each student. They used Moodle as an open source online learning system. The big advantage of Moodle is the wide range of plugins that already exist, so it was possible to build further upon those plugins. However creating quizzes and exercises especially mathematical expressions was difficult and time consuming. Many of the plugins they used had no documentation which made it hard to make changes.<br />
<br />
=== Currently available software ===<br />
An overview of already existing software and their limitations<br />
<br />
<br />
'''Getal & Ruimte'''<br />
*Limited number of exercises, only a digitalized version of the exercises from the book.<br />
*Does not remember previously made mistakes in questions.<br />
*Does not repeat previously incorrectly made exercises.<br />
*No hints and feedback after a question. Students must look up the answers in a digital book.<br />
<br />
<br />
'''Khan Academy'''<br />
*No specific feedback based on mistakes.<br />
*Does not remember previously made mistakes in questions.<br />
<br />
<br />
<br />
'''Wolfram Alpha Problem Generator'''<br />
*No specific feedback based on mistakes.<br />
*Does not remember previously made mistakes in questions.<br />
*No automatic problem selection, users must decide when to go to the next level.<br />
<br />
<br />
'''Mathspace'''<br />
*Does not cover all the material of high school.<br />
*Does not remember previously made mistakes in questions.<br />
<br />
<br />
'''Why is our program better?'''<br />
<br />
The software of Getal & Ruimte is specifically made for high school students, follows the structure of the book and covers all the material . However it is mostly a digitalized version of the book with some adaptiveness. The program does not repeat incorrectly made questions or common made mistakes. Newer programs like Khan Academy, Wolfram Alpha and Mathspace are smarter and are build from the beginning as an online program instead of starting from an existing book. Khan Academy has a system to decide when to go to the next level, Wolfram Alpha covers almost all the material and can give step by step solutions for all problems. Mathspace gives specific feedback and can also give feedback on intermediate steps. They all lack the possibility to repeat questions where the student had difficulty or made the same mistake.<br />
<br />
== Users, stakeholders and their requirements ==<br />
<br />
=== Primary users: high school mathematics students ===<br />
<br />
Our primary users will be high school mathematics students (or people who want to study this on their own). The subject of mathematics is a vital one for developing abstract thinking and applied in many ways in technical fields, and the skill of problem solving can be applied in many ways in life. At the same time mathematics is often considered difficult by students. For these reasons we think the subject of mathematics is where good value can be provided with our web-based AI-enhanced learning tool. Additionally, mathematics (like other hard sciences) allows for easier checking of answers than the type of language-based (short) essay answers that are required for social sciences. Vocabulary would be a suitable topic as well, however we are unaware of a shortage in German or French translators, whereas there is a shortage in engineering and in the skilled trades. Since highschool in the bridge between primary and college, that is where our program could be most valuable. The introductory test to assess the mathematics level can incorporate primary school topics, and we could offer such exercises to the slightly more mature student as well, whereas primary school children are less self-directed. <br />
<br />
By estimating the current level of understanding and the learning style (speed, etc.) of the individual student, we can offer a tailored learning experience that will help the student get quick feedback (and hopefully more positive results), which will help with building confidence in tackling (new) mathematics problems and might even make the subject more enjoyable. <br />
Using students to beta-test our program will be a useful way to interact with these users, since they might be less able to communicate exactly what it that is lacking in their mathematics course. The proof of the pudding is in the eating, measuring success and especially engagement over time will show how well our program works. Once the students have an actual product to work with they might give valuable feedback on why they kept using it, or why they stopped using it. Of course here we need to take into account that some students might have learning difficulties that need more direct coaching or are just plainly uninterested in improving their lack of mathematical skill. Our program might help some of these kinds of students, but assuming it will be the mathematics panacea is unwise. We aim to get a prototype early b-test with students done at the end of the project. <br />
<br />
- HAVO/VWO!<br />
<br />
=== Primary users: high school mathematics teachers ===<br />
<br />
Other primary users will be high school mathematics teachers. Students can of course start using the web-program on their own, but if high school teachers find it valuable enough to recommend it to students, that could be a good sign. Of course we will have to consider their biases in didactics and their general mindset in terms of improving education (for some it might be lacking). Nevertheless, their impact can be useful, by for instance finding out what in their experience are the main difficulties students have, and trying to adapt for those thing in our program (content-wise, but also in terms of engagement). We will form a focus group of a few of these teachers to make qualitatitve study on the difficulties of teaching mathematics. Their input will be used to determine the direction and attributes of our prototype. Later on we might get them to evaluate it (in combination with a beta-test on students?). <br />
<br />
=== Secundairy users: Headmasters ===<br />
<br />
Headmasters are stakeholders, since they have a say in the way mathematics is taught in their school. Financial cost will be always be in the back of their minds, and as such they will critically assess the performance, robustness and scalability of the program. But, they are clearly concerned about the rates at which students progress through key-courses like mathematics (in the Netherlands it has certain higher requirements than some other courses in terms of passing classes and graduating). If our program can help with that, this is an opportunity. Maybe, our program’s introductory test can be used as the intro-test for new students, and the program can help bridging the gap (the school may decide to used other ways to help these students as well). Depending on the school the headmasters may also have didactical views that are key to the identity of the school that may or may not match with what we decide to use in our program. Given the diversity in education-land, this simply means there will always be some less enthusiastic headmasters with respect to adopting our program. It could be tempting to go with the majority, but we have to independently assess whether the majority is correct, maybe the majority view is related to the problems in teaching mathematics. <br />
<br />
=== Tertiary users / stakeholders ===<br />
<br />
==== Ministry of Education ====<br />
<br />
At a more distant level the ministry of education has similar concerns as the headmasters in terms of money spend and passing rates, but they also bound to more ideological/didactic points of view that are determined by the parliament and the current minister, tough on the other hand the bureaucracy itself might also have a mainstream point of view that is somewhat different. These views will somewhat affect the chances of our program ultimately getting adopted in individual school, if for instance certain funding is allocated to, or withdrawn from, computer-based mathemathics/learning aids – with certain requirements, etc. However, the ministry does not determine for the school what teaching aids they must use in particular. <br />
<br />
==== (Technical) Universities / STEM departments ====<br />
<br />
Technical universities and STEM departments at others have two stakes, one is a higher level of mathematics ability of incoming students, since it is the basis on which many majors (if not all) depend. This could save money in terms of additional efforts, and can bring in more money (if students progress/graduate quicker). Secondly, the more engaging mathematics program we aim to develop might induce more student to choose to go to a technical university or a STEM major instead of a alpha or gamma major. <br />
<br />
==== (Tech) companies ====<br />
<br />
Given the lack of workers in the skilled trades and in engineering, technical companies have a clear stake in students being better in (applied) mathematical problems solving. And such skills can in fact be useful in many jobs, so companies in general might benefit, although it might sound less interesting than clean-desk or scrum or feng shui.<br />
<br />
== Approach/milestones/deliverables ==<br />
We will start with some up front research, we will make some sort about didactics and how to apply this in our webpage we want to create.<br />
While doing research about these topics we will start working on our webpage. We are planning to build some sort of web page or program. This artifact will have some sort of artificial intelligence which keeps track of the level of skill of the student and gives exercises matching the skill level of the student.<br />
After being done with the research about didactics. We will lay the proposal of our artifact in front of several high school teachers. We want to have their input, as the artifact is build for there purpose. We then apply the given advise in our artifact.<br />
Lastly we plan to test our improved application for use, we will go to the same (or other) high school teachers and ask if we can test them in their classes. We then come up with a conclusion and finish the research.<br />
<br />
Our milestones will be the finish of our research, the alpha version of our application, then the comments of the teachers, then the beta version of our application. The findings of the test subject and finally the final version.<br />
<br />
Our deliverables will be a research about the current software and possible use of AI in education, the findings we got from talking to teachers, the test results found when testing on students and finally our artifact, described on this wiki. Furthermore, we deliver a presentation on our project. (Note: we ended up not using artificial intelligence for our project, it was the direction we decided to study in the first week).<br />
<br />
== Requirements ==<br />
*Gives students individualized support such as hints, feedback, and problem selection<br />
**Hints and feedback based on the learning style of the student (Felder and Silverman model)<br />
**Recognizes common mistakes and gives explanation if those mistakes are made multiple times<br />
**Repeat previously incorrectly made questions<br />
*Simple, intuitive and motivating user interface<br />
**Consistensy across all pages<br />
**No distractive elements<br />
*Motivates students to make exercises<br />
**Shows progress of different modules<br />
**Level of the exercises matches the level of the student<br />
*Collaborative learning<br />
**Students can help each other with exercises<br />
**Competitive gamification<br />
<br />
<br />
Using an adapting collabrative learning system can help students learning the subject and also motivate students<ref>Walker, E., Rummel, N. & Koedinger, K.R. Int J Artif Intell Educ (2014) 24: 33. https://doi.org/10.1007/s40593-013-0001-9</ref>.<br />
<br />
Questions and feedback can be personalised for every students learning style by using the Felder and Silverman model<ref>Felder and Silverman, [https://www.engr.ncsu.edu/wp-content/uploads/drive/1QP6kBI1iQmpQbTXL-08HSl0PwJ5BYnZW/1988-LS-plus-note.pdf "LEARNING AND TEACHING STYLES IN ENGINEERING EDUCATION"], 1988.</ref>. This model describes four learning categories where each category is characterized by two opposite attributes. The Felder and Silverman’s main four categories are the following:<br />
*Sensing versus Intuitive<br />
*Visual versus Verbal <br />
*Active versus Reflective<br />
*Sequential versus Global<br />
<br />
Course satisfaction has a significant effect on performance but performance does not have a strong positive effect on course satisfaction. Previous online learning experience influences self-regulated learning directly. <ref>Chih-Hsuan Wang, David M. Shannon & Margaret E. Ross (2013) Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning, Distance Education, 34:3, 302-323, https://doi.org/10.1080/01587919.2013.835779</ref><br />
<br />
Motivation and emotion significantly influence student learning experiences, including achievement, satisfaction, and passing vs. nonpassing; whereas the use of learning strategies did not.<ref>Moon-Heum Cho & Michele L. Heron (2015) Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course, Distance Education, 36:1, 80-99, https://doi.org/10.1080/01587919.2015.1019963</ref><br />
== Concept ==<br />
<br />
=== Hierarchy of mathematics modules ===<br />
<br />
In the figure below is a sketch of what the structure of the program can look like. The modules might be related more complexely, this we need to assess. Modules can have sub-modules. The number of exercises is one key aspect in attuning to the individual learner. <br />
<br />
[[File:Hierarchy_AI_learning.png]]<br />
<br />
=== Didactics of mathematics === <br />
<br />
==== Desk study: Getal en Ruimte studybook ====<br />
To orient ourselves into the well-established mainstream didactic methodology, we ordered a book from the most used mathematics book-serie in the Netherlands: "Getal and Ruimte". We ordered the first book for VWO 3, since we considered that the to be an interesting class, the one before the choice for the alpha (maatschappij) or beta (wetenschap) direction is made. We decided to focus on the material of the first chapter, since our project ran during the beginning of the school year. This choice would allow us to let some students in that year try our software at the end of the project, to get some user-feedback. The topic of linear equation also lends itself to our purposes, since we do not intent to recreate Wolfram Mathematics-like problem solving tools, but instead we wanted to focus on the development of an adaptive learning program, with mathematics as the subject. <br />
<br />
==== Qualitative study: focus group ====<br />
<br />
In order to understand the problems with teaching highschool math, a focus study will be held with a few teachers. This qualitative approach will give us valuable in-depth knowlegde on the praxis of the didactics of mathematics. In this short time period it is more useful than a small questionnaire with generally even fewer responses. In a focus group the partipants can all add to the discussion, react to each other, and the interviewer can ask more suitable follow-up questions. <br />
<br />
===== The invitation mail =====<br />
On thursday the 12th the following mail was send to 17 secondary HAVO/VWO schools in Eindhoven and area.<br />
<br />
"Uitnodiging focusgroep voor wiskunde software<br />
<br />
Wij zijn een groepje van drie derdejaars bachelor-studenten op de Technische Universiteit van Eindhoven die graag in contact zouden komen met HAVO/VWO wiskunde leraren voor het ontwikkelen van een online wiskunde hulpmiddel. Wij zijn bezig met een project van twee maanden, waarbij de wensen van gebruikers van technologie centraal staan.<br />
<br />
<br />
Door middel van een groepsgesprek van ongeveer een uur met enkele wiskundedocenten willen wij bespreken welke problemen zij ervaren in de les en op welke manier individu-gerichte software hen daarbij zou kunnen helpen. Voor dit gesprek komen wij graag naar uw school. <br />
<br />
<br />
Met de hulp van deze focusgroep zal het doel van ons prototype worden bepaald. In overleg met de school zouden wij dit prototype enkele weken later (kort) willen laten testen door leerlingen. <br />
<br />
Graag horen wij of een of meerdere wiskunde docenten op uw school interesse hebben in dit gesprek! <br />
<br />
<br />
Met vriendelijke groet,<br />
<br />
Peter Visser,<br />
mede namens Tom Verberk en Ruben Haakman"<br />
<br />
===== Responses =====<br />
From four schools (Eckart college, Were Di college, Carolus Borromeus college and Stedelijk college) we have received positive reactions, all with groups of two or more teachers. Due to their full agenda's and time-constraints, we decided it would be easier to have seperate focus-group conversations at each school. In this way the different didactic methods of the schools can be discussed more in depth as well. We could use results from earlier talks in later talks to have some (one-way) feedback between teachers. Two more school reacted, only to indicate that they did not have time, though they found the project interesting. In the case of no positive reactions, these schools would have been called, to follow up on the mail. However, given the positive reactions, this was not necessary. <br />
<br />
Due to some delay between mails, and the busy schedules of the teachers, the two interviews that materialised were held on the 30th of September (4 teachers, Eckart college) and the 1st of October (2 teachers, Were Di college). The contact with Carolus Borromeus took much longer to react, and eventually did not react, so sadly this option had to be removed from our focusgroup. The fourth school reacted only in the second-to-last week of our project, and any feedback from this meeting (likely to occur even later) would not be useful in our prototype-development.<br />
<br />
===== Preparation =====<br />
<br />
A question list has been prepared, with possible follow up aspects, to guide the discussion of the teachers in the focusgroup, and to try to optimize useful information for our design choices. The points will not be checked off like an interview, but are a guide for the discussion. The concept of quantitative studies, and specifically the focus group (or group discussion) format has been studied with the help of a basic textbook (An Introduction to Qualitative Research: Learning in the Field - Rossman & Rallis). The question-points, and sub-points, are shown below, in Dutch, since the subjects and interviewer are Dutch, and this will improve the quality of the discussion. First the interviewer will shortly introduce himself and explain the project and the goal of the discussion. <br />
<br />
Note: Due to the relatively slow process of setting up meetings, due to slow mail-contact and full teacher agenda's) the interviews happened later in our project that we had envisioned. For this reason the nature of the interview changed somewhat. The initial questionlist was still used, but relatively less time was spend on these questions, and that time was used to ask more specific question about the design-decision we had already made (in order to progress in our limited-time project). These questions naturally fitted after the initial questions. <br />
<br />
1. korte introductie van elke docent: opleiding, ervaring (jaren, klassen, niveaus)<br />
<br />
2. didactische methode van school: boek, lesgeven, hulpmiddelen<br />
- pluspunten<br />
- verbeterpunten<br />
<br />
3. individuele methoden van docenten<br />
<br />
4. problemen met wiskunde-overbrengen? <br />
<br> - wat ter tafel komt!<br />
<br>- concentratie? <br />
<br>- hoofdrekenen vs rekenmachine?<br />
<br>- hoeveelheid oefenen (buiten de les)?<br />
<br> - verschillen tussen leerlingen?<br />
<br />
5. Op welke manier probeert men deze problemen het hoofd te bieden, wat werkt wel en niet?<br />
<br />
6. Op welke manier zou een (online) individueel-adaptief programma hieraan kunnen bijdragen?<br />
<br />
7. Wat is jullie ideale voorstelling van zo’n dergelijke programma?<br />
<br />
8. specifieke vragen over doelstelling programma <br />
<br>-- diagnostische toets<br />
<br>-- goede leerlingen: verder werken<br />
<br>-- zwakke leerlingen: extra oefenen<br />
<br>-- vervangen van deel van oefenen met boek<br />
<br>-- klassikaal toetsen (meteen oefenen van hoofdrekenen?)<br />
<br>-- helemaal zelfstandig<br />
<br>-- Herhalen van de theorie in het programma, of juist focus op oefenen?<br />
<br />
9. Manieren om studenten 'engaged' te houden (over langere tijd)?<br />
<br />
10. Het idee van deel-hints voor het helpen oplossen van een probleem (ipv simpelweg het antwoord of de hele uitwerking)?<br />
<br />
11. Gedurende het jaar toetsen over stof van voorgaande hoofdstukken om kennis couranter te houden?<br />
<br />
12. Vooral focus op studenten die meer oefening nodig hebben?<br />
<br />
13. functie: extra oefenmateriaal, op termijn vervanging van de opdrachten in het boek, maar theorieboek en uitleg van docent blijven nodig?<br />
<br />
14. Verdere aspecten die ter tafel komen.<br />
<br />
===== Results =====<br />
<br />
Both interviews were recorded, in order for the interviewer to focus on the conversation instead of note-taking, and also for the ease of listening back to certain parts that afterwards seemed bussy with talk. For the ease of this report, these recordings have been summarised below, with a focus on distilling the general feedback on functionality and requirements. <br />
<br />
''Eckart college (Eindhoven)'': <br />
<br />
Over het algemeen waren de 4 docenten te spreken over het idee.<br />
Ze hebben al wel een soort software, maar zonder hints, en ze moeten zelf de opdrachten inprogrammeren. Ze gebruiken dat niet echt kreeg ik de indruk.<br />
Hoofdrekenen vonden ze niet echt een probleem, omdat ze in de les de rekenmachines niet laten gebruiken, dus leerlingen ontwikkelen de vaardigheid op deze manier al.<br />
Het idee van hints waren ze erg over te spreken, als verbetering op een antwoordboekje (of de hele uitwerking).<br />
Ook het idee dat ze een beter diagnose middel hebben met deze software sprak ze aan. Verder vonden ze het vooral interessant als aanvulling op de les, en (deelse) vervanging van de opdrachten uit het boek. <br />
<br />
Voor de verschillende niveau’s en jaren de problemen nogal verschillend. Specifiek voor VWO 3 speelt dat er een tweedeling is tussen wie waarschijnlijk wiskunde a en wie waarschijnlijk wiskunde b gaan doen. De ene groep heeft meer uitleg nodig, en herhaling van de simplere opdrachten, de andere groep heeft dingen eerder door (en door verveling kunnen die lastig zijn in de les).<br />
<br />
Daarom willen de docenten ook een toepassing voor die betere leerlingen, niet per sé ‘extra’ werk, maar vervangende opdrachten, die interessanter zijn, o.i.d. (Dit hadden we zelf ook bedacht, maar valt dus buiten ons prototype).<br />
<br />
Een andere tip is dat leerlingen de mogelijkheid moeten hebben om een opdracht (of opdrachtsoort) op te slaan, om die vervolgens dan makkelijk te kunnen laten zien aan de docent in de les.<br />
<br />
Verder vonden de docenten het ook een goed idee als leerlingen elkaar (online) kunnen helpen met een opdracht, en daar dan misschien iets van punten voor kunnen krijgen. (Dit lijkt me buiten het prototype vallen, maar kunnen we meenemen in de verbeterpunten)<br />
<br />
Ook nog een tip dat we het goed moeten opdelen in blokjes, zodat het niet te lang duurt, en ervoor moeten zorgen dat leerlingen kunnen zien hoe ver ze zijn, bijv. Een progressie-balkje. <br />
<br />
Een docent wilde ook een soort vragenuurtje organiseren buiten de les, waar leerlingen dan vragen over de software kunnen stellen. De andere drie waren hier niet enthousiast over. Die vinden dat de software vooral moet dienen om de leerling te helpen richting zelfstandig leren te werken. Hetzelfde geld voor mailtjes over vragen in de software.<br />
<br />
Wel vonden ze dat er een feedback middel moet zijn om technische problemen met de software of opdrachten te kunnen aangeven. <br />
<br />
Voor de prototype test zijn er twee docenten met een vwo3 klas. Ze zitten tussen een vakantie en een toetsweek, dus hebben geen tijd om in begin van week 43 het prototype in de klas te proberen. Wel vonden het een goed idee om (nadat ze het zelf hebben bekeken) een link door te sturen. Omdat de toets over hoofdstukken 1 en 2 gaat, is qua prototype vooral handig voor de leerlingen (en dus voor user-feedback) als de invulling voor hoofdstuk 1 dat wij hebben gekozen, vooral een soort uitgebreide diagnostische toets is. De uitbereiding is dan qua het soort vragen, en qua herhaling van vragen bij foute (of pas na hints opgeloste) vragen. <br />
<br />
Verder moeten ipv inlognaam ‘nicknaam’ gebruiken, ipv met privacy van leerlingen die vaak onder de 16 jaar oud zijn. Een vraag over klas of docent zou volgens hen wel kunnen, om het uit elkaar te houden, en omdat dit niet individueel te traceren is. <br />
<br />
Een goede vraag was ook of we wel het huidige aanbod in de markt hebben bestudeerd. Dat is denk ik iets wat wel in de presentatie en/of wiki moet bespreken. <br />
<br />
''Were Di college (Valkenswaard)'':<br />
<br />
Over het algemeen waren de 2 docenten te spreken over het idee.<br />
Ze hebben ook al wel een soort software, maar zonder hints, en ze moeten zelf de opdrachten inprogrammeren. Ze gebruiken dat niet echt kreeg ik de indruk.<br />
Hoofdrekenen vonden ze wel echt een probleem, als onderdeel van een algemeen gebrek aan rekenvaardigheden, als ze van de basisschool afkomen. Hiervoor kan het idee van diagnostische toets voor nieuwe leerlingen dus handig zijn, zodat men sneller en gerichter kan inspringen op gaten in deze vaardigheden. Ook diagnose voor nieuwe klassen (voor een docent nieuw) vonden ze een goed idee. <br />
<br />
Het idee van hints waren ze erg over te spreken, als verbetering op een antwoordboekje (of de hele uitwerking).<br />
Verder vonden ze het vooral interessant als aanvulling op de les, en (deelse) vervanging van de opdrachten uit het boek. <br />
<br />
Daarom willen de docenten ook een toepassing voor die betere leerlingen, niet per sé ‘extra’ werk, maar vervangende opdrachten, die interessanter zijn, o.i.d. (Dit hadden we zelf ook bedacht, maar valt dus buiten ons prototype). Probleem hierbij is hoe groot het de verschillen worden, en in hoeverre één les dan nog toereikend is voor de grote verschillen. <br />
<br />
Het idee om een opdracht (of opdrachtsoort) op te slaan, om die vervolgens dan makkelijk te kunnen laten zien aan de docent in de les, vonden ze erg handig.<br />
<br />
Ook nog een tip dat we het goed moeten opdelen in blokjes, zodat het niet te lang duurt, en ervoor moeten zorgen dat leerlingen kunnen zien hoe ver ze zijn, bijv. Een progressie-balkje. Volgens de docenten zou dit soort ‘gamification’ (er een spelletje van maken) het vooral voor jongens interessanter kunnen maken. <br />
<br />
De docenten hebben allebei niet vwo3 als klas, en op deze school is er binnenkort geen toets over hoofdstuk 1 + 2. Dus hier is het test-idee voor de andere school niet zo nuttig. Wel kunnen we de link van het programma doorsturen aan de ene docent, die het dan wil doorgeven aan de betreffende docenten, maar ik denk dat we hier niet veel van moeten verwachten, omdat het voor de leerlingen dan puur herhalen is zonder ‘noodzaak’ zoals een toets…<br />
<br />
Ook hier was een goede vraag of we wel het huidige aanbod in de markt hebben bestudeerd. Dat is denk ik iets wat wel in de presentatie en/of wiki moet bespreken. Maar zelf hadden ze nog niet van dit soort software gehoord.<br />
<br />
===== Discussion and implementation =====<br />
<br />
The importance of the following requirements has been affirmed with the help of the focusgroup:<br />
<br>- exercise practice tool (as opposed to theory-laden)<br />
<br>- use contextual hints to help students learn (compared to merely showing the answer or the whole derivation)<br />
<br>- repeat exercises until the student has solved a few without hints<br />
<br>- show progress to students<br />
<br>- the diagnostic functionality for teachers: student performance overview and details<br />
<br>- for later: exercises for the faster students so they can use their time in highschool worthwhile <br />
<br />
The following requirements have been added with the help of te focusgroup:<br />
<br>- easy to use for teachers (an end-product, no need to program in questions, etc.)<br />
<br>- use nicknames instead of 'name' with respect to privacy of students under 16.<br />
<br>- keep the (sub)modules short enough, so that student can complete one in a timespan that fits their concentration-arc<br />
<br>- ability to save an exercise, in order to discuss it with students<br />
<br>- feedback option, so students can report problems to the developers<br />
<br>- later on: possibility to discuss problems on an online platform ?<br />
<br />
== Design choices ==<br />
<br />
=== Homework-support tool ===<br />
<br />
=== New software ===<br />
<br />
=== Topic ===<br />
Linear equations (beginning of VWO 3). We bought this book to study the widely accepted didactic method as an example and stepping stone.<br />
<br />
=== Adaptive hints ===<br />
after answer 1<br />
<br />
=== Adaptive repetition ===<br />
<br />
=== Progress, but not score ===<br />
<br />
=== Teacher overview ===<br />
<br />
== Technical aspects ==<br />
<br />
In this part of the wiki the technical aspects of our application will be explained. First the foundations of our application will be discussed, next the database structure of the application will be discussed, thereafter the layout of the web page will be discussed. Following that specific methods used in the code will be viewed in more detail and explained in a clear and structured manner, lastly the interface of the application will be discussed.<br />
<br />
=== Foundation === <br />
<br />
Most of our application is programmed using Python 3.0. As a web framework we used Django: an free and open source web application written in python. A framework is nothing more than a collection of modules that make development easier.The official project site describes Django as "a high-level Python Web framework that encourages rapid development and clean, pragmatic design. [LINK TO SITE]. For the interface we used a application wide CSS template. <br><br><br />
<br />
The main application can be split into 3 parts: Login module, Question module and Teacher module. <br><br><br />
<br />
Login Module: <br><br />
The login module consists of the actual login mechanism, This includes an register form, a login form, a landing page (page where you "land" when you enter the url) and a home page. <br><br><br />
<br />
Question module: <br><br />
The queston module consists of 2 main parts. The General Question part and the actual question part. The General question part mainly contains method that are used for all modules in general, or are related to routing. (E.G. the select current module module). The actual question part is related to the individual questions. <br><br />
The genaral questions part contains: current module section, select module section. <br><br />
The actual question part contains: All the seperate questions, answer pages to all the questions and the "answer next question" part. <br><br><br />
<br />
Teacher module: <br><br />
The teacher module consist of all the teacher functionality. This includes an teacher verification question and the student overview, once the teacher is verified. <br><br><br />
<br />
=== Database ===<br />
<br />
An sqlLite database was used to manage our data. To manage the data in the best way possible and without keeping unused data we choose the following database tables in our database<br />
<br />
==== Customuser ====<br />
Customuser is the standard User database table python has, only it is adjusted to serve us the way we want it. We added 3 extra values untop of the values that were standard. The standard data is given in italics, our new data is given in bold, in brackets the type of data is given. All the data that is in the Customuser table is: <br><br><br />
''Id''(integer): The Id that is given to a user. <br><br />
''password''(varchar(128)): The password filled in by the user. <br><br />
''last_login''(datatime): The last time the user has logged in (NULL if user has not logged in). <br><br />
''is_superuser''(bool): If a user is able to access all pages (Not used in our website). <br><br />
''username''(varchar(150)): The username the user filled in. <br><br />
''first_name''(varchar(30)): The first name of the user (not used in our application due to privacy reasons, our focusgroup suggested this change for us). <br><br />
''last_name''(varchar(150)): The last name of the user (also not used). <br><br />
''email''(varchar(254)): The email of the user, filled in during sign up. <br><br />
''is_staff''(boolean): To denote if some user is part of the development staff, not used in our application (this will allow the user to access all the admin functionality, which is not something we want teachers to be able to do. <br><br />
''is_active''(boolean): To denote if someone is active, this is checked based on the lastlogin time. <br><br />
''date_joined''(datetime): The date and time the user has signed up an account. <br><br />
'''general intelligence'''(integer): The intelligence modifier we keep track of to determine how smart someone is. <br><br />
'''isTeacher'''(boolean): Boolean that states if a user is a teacher. <br><br><br />
<br />
==== Module ====<br />
The Module table is a simple auxilerary table to make sure some data about the modules is contained. The data in the module database has to be changed via some sort of database inserter or management program. We did this beforehand, adding some modules to the database. <br><br />
'''id'''(integer): The id that is given to a certain module. <br><br />
'''title'''(varchar(200)): The title of an given module. <br><br />
'''text'''(text): Some text explaining what the module is about. EG if a module contains quadratic formulas with 2 variables, the text for that module will be this. <br><br><br />
<br />
==== module_user ====<br />
The module_user table is where most of the actions in our database take place. It is the main factor that connects the users to the modules. Every time somebody changes something in the database (except adding teacher or signing up). This table will be selected. As said this table connects the users to the modules, it does this in such a way that it keeps track of how many questions a student has correct, wrong etc. It changes the intelligence of the student of this module to better simulate how smart a student is. The table with its values looks as follows: <br><br />
'''id'''(integer): The ID of the combination such that it is easy to find. This ID is an unique value and is automaticly assigned by the database upon creating such an module_user entry.<br />
'''currentModule'''(integer): To denote if the user is currently active in this module. The decision to make this an integer value and not a simple boolean value is because in this way we can keep track of which question of the module the user is working on and not just the module in general.<br />
'''amountCorrect'''(integer): The total amount of questions the user has correct in the current module.<br />
'''amountWrong'''(integer):<br />
'''amountHints'''(integer):<br />
'''moduleScore'''(integer):<br />
'''mistake1'''(integer):<br />
'''mistake2'''(integer):<br />
'''mistake3'''(integer):<br />
'''mistake4'''(integer):<br />
'''mistake5'''(integer):<br />
'''currentQuestionHints'''(integer):<br />
'''currentQuestionCorrect'''(integer):<br />
'''module_id'''(integer)(ForeignKey):<br />
'''user_id'''(integer)(ForeignKey):<br />
<br />
=== Layout === <br />
<br />
In this section of the wiki the layout of our application will be discussed. This is done by giving a brief explanation of the web page and the different functionalities it has<br />
<br />
==== Landing page ====<br />
The landing page is the page where you “land” when entering the given URL. From this page you can either login or sign up as a new account. <br> <br><br />
<br />
Functionalities: <br><br />
''Log In Button'': This button will redirect you to the login page. <br><br />
''Schrijf in Button'': This button will redirect you to the sign up page. <br><br><br />
<br />
[Insert Photo]<br />
<br />
==== Singup page ====<br />
The sign up page is the page where you make a new account. You do this by filling in the given form, upon filling in the form in the correct way the website will create an new account for this user. This includes an entry in the ‘’’Customuser’’’ table discussed in the previous section and multiple entries in the ‘’modules_user’’’ table discussed in the previous section one for each module. <br><br><br />
<br />
Functionalities: <br><br />
''username Field'': This field the user has to fill in the username, this username cannot exist in the database yet. There are no further restriction for the username, all given restrictions are given on the web page.<br><br />
''Email Adress Field'': This field the user has to fill in his/her emailadress. The box checks if the email addres can be an existing emailadress. (It checks if there is an example@example.example structure).<br><br />
''Pasword Field'': The user has to fill in his/her password. The password box checks if the requirements to the password given at the page are met. <br><br />
''Repeat password field'': The user has te repeat their password. Such that he will not have accidentely made an type. The page checks if the password was the same as before. <br><br />
'' Signup button'': When pressing the signup button. The webpage will start the signup procedure once all the above checks give a positive result. The webpage will then redirect the user to the landing page where the user can login. <br><br />
'' Login button'': This button will redirect to the login page. It is a simple shortcut for the user to take if it turns out he already had an account.<br />
<br />
==== Login page ====<br />
The loginpage is the page where you login as an user if you already have an account. If the username and password are incorrect the website will give an general error, this means that there is for the website no difference in having a wrong username or having a wrong password. <br> <br><br />
<br />
Functionalities: <br><br />
''Username field'': This field the user has to fill in the username with whom they have an account on the website. <br><br />
''Password field'': This field the user has to fill in the corresponding password. <br><br />
<br />
==== Main functionalities once logged in ====<br />
Once you have logged in as a user you can use the menubar at the top of your screen. This menubar is available at all the pages listed below. The buttons discussed in this subsection will therefore be available but not be discussed during the explanations of the pages that follow. <br><br><br />
<br />
Functionalities: <br><br />
''Home button'': This button redirects to the home page. <br><br />
''Hoofdstukken button'': This button redirects to the module overview page. <br><br />
''Uitloggen button'': This button will log the user out and redirect the user to the landing page. <br><br />
<br />
==== home page ====<br />
The home page is the page where the user lands when he has filled in the correct username and password. From here on he can access the different possibilities our application has to offer. <br><br><br />
<br />
Functionalities: <br><br />
''Huidige module button'': This button redirects to the current module the user is working on as explained in the “module_user” table section of the database. <br><br />
''Module overzicht button'': This button redirects to the module overview page. <br><br />
''Leraren button'': This button redirects to the teacher page when the user is not a teacher (discussed in user table of database) and redirects to the “confirmed teacher” page when the user is a teacher.<br />
<br />
==== module overview ====<br />
From the module overview page users can pick specific modules they want to study a bit more. They can also look ahead of what is to come. <br><br><br />
<br />
Functionalities: <br><br />
''Specific chapter button'': Each button on this page will redirect to a question with a specific question. Within a specific module the user can select the question they want to answer.<br />
<br />
==== Question view ====<br />
When answering a certain question the user will always first land on the question view page. On this page a question is shown with (1 or 2) number boxes where answers should be filled in. The user can then request a new question. Or check if their answer is correct. <br><br><br />
<br />
Functionalities: <br><br />
''Field 1'': The first answerfield where the user should fill in the correct answer. <br><br />
''Field 2'': The second answerfield where the user should also fill in the correct answer. <br><br />
''Nieuwe vraag button'': This button will refresh the page, meaning that the same kind of question will be asked with different variables. <br><br />
''Controleer button'': The answer to the question will be checked and the user will be redirected to the Question Answer page.<br />
<br />
==== Question Answer ====<br />
This is the page where the user will be redirected when he has answered a question. For the sake of explanation the user has answered the question wrongly, but has already answered the same question correct the number of times in which he is able to advance to the next question. By assuming this we will see the full functionality of this page. <br><br><br />
<br />
Functionalities: <br><br />
''Question answer and your answer text”: The page will display the question, your answer and the correct answer, this way you can see where you went wrong. When you have answered the question correct only your answer will be shown. <br><br />
''Bekijk een hint button'': When pressing this button the page will explain the mistake you made. This can be used to do the question correct next time. IF you answered the question correct, this button will not be displayed. <br><br />
''multiple same mistake text'': The page will display a warning to you if you have made the same mistake multiple times. It will ask you to ask the teacher to explain this to you, since you clearly did not understand it. This will only show up when you made the same mistake multiple times. <br><br />
''Doe deze vraag opnieuw button'': This button will ask you the same kind of question again. Meaning this question will be asked again with different variables. <br><br />
''volgende vraag button'': This button will redirect you to the next question. You are only able to press this button once you have reached a certain treshhold (This will be discussed in the NextQuestion Method).<br />
<br />
==== Teacher (not confirmed) ====<br />
The teacher page is a page where users will find themselves when they press the teacher button when they are not a teacher. Once they are on this page the only thing they can do is fill in the teacher password. If they have done this they will be made a teacher and can access all the teacher possibilities. <br><br><br />
<br />
Funtionalities: <br><br />
''password field'': This is where the user fills in the teacher password. <br><br />
''controleer button'': This button will check if the filled in password is correct. If the password is incorrect the page will be reloaded and there will not be a change made. If the password was correct the user will be redirected to the confirm teacher page and the user will be made a teacher in the databes.<br />
<br />
==== confirmed teacher ====<br />
The confirmed teacher page is an overview for teacher of all the students. It will display for each student the total amount of correct answers, the total amount of wrong answers and the ration between the two. This way teachers can in a quick glance see which students are good and which need some attention. <br><br><br />
<br />
Functionalities: <br><br />
''Nickname Column'': The nickname of the users, this is the username field of the login page. <br><br />
''Slimheid(%) column'': The percentile of questions that were answered correct. <br><br />
''totaal correct column'': The amount of questions that the user has answered correct. <br> <br />
''total fout column'': The amount of question that the user has answered wrong. <br><br />
<br />
=== Methods ===<br />
<br />
=== Interface ===<br />
<br />
==== Quantitative study: first alpha-test ====<br />
<br />
In the beginning of week 43 we aimed to do a alpha-test of the prototype at the schools of the teachers who are in the focusgroup(s). We mainly wanted to ask about their experience and any recommendations they would make. The end of our project was in between their autumn-break and a finals-week at their school, so the teachers indicated that they could only have time to shortly introduce the program, but that students would have to test it in their own time. This was further complicated by our lack of success in getting the program easily usable (by making the website online, or making an .exe-file). We did send emails with the instructions to download the program and the files, however the two teachers that replied indicated that they did not think students would have time for this before the finals week. As an alternative we asked some of our acquaintances of highschool age (siblings, cousins, etc.) to try the program on our own laptops, and to answer a few short questions (in Dutch).<br />
<br />
The questions: <br><br />
1. What do you think is good about the interface, what should be improved?<br />
<br />
2. What do you think is good about the questions, what should be improved?<br />
<br />
3. What do you think is good about the hints, how could it be more helpful? <br />
<br />
4. What do you think about the repetition of questions, should it be more or less? <br />
<br />
5. Additional remarks?<br />
<br />
===== Results =====<br />
We tested the program with 6 acquaintances of highschool age. They seemed to pick up on how to use the software quite well, which means our software is somewhat intuitive, but also that kids these days are apt in using software. Except for one first-year student, the material was not new for the users, which somewhat resembles using the software to practice material that a teachers has explained (instead of it being completely new theory). <br />
<br />
1. Interface<br><br />
The interface was did not receive major criticism, though some aspects were noted to be unfinished, such as a colored indicated for good or wrong answers. One user thought the question-box should be larger, another said that she wondered that the overview would have too many links if the software covered all material. Yet another noticed some some English terms, which should be rewritten in Dutch. They also noticed that the sign-in form interface was not looking very good in case of errors. <br />
<br />
2. Questions<br><br />
Most testers thought the questions worked well, but one thought there should be more questions, while two others were glad to be finished (math is not their favorite subject). One thought all ‘+ -‘ should be written as ‘-‘ by the program, however this is not the case in Getal en Ruimte either. <br />
<br />
3. Hints<br><br />
The students found the notion of hints a welcome addition. Some wanted a hint before even answering a question once. Of course this is possible, but we decided that a student should be made to think first, try something, and then get feedback. We noted that students virtually always clicked on hint if their answer was wrong, maybe because they wanted to move quicker though the program, but without understanding the hints, and making a new question, they could not progress. This probably means we facilitated some learning with the program.<br />
<br />
4. Repetition<br><br />
On the topic of repetition the response was not so positive. Some were quick, and did not want to repeat the (easier) questions three times, others made quite a few mistake with the last question, and wanted to be done with it once they had one correct answer on that question-type. We think the negativity was partly because of the wide range of students, meaning the software was less adapted to them than to the intended audience. Furthermore, we think that it might well be that students dislike some aspects of learning (in the short term), but that it actually helps them in the long term. Of course, making one question of every type seems like it will cost less time, but for most students that is not enough to really learn the techniques involved. <br />
<br />
5. Other remarks<br><br />
Except one student, the students said their schools do not use software in their classes or for homework, and that they found the idea worthwhile. One said it would probably take a lot of time to make all the hints for all the questions in highschool-books.<br />
<br />
== Conclusion ==<br />
<br />
== Discussion ==<br />
<br />
possible improvements!<br />
<br />
== Videos ==<br />
Links to screencapture videos.<br />
<br />
# [https://drive.google.com/open?id=1_UBZ6U26kIbZphZNtDI43tE86QTBAzUb Logging in]<br />
# [https://drive.google.com/open?id=1F4S9_E-GMCU-mN7ddZG7oZuhJEs-p9kH Overview]<br />
# [https://drive.google.com/open?id=1wL-gSgFrlx4drUZSK1lAho6bHUnnRrTt Question 1]<br />
# [https://drive.google.com/open?id=1FQe3cg27fWKdLeKiaqCyDTBcGmwae0pQ Current module]<br />
# [https://drive.google.com/open?id=1lCga_XYeNHXhTtOx3Pjv9GCKMNm9Xc8H Different questions]<br />
# [https://drive.google.com/open?id=1EjLK6aaqaPP4WXRStywmEZFLRM8b1AJE Teacher overview]<br />
# [https://drive.google.com/open?id=13whJAd5sjtAZHMeJ2x3Bsg8l_kSEFffq Ending]<br />
<br />
== References ==<br />
<br />
{{Reflist}}<br />
<br />
== Peer Evaluations ==</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=PRE2019_1_Group3&diff=81257PRE2019 1 Group32019-10-28T15:07:50Z<p>S153905: /* Discussion */</p>
<hr />
<div>'''Adaptive learning software for mathematics'''<br />
<br />
<br />
== Group Members ==<br />
{| class="wikitable" style="border-style: solid; border-width: 1px;" cellpadding="3"<br />
!style="text-align:left;"| Name<br />
!style="text-align:left"| Study<br />
!style="text-align:left;"| Student ID<br />
|- <br />
| Ruben Haakman || Electrical Engineering || 0993994<br />
|-<br />
| Tom Verberk || Software Science || 1016472<br />
|-<br />
| Peter Visser || Applied Physics || 0877628 <br />
|-<br />
|}<br />
<br />
== Planning ==<br />
Every week we will have 2 meetings, in between the meetings we will work on individual tasks, results of the individual tasks will be examined in the meetings, the tasks dicussed are the time when the tasks has to be done. Once a week a meeting with the tutor(s) is arranged to discuss progress and teamwork. In week 8 we will present our prototype to the class, and afterwards we will finalize the wiki. <br />
<br />
<br />
{| class="wikitable" border=1 style="border-collapse: collapse;"<br />
| '''Week''' || '''Monday (morning)''' || '''Thursday (afternoon)'''<br />
|- <br />
!style="text-align:center;"| '''1'''<br />
| ALL : choose topic <br />
| ALL : <br>literary research <br>problem definition <br>make the planning <br>define structure of the report <br />
|-<br />
!style="text-align:center;"| '''2'''<br />
| Ruben : introduction/problem statement <br>All : wiki page <br>All : state of the art <br>Peter : users/stakeholders <br> Tom: Approach, milestones and deliverables, Who’s doing what<br />
|-<br />
| <br />
|}<br />
<br />
[[File:Planning_1_(12-9).PNG]]<br />
<br />
[[File:Planning_2_(12-9).PNG]]<br />
<br />
Note: The current picture of the planning may not be up to date. The current version can be viewed here: https://docs.google.com/spreadsheets/d/1Mrgz4kAK8DM9imor_zepvkM9XTyXgOXlZZbME7DrzHo/edit#gid=0.<br />
<br />
== Introduction ==<br />
<br />
There has been a big increase of technology in education; smart boards, laptops, tablets and online learning systems are now commonly used in classrooms. A lot of students have troubles with learning mathematics. Recent technologies in online learning software can help those students learn faster and keep them motivated. It also reduces the workload for teachers.<br />
<br />
== Problem Statement ==<br />
<br />
<br />
Currently, most students make all math exercises from a book. The only feedback they get is if their answer is right or wrong. The exercises are the same for every student and are made to match the general level of all students, resulting in questions which are too simple or too difficult for most of the students. In this way the only way to give personal support is by the teacher which does not have time to help everyone individually. Adaptive Learning Software for Mathematics can help with this problem.<br />
<br />
<br />
<br />
== State of the art ==<br />
<br />
=== Articles ===<br />
<br />
Title: '''Math Aversion (State of the Art)''' <br />
<br />
Link: https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/6210554 <br />
<br />
Relevance: incorporate conceptual thinking and illustrations to make students understand mathematical ideas<br />
<br />
Title: '''The Math Wars'''<br />
<br />
Link: https://journals-sagepub-com.dianus.libr.tue.nl/doi/pdf/10.1177/0895904803260042<br />
<br />
Relevance: The article provides an overview of the didactic discussion on math in the past century, as well as the latest controversy, the math war (maybe part of a larger culture war?). It boils down to a fervent discussion between ‘traditionalists’ and ‘modernists’, and their attempts to influence governmental educational policies on math (such as ‘the Standards’ and ‘the Framework’). The text is focussed on the US, but this is likely a trend in the West in general. It is useful to have some knowledge about these philosophical-didactic discussions, although in our limited time we should focus on how to implement the suggested methods of the two groups, not so much on the arguments.<br />
<br />
Title: '''Mathematics is about the world''' - R.E. Knapp<br />
<br />
Link: (book)<br />
<br />
Relevance: A book about the role of mathematics in our lives, and therefore useful for thinking about how to teach the subject. The book claims that mathematics is abstract, but nevertheless is about the world around us, which we try to understand. That discovering quantitative relationships suits our needs for indirect measurement(s), such as the ‘tool’ of establishing geometric relationships. Trying to concretize the notion - that math is a powerful tool for humans - in our program will help to motivate students to engage with the topic, and help them understand new ‘tools’. <br />
<br />
Title: '''Preparation, practice, and performance''': An empirical examination of the impact of Standards-based Instruction on secondary students’ math and science achievement<br />
<br />
Link: https://journals.sagepub.com/doi/pdf/10.7227/RIE.81.5<br />
<br />
Relevance: One set of studies on the impact of ‘SBI’ (standards-based instruction) methods, such as: student self-assessment, inquiry-based activities, group-based projects, hands-on experiences, use of computer technologies, and the use of calculators. ‘Non-SBI practices’: teacher lecture, individual student drill and practice worksheets, and computer drill and practice programmes, etc. <br />
<br />
overview of (SBI) student-centred methods:<br />
- using manipulatives or hands-on materials, such as styrofoam balls and toothpicks for building molecular models, dominoes, base ten blocks, tangrams, spinners, rulers, fraction bars, algebra tiles, coins, and geometric solids.<br />
- incorporating inquiry, discovery, and problem-solving approaches, such as making binoculars out of recycled materials, using scenarios from nature and everyday life events for groups of students to research and investigate using math and science concepts<br />
- applying math and science concepts to real-world contexts, such as banking, energy concerns, environmental issues, and timelines; <br />
- connecting mathematics and science preparation skills to specific careers and occupations<br />
- using calculators and technologies for capturing and analysing original data from original math and science experiments<br />
- communicating math and science concepts, through journal writing, small-group discussions, and laboratory/technical reporting of experiments and results.<br />
<br />
Results:<br />
- SBI practices that were found to be significant contributors to students’ math achievement include the use of manipulatives, self-assessment, co-operative group projects, and computer technology. <br />
- SBI practices that were found to be significant contributors to students’ science achievement include the use of inquiry, self-assessment, co-operative group projects, and computer technology. <br />
- Virtually none of the observed non-SBI practices was found to be a significant contributor to student math or science achievement by gender or ethnic groupings. <br />
<br />
Useful, because looking at effective methods is one way to know which side is right in the math war, or at least what methods we can use in our program. Our program might in a (superficial?) way fit into SBI, although that will ultimately depend on the type of exercises and methods we will include. <br />
<br />
Title: '''Didactic material confronted with the concept of mathematical literacy''' <br />
<br />
Link: https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1023%2FB%3AEDUC.0000017693.32454.01.pdf<br />
<br />
Relevance: this essay is critical of the ‘highly technocratic’ vision ‘from the top’ that aims to let experts device didactic materials to be used by teachers and students, whilst ignoring: <br />
- why is math taught and what is the role of didactic material?, <br />
- how and why do students actually use such materials?, <br />
- In which ways do didactic materials shape the teachers’ activities? <br />
- What does it mean that didactic material is never adopted but always adapted?<br />
<br />
Therefore the author claims it is more useful to focus on ‘valuable mathematical activities’ instead of ‘innovative didactic materials’. <br />
<br />
Furthermore, the author claims that “mathematical literacy” should be the leitmotiv for the teaching and learning of mathematics (up to secondary school). Mathematical literacy conceives “the relationship between mathematics, the surrounding culture, and the curriculum”. He mentions how this should influence didactic materials, and what these materials should look like. He critiques the ‘optimism’ and ‘exclusivity’ approaches of teaching math,and supports the ‘inclusivity’ approach, which presents math as ‘a method to understand the social and economic world we live in. This strategy considers mathematical activity as potentially critical, political, loaded with values, and informative’ and “The cognitive style of daily routine is of high relevance within these mathematical activities, since it is a fundamental aim of the strategy to empower common sense. It is intended to develop the attitude of daily life towards an attitude of critical consciousness.”.<br />
<br />
Useful because it really focuses on the users of didactic material (like our program!), an approach we can use to increase the value students (and teachers) find in our program. We should consider/confirm what mathematical literacy is, and whether it is the right standard to determine what is a valuable mathematical activity. The ‘inclusivity’ approach seems very interesting. However, the author seems very interesting in using math to discuss politics, if not to politicize (young) students, this seems a bad idea.<br />
<br />
Title: '''Geometrical analogies in mathematics lessons'''<br />
<br />
Link: https://academic-oup-com.dianus.libr.tue.nl/teamat/article/26/4/201/1664642<br />
<br />
Relevance: <br />
A summary of possibilities of mathematics lessons regarding the use of analogies in teaching geometry for different age groups. Useful because we might apply this in the exercises to teach users geometry. <br />
<br />
<br />
Title: ''' Open Learner Models: Research Questions''' Special Issue of the IJAIED<br />
<br />
Link: <br />
https://content-iospress-com.dianus.libr.tue.nl/download/international-journal-of-artificial-intelligence-in-education/jai17-2-01?id=international-journal-of-artificial-intelligence-in-education%2Fjai17-2-01<br />
<br />
Relevance: good summary of “learner models” and discussion of relevant aspects , very detailed, but good to use in a brainstorm for concretising the project. <br />
<br />
Title: '''Intelligent Agent-Based e-Learning System for Adaptive Learning'''<br />
<br />
Link: https://www-igi-global-com.dianus.libr.tue.nl/gateway/article/full-text-pdf/58052 <br />
<br />
Relevance:<br />
Adaptive learning approach: support learners to achieve the intended learning outcomes through a personalized way. <br />
<br />
The main idea: to personalize the learning content in a way that can cope with individual differences in aptitude. <br />
NOT: personalizing the presentation style of the learning materials<br />
<br />
model:<br />
- Aptitude-Treatment Interaction theory (ATI): there is a strong bond between the effectiveness of an instructional strategy (i.e. treatment) and the aptitude level of students <br />
-- aptitude: the capability to learn in a specific area either because of having talent or having prior knowledge in this area<br />
- Biggs’ Constructive Alignment Model: (use to operationalize ATI): an effective curriculum depends on adequately describing the educational goals desired. Biggs views curriculum as a teaching system, ultimate goal of system is to guide students towards the desired educational goals. He advocates the alignment of individual components in the system like teaching and learning activities (TLAs) and assessment tasks (ATs). It is a hierarchical framework. <br />
-- inherits the central idea of constructivism that education is a way to train students to be a self-learner<br />
> aim: improving students’ learning outcomes through enhancing their intrinsic motivation<br />
<br />
“Students with lower cognitive skill require highly structured instructional environments than students with higher cognitive skills (Snow, 1989).”<br />
<br />
Title: '''Personalized Adaptive Learner Model in E-Learning System Using FCM and Fuzzy Inference System'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs40815-017-0309-y.pdf<br />
<br />
Relevance: Some new dimensions of adaptivity are discussed here, like automatic and dynamic detection of learning styles. This is more precise and quicker than previous ones. It is a literature-based approach in which a personalized adaptive learner model (PALM) was constructed. This proposed learner model mines learner’s navigational accesses data and finds learner’s behavioural patterns which individualize each learner and provide personalization according to their learning styles in the learning process. Fuzzy cognitive maps and fuzzy inference system, soft computing techniques, were introduced to implement PALM. Result shows that personalized adaptive e-learning system is better and promising than the non-adaptive in terms of benefits to the learners and improvement in overall learning process. Thus, providing adaptivity as per learner’s needs is an important factor for enhancing the efficiency and effectiveness of the entire learning process.<br />
<br />
Title: '''Elo-based learner modeling for the adaptive practice of facts'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs11257-016-9185-7.pdf<br />
<br />
Relevance: <br />
- computerized adaptive system for practicing factual knowledge. <br />
- widely varying degrees of prior knowledge. <br />
- modular approach: 1. an estimation of prior knowledge, 2. an estimation of current knowledge, and 3. the construction of questions. <br />
- detailed discussion of learner models for both estimation steps (1 & 2),<br />
-- a novel use of the Elo rating system for learner modeling. <br />
--- results, and variations in model and effectiveness<br />
<br />
very useful, only change the topic<br />
<br />
Titel: The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects<br />
Link: https://files.eric.ed.gov/fulltext/EJ1068797.pdf<br />
Abstract:<br />
This report begins by summarizing current applications of ideas from artificial intelligence (Al) to education. It then uses that summary to project various future applications of Al--and advanced technology in general--to education, as well as highlighting problems that will confront the wide scale implementation of these technologies in the classroom.<br />
(relevance): This report gives an example of an already thought of algebra learning AI. However the program doesn’t automatically figure the level of the student. These things are called intelligence tutoring systems (or ITS). Overall very useful article.<br />
<br />
Titel: Permutations of Control: Cognitive Considerations for Agent-Based Learning Environments<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: While there has been a significant amount of research on technical issues regarding the development of agent-based learning environments (e.g., see the special issue of Journal of Interactive Learning Research, (1999, v10(3/4)), there is less information regarding cognitive foundations for these environments. The management of control is a prime issue with agent-based computer environments given the relative independence and autonomy of the agent from other system components. This paper presents four dimensions of control that should be considered in designing agent-based learning environments: Instructural purpose, Feedback, relationship, confidence in AI.<br />
(relevance): More focussed on the cognitive foundation for Artificial intelligence environment. Interesting for the Usefulness of our ideas.<br />
<br />
Titel: Introducing the Enhanced Personal Portal Model in a Synchromodal Learning Environment<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: Study that simulated a digital classroom (by placing camera’s students etcetera)<br />
(relevance): Not really relevant for us but interesting to take notice of (perhaps also making a digital environment for our idea)<br />
<br />
Titel: Intelligence Unleashed<br />
Link: https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/innovation/Intelligence-Unleashed-Publication.pdf<br />
Abstract: this short paper has two aims in mind. The first was to explain to a non-specialist, interested reader what AIEd (Artificial Intelligence in Education) is: its goals, how it is built, and how it works. The second aim was to set out the argument for what AIEd can offer learning, both now and in the future, with an eye towards improving learning and life outcomes for all. <br />
(relevance): This is a company who does research in this topic, it works together with teachers and researchers, therefore this might come as a big <br />
<br />
Titel: Web intelligence and artificial intelligence in education.<br />
Link: https://www.researchgate.net/publication/220374721_Web_Intelligence_and_Artificial_Intelligence_in_Education<br />
Abstract: This paper surveys important aspects of Web Intelligence (WI) in the context of Artificial Intelligence in Education (AIED) research. WI explores the fundamental roles as well as practical impacts of Artificial Intelligence (AI) and advanced Information Technology (IT) on the next generation of Web-related products, systems, services, and activities.<br />
(relevance): More information on Web Intelligence and how it works together with AIED, it focusses on practical inpacts and advanced information technology, especially the first part is interesting for us.<br />
<br />
<br />
<br />
Titel: 10 roles for artificial intelligence in education<br />
Link: https://www.teachthought.com/the-future-of-learning/10-roles-for-artificial-intelligence-in-education/<br />
Abstract: This article explores 10 roles for artificial intelligence in education Being:<br />
Automate, such as grading<br />
Adapt to student needs<br />
Point out improvements<br />
Ai tutors.<br />
Helpfull feedback<br />
changes how we find and interact with inforamtion.<br />
change role of teachers<br />
trial and error less intimidating<br />
change how schools find, teach and support students<br />
AI may change where students learn, who teaches them, and how they acquire basic skills.<br />
(relevance): It can show us some new thing AI helps teachers, which we haven’t thought of yet.<br />
<br />
Titel: Exploring the impact of artificial intelligence on teaching and learning in higher education<br />
Link: https://www.researchgate.net/publication/321258756_Exploring_the_impact_of_artificial_intelligence_on_teaching_and_learning_in_higher_education<br />
Abstract: This paper explores the phenomena of the emergence of the use of artificial intelligence in teaching and learning in higher education. It investigates educational implications of emerging technologies on the way students learn and how institutions teach and evolve. Recent technological advancements and the increasing speed of adopting new technologies in higher education are explored in order to predict the future nature of higher education in a world where artificial intelligence is part of the fabric of our universities.<br />
(relevance): It shows the use of Artificial intelligence already in higher education, it might give us some learingpoints while developing our own artificial intelligence.<br />
<br />
Titel: The roles of models in Artificial Intelligence and Education research: a prospective view<br />
<br />
Link: https://telearn.archives-ouvertes.fr/hal-00190395/<br />
Abstract: In this paper I speculate on the near future of research in Artificial Intelligence and Education (AIED), on the basis of three uses of models of educational processes: models as scientific tools, models as components of educational artefacts, and models as bases for design of educational artefacts. In terms of the first role, I claim that the recent shift towards studying collaborative learning situations needs to be accompanied by an evolution of the types of theories and models that are used, beyond computational models of individual cognition. In terms of the second role, I propose that in order to integrate computer-based learning systems into schools, we need to 'open up' the curriculum to educational technology, 'open up' educational technologies to actors in educational systems and 'open up' those actors to the technology (i.e. by training them). In terms of the third role, I propose that models can be bases for design of educational technologies by providing design methodologies and system components, or by constraining the range of tools that are available for learners. In conclusion I propose that a defining characteristic of AIED research is that it is, or should be, concerned with all three roles of models, to a greater or lesser extent in each case.<br />
(relevance): It can be used to explain a model in which our artificial intelligence solution wolud be beneficial to use.<br />
<br />
Titel: Evolution and Revolution in Artificial Intelligence in Education<br />
<br />
Link: https://link.springer.com/article/10.1007/s40593-016-0110-3<br />
Abstract: The field of Artificial Intelligence in Education (AIED) has undergone significant developments over the last twenty-five years. As we reflect on our past and shape our future, we ask two main questions: What are our major strengths? And, what new opportunities lay on the horizon? We analyse 47 papers from three years in the history of the Journal of AIED (1994, 2004, and 2014) to identify the foci and typical scenarios that occupy the field of AIED.<br />
(relevance): It can give us a quick and ordered view of what research has already been done in the form of AI and where there lie some possibilities for us (written in 2016)<br />
<br />
<br />
<br />
Title: '''Towards Emotionally Aware AI Smart Classroom: Current Issues and Directions for Engineering and Education'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/8253436 <br />
<br />
Abstract: Paper about a emotionally-aware AI smart classroom which can take over the role of a teacher.<br />
<br />
<br />
Title: '''AI and education: the importance of teacher and student relations'''<br />
<br />
Link: https://link.springer.com/article/10.1007/s00146-017-0693-8 <br />
<br />
Abstract: Paper about the difference in relationship between student-teacher and student-AI<br />
<br />
<br />
Title: '''Designing educational technologies in the age of AI: A learning sciences‐driven approach'''<br />
<br />
Link: https://doi.org/10.1111/bjet.12861 <br />
<br />
Abstract: How to develop an AI algorithm based on studies about how people learn.<br />
<br />
<br />
Title: '''Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review'''<br />
<br />
Link: https://journals.sagepub.com/doi/10.3102/0034654315581420 <br />
<br />
Abstract: This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems.<br />
<br />
<br />
Title: '''Artificial Intelligence as an Effective Classroom Assistant'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/7742268 <br />
<br />
Abstract: Article about blended learning, wherein the teacher can offload some work to the AI system.<br />
<br />
<br />
Title: '''Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0747563215001120 <br />
<br />
Abstract: Review on how learning styles were integrated into adaptive e-learning systems.<br />
<br />
<br />
Title: '''Learning Computer Networks Using Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ALHLCN <br />
<br />
Abstract: This paper describes an intelligent tutoring system that helps student study computer networks.<br />
<br />
<br />
Title: '''Mathematics Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ABUMIT <br />
<br />
Abstract: Intelligent tutoring system for teaching mathematics that help students understand the basics of math and that helps a lot of students of all ages to understand the <br />
topic.<br />
<br />
<br />
Title: '''TECH8 intelligent and adaptive e-learning system: Integration into Technology and Science classrooms in lower secondary schools'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0360131514002875 <br />
<br />
Abstract: The purpose of this research is to demonstrate the design and evaluation of an adaptive, intelligent and, most important, an individualised intelligent tutoring system <br />
(ITS) based on the cognitive characteristics of the individual learner.<br />
<br />
<br />
=== Other groups with similar subject ===<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2016_3_Groep18: Elementary school. Made 4 small educational games for children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep14: Elementary school. Made a simple math game for young children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep8: High school. Made an adaptive gamified online learning system using Moodle. The goal of this group is similar to our goal, but they focused more on gamification and less in making the exercises personalized for each student. They used Moodle as an open source online learning system. The big advantage of Moodle is the wide range of plugins that already exist, so it was possible to build further upon those plugins. However creating quizzes and exercises especially mathematical expressions was difficult and time consuming. Many of the plugins they used had no documentation which made it hard to make changes.<br />
<br />
=== Currently available software ===<br />
An overview of already existing software and their limitations<br />
<br />
<br />
'''Getal & Ruimte'''<br />
*Limited number of exercises, only a digitalized version of the exercises from the book.<br />
*Does not remember previously made mistakes in questions.<br />
*Does not repeat previously incorrectly made exercises.<br />
*No hints and feedback after a question. Students must look up the answers in a digital book.<br />
<br />
<br />
'''Khan Academy'''<br />
*No specific feedback based on mistakes.<br />
*Does not remember previously made mistakes in questions.<br />
<br />
<br />
<br />
'''Wolfram Alpha Problem Generator'''<br />
*No specific feedback based on mistakes.<br />
*Does not remember previously made mistakes in questions.<br />
*No automatic problem selection, users must decide when to go to the next level.<br />
<br />
<br />
'''Mathspace'''<br />
*Does not cover all the material of high school.<br />
*Does not remember previously made mistakes in questions.<br />
<br />
<br />
'''Why is our program better?'''<br />
<br />
The software of Getal & Ruimte is specifically made for high school students, follows the structure of the book and covers all the material . However it is mostly a digitalized version of the book with some adaptiveness. The program does not repeat incorrectly made questions or common made mistakes. Newer programs like Khan Academy, Wolfram Alpha and Mathspace are smarter and build as an online program instead of starting from an existing book. Khan Academy has a system to decide when to go to the next level, Wolfram Alpha covers almost all the material and Mathspace gives specific feedback and can also give feedback on intermediate steps. They all lack the possibility to repeat questions where the student had difficulty or made the same mistake.<br />
<br />
== Users, stakeholders and their requirements ==<br />
<br />
=== Primary users: high school mathematics students ===<br />
<br />
Our primary users will be high school mathematics students (or people who want to study this on their own). The subject of mathematics is a vital one for developing abstract thinking and applied in many ways in technical fields, and the skill of problem solving can be applied in many ways in life. At the same time mathematics is often considered difficult by students. For these reasons we think the subject of mathematics is where good value can be provided with our web-based AI-enhanced learning tool. Additionally, mathematics (like other hard sciences) allows for easier checking of answers than the type of language-based (short) essay answers that are required for social sciences. Vocabulary would be a suitable topic as well, however we are unaware of a shortage in German or French translators, whereas there is a shortage in engineering and in the skilled trades. Since highschool in the bridge between primary and college, that is where our program could be most valuable. The introductory test to assess the mathematics level can incorporate primary school topics, and we could offer such exercises to the slightly more mature student as well, whereas primary school children are less self-directed. <br />
<br />
By estimating the current level of understanding and the learning style (speed, etc.) of the individual student, we can offer a tailored learning experience that will help the student get quick feedback (and hopefully more positive results), which will help with building confidence in tackling (new) mathematics problems and might even make the subject more enjoyable. <br />
Using students to beta-test our program will be a useful way to interact with these users, since they might be less able to communicate exactly what it that is lacking in their mathematics course. The proof of the pudding is in the eating, measuring success and especially engagement over time will show how well our program works. Once the students have an actual product to work with they might give valuable feedback on why they kept using it, or why they stopped using it. Of course here we need to take into account that some students might have learning difficulties that need more direct coaching or are just plainly uninterested in improving their lack of mathematical skill. Our program might help some of these kinds of students, but assuming it will be the mathematics panacea is unwise. We aim to get a prototype early b-test with students done at the end of the project. <br />
<br />
- HAVO/VWO!<br />
<br />
=== Primary users: high school mathematics teachers ===<br />
<br />
Other primary users will be high school mathematics teachers. Students can of course start using the web-program on their own, but if high school teachers find it valuable enough to recommend it to students, that could be a good sign. Of course we will have to consider their biases in didactics and their general mindset in terms of improving education (for some it might be lacking). Nevertheless, their impact can be useful, by for instance finding out what in their experience are the main difficulties students have, and trying to adapt for those thing in our program (content-wise, but also in terms of engagement). We will form a focus group of a few of these teachers to make qualitatitve study on the difficulties of teaching mathematics. Their input will be used to determine the direction and attributes of our prototype. Later on we might get them to evaluate it (in combination with a beta-test on students?). <br />
<br />
=== Secundairy users: Headmasters ===<br />
<br />
Headmasters are stakeholders, since they have a say in the way mathematics is taught in their school. Financial cost will be always be in the back of their minds, and as such they will critically assess the performance, robustness and scalability of the program. But, they are clearly concerned about the rates at which students progress through key-courses like mathematics (in the Netherlands it has certain higher requirements than some other courses in terms of passing classes and graduating). If our program can help with that, this is an opportunity. Maybe, our program’s introductory test can be used as the intro-test for new students, and the program can help bridging the gap (the school may decide to used other ways to help these students as well). Depending on the school the headmasters may also have didactical views that are key to the identity of the school that may or may not match with what we decide to use in our program. Given the diversity in education-land, this simply means there will always be some less enthusiastic headmasters with respect to adopting our program. It could be tempting to go with the majority, but we have to independently assess whether the majority is correct, maybe the majority view is related to the problems in teaching mathematics. <br />
<br />
=== Tertiary users / stakeholders ===<br />
<br />
==== Ministry of Education ====<br />
<br />
At a more distant level the ministry of education has similar concerns as the headmasters in terms of money spend and passing rates, but they also bound to more ideological/didactic points of view that are determined by the parliament and the current minister, tough on the other hand the bureaucracy itself might also have a mainstream point of view that is somewhat different. These views will somewhat affect the chances of our program ultimately getting adopted in individual school, if for instance certain funding is allocated to, or withdrawn from, computer-based mathemathics/learning aids – with certain requirements, etc. However, the ministry does not determine for the school what teaching aids they must use in particular. <br />
<br />
==== (Technical) Universities / STEM departments ====<br />
<br />
Technical universities and STEM departments at others have two stakes, one is a higher level of mathematics ability of incoming students, since it is the basis on which many majors (if not all) depend. This could save money in terms of additional efforts, and can bring in more money (if students progress/graduate quicker). Secondly, the more engaging mathematics program we aim to develop might induce more student to choose to go to a technical university or a STEM major instead of a alpha or gamma major. <br />
<br />
==== (Tech) companies ====<br />
<br />
Given the lack of workers in the skilled trades and in engineering, technical companies have a clear stake in students being better in (applied) mathematical problems solving. And such skills can in fact be useful in many jobs, so companies in general might benefit, although it might sound less interesting than clean-desk or scrum or feng shui.<br />
<br />
== Approach/milestones/deliverables ==<br />
We will start with some up front research, we will make some sort about didactics and how to apply this in our webpage we want to create.<br />
While doing research about these topics we will start working on our webpage. We are planning to build some sort of web page or program. This artifact will have some sort of artificial intelligence which keeps track of the level of skill of the student and gives exercises matching the skill level of the student.<br />
After being done with the research about didactics. We will lay the proposal of our artifact in front of several high school teachers. We want to have their input, as the artifact is build for there purpose. We then apply the given advise in our artifact.<br />
Lastly we plan to test our improved application for use, we will go to the same (or other) high school teachers and ask if we can test them in their classes. We then come up with a conclusion and finish the research.<br />
<br />
Our milestones will be the finish of our research, the alpha version of our application, then the comments of the teachers, then the beta version of our application. The findings of the test subject and finally the final version.<br />
<br />
Our deliverables will be a research about the current software and possible use of AI in education, the findings we got from talking to teachers, the test results found when testing on students and finally our artifact, described on this wiki. Furthermore, we deliver a presentation on our project. (Note: we ended up not using artificial intelligence for our project, it was the direction we decided to study in the first week).<br />
<br />
== Requirements ==<br />
*Gives students individualized support such as hints, feedback, and problem selection<br />
**Hints and feedback based on the learning style of the student (Felder and Silverman model)<br />
**Recognizes common mistakes and gives explanation if those mistakes are made multiple times<br />
**Repeat previously incorrectly made questions<br />
*Simple, intuitive and motivating user interface<br />
**Consistensy across all pages<br />
**No distractive elements<br />
*Motivates students to make exercises<br />
**Shows progress of different modules<br />
**Level of the exercises matches the level of the student<br />
*Collaborative learning<br />
**Students can help each other with exercises<br />
**Competitive gamification<br />
<br />
<br />
Using an adapting collabrative learning system can help students learning the subject and also motivate students<ref>Walker, E., Rummel, N. & Koedinger, K.R. Int J Artif Intell Educ (2014) 24: 33. https://doi.org/10.1007/s40593-013-0001-9</ref>.<br />
<br />
Questions and feedback can be personalised for every students learning style by using the Felder and Silverman model<ref>Felder and Silverman, [https://www.engr.ncsu.edu/wp-content/uploads/drive/1QP6kBI1iQmpQbTXL-08HSl0PwJ5BYnZW/1988-LS-plus-note.pdf "LEARNING AND TEACHING STYLES IN ENGINEERING EDUCATION"], 1988.</ref>. This model describes four learning categories where each category is characterized by two opposite attributes. The Felder and Silverman’s main four categories are the following:<br />
*Sensing versus Intuitive<br />
*Visual versus Verbal <br />
*Active versus Reflective<br />
*Sequential versus Global<br />
<br />
Course satisfaction has a significant effect on performance but performance does not have a strong positive effect on course satisfaction. Previous online learning experience influences self-regulated learning directly. <ref>Chih-Hsuan Wang, David M. Shannon & Margaret E. Ross (2013) Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning, Distance Education, 34:3, 302-323, https://doi.org/10.1080/01587919.2013.835779</ref><br />
<br />
Motivation and emotion significantly influence student learning experiences, including achievement, satisfaction, and passing vs. nonpassing; whereas the use of learning strategies did not.<ref>Moon-Heum Cho & Michele L. Heron (2015) Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course, Distance Education, 36:1, 80-99, https://doi.org/10.1080/01587919.2015.1019963</ref><br />
== Concept ==<br />
<br />
=== Hierarchy of mathematics modules ===<br />
<br />
In the figure below is a sketch of what the structure of the program can look like. The modules might be related more complexely, this we need to assess. Modules can have sub-modules. The number of exercises is one key aspect in attuning to the individual learner. <br />
<br />
[[File:Hierarchy_AI_learning.png]]<br />
<br />
=== Didactics of mathematics === <br />
<br />
==== Desk study: Getal en Ruimte studybook ====<br />
To orient ourselves into the well-established mainstream didactic methodology, we ordered a book from the most used mathematics book-serie in the Netherlands: "Getal and Ruimte". We ordered the first book for VWO 3, since we considered that the to be an interesting class, the one before the choice for the alpha (maatschappij) or beta (wetenschap) direction is made. We decided to focus on the material of the first chapter, since our project ran during the beginning of the school year. This choice would allow us to let some students in that year try our software at the end of the project, to get some user-feedback. The topic of linear equation also lends itself to our purposes, since we do not intent to recreate Wolfram Mathematics-like problem solving tools, but instead we wanted to focus on the development of an adaptive learning program, with mathematics as the subject. <br />
<br />
==== Qualitative study: focus group ====<br />
<br />
In order to understand the problems with teaching highschool math, a focus study will be held with a few teachers. This qualitative approach will give us valuable in-depth knowlegde on the praxis of the didactics of mathematics. In this short time period it is more useful than a small questionnaire with generally even fewer responses. In a focus group the partipants can all add to the discussion, react to each other, and the interviewer can ask more suitable follow-up questions. <br />
<br />
===== The invitation mail =====<br />
On thursday the 12th the following mail was send to 17 secondary HAVO/VWO schools in Eindhoven and area.<br />
<br />
"Uitnodiging focusgroep voor wiskunde software<br />
<br />
Wij zijn een groepje van drie derdejaars bachelor-studenten op de Technische Universiteit van Eindhoven die graag in contact zouden komen met HAVO/VWO wiskunde leraren voor het ontwikkelen van een online wiskunde hulpmiddel. Wij zijn bezig met een project van twee maanden, waarbij de wensen van gebruikers van technologie centraal staan.<br />
<br />
<br />
Door middel van een groepsgesprek van ongeveer een uur met enkele wiskundedocenten willen wij bespreken welke problemen zij ervaren in de les en op welke manier individu-gerichte software hen daarbij zou kunnen helpen. Voor dit gesprek komen wij graag naar uw school. <br />
<br />
<br />
Met de hulp van deze focusgroep zal het doel van ons prototype worden bepaald. In overleg met de school zouden wij dit prototype enkele weken later (kort) willen laten testen door leerlingen. <br />
<br />
Graag horen wij of een of meerdere wiskunde docenten op uw school interesse hebben in dit gesprek! <br />
<br />
<br />
Met vriendelijke groet,<br />
<br />
Peter Visser,<br />
mede namens Tom Verberk en Ruben Haakman"<br />
<br />
===== Responses =====<br />
From four schools (Eckart college, Were Di college, Carolus Borromeus college and Stedelijk college) we have received positive reactions, all with groups of two or more teachers. Due to their full agenda's and time-constraints, we decided it would be easier to have seperate focus-group conversations at each school. In this way the different didactic methods of the schools can be discussed more in depth as well. We could use results from earlier talks in later talks to have some (one-way) feedback between teachers. Two more school reacted, only to indicate that they did not have time, though they found the project interesting. In the case of no positive reactions, these schools would have been called, to follow up on the mail. However, given the positive reactions, this was not necessary. <br />
<br />
Due to some delay between mails, and the busy schedules of the teachers, the two interviews that materialised were held on the 30th of September (4 teachers, Eckart college) and the 1st of October (2 teachers, Were Di college). The contact with Carolus Borromeus took much longer to react, and eventually did not react, so sadly this option had to be removed from our focusgroup. The fourth school reacted only in the second-to-last week of our project, and any feedback from this meeting (likely to occur even later) would not be useful in our prototype-development.<br />
<br />
===== Preparation =====<br />
<br />
A question list has been prepared, with possible follow up aspects, to guide the discussion of the teachers in the focusgroup, and to try to optimize useful information for our design choices. The points will not be checked off like an interview, but are a guide for the discussion. The concept of quantitative studies, and specifically the focus group (or group discussion) format has been studied with the help of a basic textbook (An Introduction to Qualitative Research: Learning in the Field - Rossman & Rallis). The question-points, and sub-points, are shown below, in Dutch, since the subjects and interviewer are Dutch, and this will improve the quality of the discussion. First the interviewer will shortly introduce himself and explain the project and the goal of the discussion. <br />
<br />
Note: Due to the relatively slow process of setting up meetings, due to slow mail-contact and full teacher agenda's) the interviews happened later in our project that we had envisioned. For this reason the nature of the interview changed somewhat. The initial questionlist was still used, but relatively less time was spend on these questions, and that time was used to ask more specific question about the design-decision we had already made (in order to progress in our limited-time project). These questions naturally fitted after the initial questions. <br />
<br />
1. korte introductie van elke docent: opleiding, ervaring (jaren, klassen, niveaus)<br />
<br />
2. didactische methode van school: boek, lesgeven, hulpmiddelen<br />
- pluspunten<br />
- verbeterpunten<br />
<br />
3. individuele methoden van docenten<br />
<br />
4. problemen met wiskunde-overbrengen? <br />
<br> - wat ter tafel komt!<br />
<br>- concentratie? <br />
<br>- hoofdrekenen vs rekenmachine?<br />
<br>- hoeveelheid oefenen (buiten de les)?<br />
<br> - verschillen tussen leerlingen?<br />
<br />
5. Op welke manier probeert men deze problemen het hoofd te bieden, wat werkt wel en niet?<br />
<br />
6. Op welke manier zou een (online) individueel-adaptief programma hieraan kunnen bijdragen?<br />
<br />
7. Wat is jullie ideale voorstelling van zo’n dergelijke programma?<br />
<br />
8. specifieke vragen over doelstelling programma <br />
<br>-- diagnostische toets<br />
<br>-- goede leerlingen: verder werken<br />
<br>-- zwakke leerlingen: extra oefenen<br />
<br>-- vervangen van deel van oefenen met boek<br />
<br>-- klassikaal toetsen (meteen oefenen van hoofdrekenen?)<br />
<br>-- helemaal zelfstandig<br />
<br>-- Herhalen van de theorie in het programma, of juist focus op oefenen?<br />
<br />
9. Manieren om studenten 'engaged' te houden (over langere tijd)?<br />
<br />
10. Het idee van deel-hints voor het helpen oplossen van een probleem (ipv simpelweg het antwoord of de hele uitwerking)?<br />
<br />
11. Gedurende het jaar toetsen over stof van voorgaande hoofdstukken om kennis couranter te houden?<br />
<br />
12. Vooral focus op studenten die meer oefening nodig hebben?<br />
<br />
13. functie: extra oefenmateriaal, op termijn vervanging van de opdrachten in het boek, maar theorieboek en uitleg van docent blijven nodig?<br />
<br />
14. Verdere aspecten die ter tafel komen.<br />
<br />
===== Results =====<br />
<br />
Both interviews were recorded, in order for the interviewer to focus on the conversation instead of note-taking, and also for the ease of listening back to certain parts that afterwards seemed bussy with talk. For the ease of this report, these recordings have been summarised below, with a focus on distilling the general feedback on functionality and requirements. <br />
<br />
''Eckart college (Eindhoven)'': <br />
<br />
Over het algemeen waren de 4 docenten te spreken over het idee.<br />
Ze hebben al wel een soort software, maar zonder hints, en ze moeten zelf de opdrachten inprogrammeren. Ze gebruiken dat niet echt kreeg ik de indruk.<br />
Hoofdrekenen vonden ze niet echt een probleem, omdat ze in de les de rekenmachines niet laten gebruiken, dus leerlingen ontwikkelen de vaardigheid op deze manier al.<br />
Het idee van hints waren ze erg over te spreken, als verbetering op een antwoordboekje (of de hele uitwerking).<br />
Ook het idee dat ze een beter diagnose middel hebben met deze software sprak ze aan. Verder vonden ze het vooral interessant als aanvulling op de les, en (deelse) vervanging van de opdrachten uit het boek. <br />
<br />
Voor de verschillende niveau’s en jaren de problemen nogal verschillend. Specifiek voor VWO 3 speelt dat er een tweedeling is tussen wie waarschijnlijk wiskunde a en wie waarschijnlijk wiskunde b gaan doen. De ene groep heeft meer uitleg nodig, en herhaling van de simplere opdrachten, de andere groep heeft dingen eerder door (en door verveling kunnen die lastig zijn in de les).<br />
<br />
Daarom willen de docenten ook een toepassing voor die betere leerlingen, niet per sé ‘extra’ werk, maar vervangende opdrachten, die interessanter zijn, o.i.d. (Dit hadden we zelf ook bedacht, maar valt dus buiten ons prototype).<br />
<br />
Een andere tip is dat leerlingen de mogelijkheid moeten hebben om een opdracht (of opdrachtsoort) op te slaan, om die vervolgens dan makkelijk te kunnen laten zien aan de docent in de les.<br />
<br />
Verder vonden de docenten het ook een goed idee als leerlingen elkaar (online) kunnen helpen met een opdracht, en daar dan misschien iets van punten voor kunnen krijgen. (Dit lijkt me buiten het prototype vallen, maar kunnen we meenemen in de verbeterpunten)<br />
<br />
Ook nog een tip dat we het goed moeten opdelen in blokjes, zodat het niet te lang duurt, en ervoor moeten zorgen dat leerlingen kunnen zien hoe ver ze zijn, bijv. Een progressie-balkje. <br />
<br />
Een docent wilde ook een soort vragenuurtje organiseren buiten de les, waar leerlingen dan vragen over de software kunnen stellen. De andere drie waren hier niet enthousiast over. Die vinden dat de software vooral moet dienen om de leerling te helpen richting zelfstandig leren te werken. Hetzelfde geld voor mailtjes over vragen in de software.<br />
<br />
Wel vonden ze dat er een feedback middel moet zijn om technische problemen met de software of opdrachten te kunnen aangeven. <br />
<br />
Voor de prototype test zijn er twee docenten met een vwo3 klas. Ze zitten tussen een vakantie en een toetsweek, dus hebben geen tijd om in begin van week 43 het prototype in de klas te proberen. Wel vonden het een goed idee om (nadat ze het zelf hebben bekeken) een link door te sturen. Omdat de toets over hoofdstukken 1 en 2 gaat, is qua prototype vooral handig voor de leerlingen (en dus voor user-feedback) als de invulling voor hoofdstuk 1 dat wij hebben gekozen, vooral een soort uitgebreide diagnostische toets is. De uitbereiding is dan qua het soort vragen, en qua herhaling van vragen bij foute (of pas na hints opgeloste) vragen. <br />
<br />
Verder moeten ipv inlognaam ‘nicknaam’ gebruiken, ipv met privacy van leerlingen die vaak onder de 16 jaar oud zijn. Een vraag over klas of docent zou volgens hen wel kunnen, om het uit elkaar te houden, en omdat dit niet individueel te traceren is. <br />
<br />
Een goede vraag was ook of we wel het huidige aanbod in de markt hebben bestudeerd. Dat is denk ik iets wat wel in de presentatie en/of wiki moet bespreken. <br />
<br />
''Were Di college (Valkenswaard)'':<br />
<br />
Over het algemeen waren de 2 docenten te spreken over het idee.<br />
Ze hebben ook al wel een soort software, maar zonder hints, en ze moeten zelf de opdrachten inprogrammeren. Ze gebruiken dat niet echt kreeg ik de indruk.<br />
Hoofdrekenen vonden ze wel echt een probleem, als onderdeel van een algemeen gebrek aan rekenvaardigheden, als ze van de basisschool afkomen. Hiervoor kan het idee van diagnostische toets voor nieuwe leerlingen dus handig zijn, zodat men sneller en gerichter kan inspringen op gaten in deze vaardigheden. Ook diagnose voor nieuwe klassen (voor een docent nieuw) vonden ze een goed idee. <br />
<br />
Het idee van hints waren ze erg over te spreken, als verbetering op een antwoordboekje (of de hele uitwerking).<br />
Verder vonden ze het vooral interessant als aanvulling op de les, en (deelse) vervanging van de opdrachten uit het boek. <br />
<br />
Daarom willen de docenten ook een toepassing voor die betere leerlingen, niet per sé ‘extra’ werk, maar vervangende opdrachten, die interessanter zijn, o.i.d. (Dit hadden we zelf ook bedacht, maar valt dus buiten ons prototype). Probleem hierbij is hoe groot het de verschillen worden, en in hoeverre één les dan nog toereikend is voor de grote verschillen. <br />
<br />
Het idee om een opdracht (of opdrachtsoort) op te slaan, om die vervolgens dan makkelijk te kunnen laten zien aan de docent in de les, vonden ze erg handig.<br />
<br />
Ook nog een tip dat we het goed moeten opdelen in blokjes, zodat het niet te lang duurt, en ervoor moeten zorgen dat leerlingen kunnen zien hoe ver ze zijn, bijv. Een progressie-balkje. Volgens de docenten zou dit soort ‘gamification’ (er een spelletje van maken) het vooral voor jongens interessanter kunnen maken. <br />
<br />
De docenten hebben allebei niet vwo3 als klas, en op deze school is er binnenkort geen toets over hoofdstuk 1 + 2. Dus hier is het test-idee voor de andere school niet zo nuttig. Wel kunnen we de link van het programma doorsturen aan de ene docent, die het dan wil doorgeven aan de betreffende docenten, maar ik denk dat we hier niet veel van moeten verwachten, omdat het voor de leerlingen dan puur herhalen is zonder ‘noodzaak’ zoals een toets…<br />
<br />
Ook hier was een goede vraag of we wel het huidige aanbod in de markt hebben bestudeerd. Dat is denk ik iets wat wel in de presentatie en/of wiki moet bespreken. Maar zelf hadden ze nog niet van dit soort software gehoord.<br />
<br />
===== Discussion and implementation =====<br />
<br />
The importance of the following requirements has been affirmed with the help of the focusgroup:<br />
<br>- exercise practice tool (as opposed to theory-laden)<br />
<br>- use contextual hints to help students learn (compared to merely showing the answer or the whole derivation)<br />
<br>- repeat exercises until the student has solved a few without hints<br />
<br>- show progress to students<br />
<br>- the diagnostic functionality for teachers: student performance overview and details<br />
<br>- for later: exercises for the faster students so they can use their time in highschool worthwhile <br />
<br />
The following requirements have been added with the help of te focusgroup:<br />
<br>- easy to use for teachers (an end-product, no need to program in questions, etc.)<br />
<br>- use nicknames instead of 'name' with respect to privacy of students under 16.<br />
<br>- keep the (sub)modules short enough, so that student can complete one in a timespan that fits their concentration-arc<br />
<br>- ability to save an exercise, in order to discuss it with students<br />
<br>- feedback option, so students can report problems to the developers<br />
<br>- later on: possibility to discuss problems on an online platform ?<br />
<br />
== Design choices ==<br />
<br />
=== Homework-support tool ===<br />
<br />
=== New software ===<br />
<br />
=== Topic ===<br />
Linear equations (beginning of VWO 3). We bought this book to study the widely accepted didactic method as an example and stepping stone.<br />
<br />
=== Adaptive hints ===<br />
after answer 1<br />
<br />
=== Adaptive repetition ===<br />
<br />
=== Progress, but not score ===<br />
<br />
=== Teacher overview ===<br />
<br />
== Technical aspects ==<br />
<br />
In this part of the wiki the technical aspects of our application will be explained. First the foundations of our application will be discussed, next the database structure of the application will be discussed, thereafter the layout of the web page will be discussed. Following that specific methods used in the code will be viewed in more detail and explained in a clear and structured manner, lastly the interface of the application will be discussed.<br />
<br />
=== Foundation === <br />
<br />
Most of our application is programmed using Python 3.0. As a web framework we used Django: an free and open source web application written in python. A framework is nothing more than a collection of modules that make development easier.The official project site describes Django as "a high-level Python Web framework that encourages rapid development and clean, pragmatic design. [LINK TO SITE]. For the interface we used a application wide CSS template. <br><br><br />
<br />
The main application can be split into 3 parts: Login module, Question module and Teacher module. <br><br><br />
<br />
Login Module: <br><br />
The login module consists of the actual login mechanism, This includes an register form, a login form, a landing page (page where you "land" when you enter the url) and a home page. <br><br><br />
<br />
Question module: <br><br />
The queston module consists of 2 main parts. The General Question part and the actual question part. The General question part mainly contains method that are used for all modules in general, or are related to routing. (E.G. the select current module module). The actual question part is related to the individual questions. <br><br />
The genaral questions part contains: current module section, select module section. <br><br />
The actual question part contains: All the seperate questions, answer pages to all the questions and the "answer next question" part. <br><br><br />
<br />
Teacher module: <br><br />
The teacher module consist of all the teacher functionality. This includes an teacher verification question and the student overview, once the teacher is verified. <br><br><br />
<br />
=== Database ===<br />
<br />
An sqlLite database was used to manage our data. To manage the data in the best way possible and without keeping unused data we choose the following database tables in our database<br />
<br />
==== Customuser ====<br />
Customuser is the standard User database table python has, only it is adjusted to serve us the way we want it. We added 3 extra values untop of the values that were standard. The standard data is given in italics, our new data is given in bold, in brackets the type of data is given. All the data that is in the Customuser table is: <br><br><br />
''Id''(integer): The Id that is given to a user. <br><br />
''password''(varchar(128)): The password filled in by the user. <br><br />
''last_login''(datatime): The last time the user has logged in (NULL if user has not logged in). <br><br />
''is_superuser''(bool): If a user is able to access all pages (Not used in our website). <br><br />
''username''(varchar(150)): The username the user filled in. <br><br />
''first_name''(varchar(30)): The first name of the user (not used in our application due to privacy reasons, our focusgroup suggested this change for us). <br><br />
''last_name''(varchar(150)): The last name of the user (also not used). <br><br />
''email''(varchar(254)): The email of the user, filled in during sign up. <br><br />
''is_staff''(boolean): To denote if some user is part of the development staff, not used in our application (this will allow the user to access all the admin functionality, which is not something we want teachers to be able to do. <br><br />
''is_active''(boolean): To denote if someone is active, this is checked based on the lastlogin time. <br><br />
''date_joined''(datetime): The date and time the user has signed up an account. <br><br />
'''general intelligence'''(integer): The intelligence modifier we keep track of to determine how smart someone is. <br><br />
'''isTeacher'''(boolean): Boolean that states if a user is a teacher. <br><br><br />
<br />
==== Module ====<br />
The Module table is a simple auxilerary table to make sure some data about the modules is contained. The data in the module database has to be changed via some sort of database inserter or management program. We did this beforehand, adding some modules to the database. <br><br />
'''id'''(integer): The id that is given to a certain module. <br><br />
'''title'''(varchar(200)): The title of an given module. <br><br />
'''text'''(text): Some text explaining what the module is about. EG if a module contains quadratic formulas with 2 variables, the text for that module will be this. <br><br><br />
<br />
==== module_user ====<br />
The module_user table is where most of the actions in our database take place. It is the main factor that connects the users to the modules. Every time somebody changes something in the database (except adding teacher or signing up). This table will be selected. As said this table connects the users to the modules, it does this in such a way that it keeps track of how many questions a student has correct, wrong etc. It changes the intelligence of the student of this module to better simulate how smart a student is. The table with its values looks as follows: <br><br />
'''id'''(integer): The ID of the combination such that it is easy to find. This ID is an unique value and is automaticly assigned by the database upon creating such an module_user entry.<br />
'''currentModule'''(integer): To denote if the user is currently active in this module. The decision to make this an integer value and not a simple boolean value is because in this way we can keep track of which question of the module the user is working on and not just the module in general.<br />
'''amountCorrect'''(integer): The total amount of questions the user has correct in the current module.<br />
'''amountWrong'''(integer):<br />
'''amountHints'''(integer):<br />
'''moduleScore'''(integer):<br />
'''mistake1'''(integer):<br />
'''mistake2'''(integer):<br />
'''mistake3'''(integer):<br />
'''mistake4'''(integer):<br />
'''mistake5'''(integer):<br />
'''currentQuestionHints'''(integer):<br />
'''currentQuestionCorrect'''(integer):<br />
'''module_id'''(integer)(ForeignKey):<br />
'''user_id'''(integer)(ForeignKey):<br />
<br />
=== Layout === <br />
<br />
In this section of the wiki the layout of our application will be discussed. This is done by giving a brief explanation of the web page and the different functionalities it has<br />
<br />
==== Landing page ====<br />
The landing page is the page where you “land” when entering the given URL. From this page you can either login or sign up as a new account. <br> <br><br />
<br />
Functionalities: <br><br />
''Log In Button'': This button will redirect you to the login page. <br><br />
''Schrijf in Button'': This button will redirect you to the sign up page. <br><br><br />
<br />
[Insert Photo]<br />
<br />
==== Singup page ====<br />
The sign up page is the page where you make a new account. You do this by filling in the given form, upon filling in the form in the correct way the website will create an new account for this user. This includes an entry in the ‘’’Customuser’’’ table discussed in the previous section and multiple entries in the ‘’modules_user’’’ table discussed in the previous section one for each module. <br><br><br />
<br />
Functionalities: <br><br />
''username Field'': This field the user has to fill in the username, this username cannot exist in the database yet. There are no further restriction for the username, all given restrictions are given on the web page.<br><br />
''Email Adress Field'': This field the user has to fill in his/her emailadress. The box checks if the email addres can be an existing emailadress. (It checks if there is an example@example.example structure).<br><br />
''Pasword Field'': The user has to fill in his/her password. The password box checks if the requirements to the password given at the page are met. <br><br />
''Repeat password field'': The user has te repeat their password. Such that he will not have accidentely made an type. The page checks if the password was the same as before. <br><br />
'' Signup button'': When pressing the signup button. The webpage will start the signup procedure once all the above checks give a positive result. The webpage will then redirect the user to the landing page where the user can login. <br><br />
'' Login button'': This button will redirect to the login page. It is a simple shortcut for the user to take if it turns out he already had an account.<br />
<br />
==== Login page ====<br />
The loginpage is the page where you login as an user if you already have an account. If the username and password are incorrect the website will give an general error, this means that there is for the website no difference in having a wrong username or having a wrong password. <br> <br><br />
<br />
Functionalities: <br><br />
''Username field'': This field the user has to fill in the username with whom they have an account on the website. <br><br />
''Password field'': This field the user has to fill in the corresponding password. <br><br />
<br />
==== Main functionalities once logged in ====<br />
Once you have logged in as a user you can use the menubar at the top of your screen. This menubar is available at all the pages listed below. The buttons discussed in this subsection will therefore be available but not be discussed during the explanations of the pages that follow. <br><br><br />
<br />
Functionalities: <br><br />
''Home button'': This button redirects to the home page. <br><br />
''Hoofdstukken button'': This button redirects to the module overview page. <br><br />
''Uitloggen button'': This button will log the user out and redirect the user to the landing page. <br><br />
<br />
==== home page ====<br />
The home page is the page where the user lands when he has filled in the correct username and password. From here on he can access the different possibilities our application has to offer. <br><br><br />
<br />
Functionalities: <br><br />
''Huidige module button'': This button redirects to the current module the user is working on as explained in the “module_user” table section of the database. <br><br />
''Module overzicht button'': This button redirects to the module overview page. <br><br />
''Leraren button'': This button redirects to the teacher page when the user is not a teacher (discussed in user table of database) and redirects to the “confirmed teacher” page when the user is a teacher.<br />
<br />
==== module overview ====<br />
From the module overview page users can pick specific modules they want to study a bit more. They can also look ahead of what is to come. <br><br><br />
<br />
Functionalities: <br><br />
''Specific chapter button'': Each button on this page will redirect to a question with a specific question. Within a specific module the user can select the question they want to answer.<br />
<br />
==== Question view ====<br />
When answering a certain question the user will always first land on the question view page. On this page a question is shown with (1 or 2) number boxes where answers should be filled in. The user can then request a new question. Or check if their answer is correct. <br><br><br />
<br />
Functionalities: <br><br />
''Field 1'': The first answerfield where the user should fill in the correct answer. <br><br />
''Field 2'': The second answerfield where the user should also fill in the correct answer. <br><br />
''Nieuwe vraag button'': This button will refresh the page, meaning that the same kind of question will be asked with different variables. <br><br />
''Controleer button'': The answer to the question will be checked and the user will be redirected to the Question Answer page.<br />
<br />
==== Question Answer ====<br />
This is the page where the user will be redirected when he has answered a question. For the sake of explanation the user has answered the question wrongly, but has already answered the same question correct the number of times in which he is able to advance to the next question. By assuming this we will see the full functionality of this page. <br><br><br />
<br />
Functionalities: <br><br />
''Question answer and your answer text”: The page will display the question, your answer and the correct answer, this way you can see where you went wrong. When you have answered the question correct only your answer will be shown. <br><br />
''Bekijk een hint button'': When pressing this button the page will explain the mistake you made. This can be used to do the question correct next time. IF you answered the question correct, this button will not be displayed. <br><br />
''multiple same mistake text'': The page will display a warning to you if you have made the same mistake multiple times. It will ask you to ask the teacher to explain this to you, since you clearly did not understand it. This will only show up when you made the same mistake multiple times. <br><br />
''Doe deze vraag opnieuw button'': This button will ask you the same kind of question again. Meaning this question will be asked again with different variables. <br><br />
''volgende vraag button'': This button will redirect you to the next question. You are only able to press this button once you have reached a certain treshhold (This will be discussed in the NextQuestion Method).<br />
<br />
==== Teacher (not confirmed) ====<br />
The teacher page is a page where users will find themselves when they press the teacher button when they are not a teacher. Once they are on this page the only thing they can do is fill in the teacher password. If they have done this they will be made a teacher and can access all the teacher possibilities. <br><br><br />
<br />
Funtionalities: <br><br />
''password field'': This is where the user fills in the teacher password. <br><br />
''controleer button'': This button will check if the filled in password is correct. If the password is incorrect the page will be reloaded and there will not be a change made. If the password was correct the user will be redirected to the confirm teacher page and the user will be made a teacher in the databes.<br />
<br />
==== confirmed teacher ====<br />
The confirmed teacher page is an overview for teacher of all the students. It will display for each student the total amount of correct answers, the total amount of wrong answers and the ration between the two. This way teachers can in a quick glance see which students are good and which need some attention. <br><br><br />
<br />
Functionalities: <br><br />
''Nickname Column'': The nickname of the users, this is the username field of the login page. <br><br />
''Slimheid(%) column'': The percentile of questions that were answered correct. <br><br />
''totaal correct column'': The amount of questions that the user has answered correct. <br> <br />
''total fout column'': The amount of question that the user has answered wrong. <br><br />
<br />
=== Methods ===<br />
<br />
=== Interface ===<br />
<br />
==== Quantitative study: first alpha-test ====<br />
<br />
In the beginning of week 43 we aimed to do a alpha-test of the prototype at the schools of the teachers who are in the focusgroup(s). We mainly wanted to ask about their experience and any recommendations they would make. The end of our project was in between their autumn-break and a finals-week at their school, so the teachers indicated that they could only have time to shortly introduce the program, but that students would have to test it in their own time. This was further complicated by our lack of success in getting the program easily usable (by making the website online, or making an .exe-file). We did send emails with the instructions to download the program and the files, however the two teachers that replied indicated that they did not think students would have time for this before the finals week. As an alternative we asked some of our acquaintances of highschool age (siblings, cousins, etc.) to try the program on our own laptops, and to answer a few short questions (in Dutch).<br />
<br />
The questions: <br><br />
1. What do you think is good about the interface, what should be improved?<br />
<br />
2. What do you think is good about the questions, what should be improved?<br />
<br />
3. What do you think is good about the hints, how could it be more helpful? <br />
<br />
4. What do you think about the repetition of questions, should it be more or less? <br />
<br />
5. Additional remarks?<br />
<br />
===== Results =====<br />
We tested the program with 6 acquaintances of highschool age. They seemed to pick up on how to use the software quite well, which means our software is somewhat intuitive, but also that kids these days are apt in using software. Except for one first-year student, the material was not new for the users, which somewhat resembles using the software to practice material that a teachers has explained (instead of it being completely new theory). <br />
<br />
1. Interface<br><br />
The interface was did not receive major criticism, though some aspects were noted to be unfinished, such as a colored indicated for good or wrong answers. One user thought the question-box should be larger, another said that she wondered that the overview would have too many links if the software covered all material. Yet another noticed some some English terms, which should be rewritten in Dutch. They also noticed that the sign-in form interface was not looking very good in case of errors. <br />
<br />
2. Questions<br><br />
Most testers thought the questions worked well, but one thought there should be more questions, while two others were glad to be finished (math is not their favorite subject). One thought all ‘+ -‘ should be written as ‘-‘ by the program, however this is not the case in Getal en Ruimte either. <br />
<br />
3. Hints<br><br />
The students found the notion of hints a welcome addition. Some wanted a hint before even answering a question once. Of course this is possible, but we decided that a student should be made to think first, try something, and then get feedback. We noted that students virtually always clicked on hint if their answer was wrong, maybe because they wanted to move quicker though the program, but without understanding the hints, and making a new question, they could not progress. This probably means we facilitated some learning with the program.<br />
<br />
4. Repetition<br><br />
On the topic of repetition the response was not so positive. Some were quick, and did not want to repeat the (easier) questions three times, others made quite a few mistake with the last question, and wanted to be done with it once they had one correct answer on that question-type. We think the negativity was partly because of the wide range of students, meaning the software was less adapted to them than to the intended audience. Furthermore, we think that it might well be that students dislike some aspects of learning (in the short term), but that it actually helps them in the long term. Of course, making one question of every type seems like it will cost less time, but for most students that is not enough to really learn the techniques involved. <br />
<br />
5. Other remarks<br><br />
Except one student, the students said their schools do not use software in their classes or for homework, and that they found the idea worthwhile. One said it would probably take a lot of time to make all the hints for all the questions in highschool-books.<br />
<br />
== Conclusion ==<br />
<br />
== Discussion ==<br />
<br />
possible improvements!<br />
<br />
== Videos ==<br />
Links to screencapture videos.<br />
<br />
# [https://drive.google.com/open?id=1_UBZ6U26kIbZphZNtDI43tE86QTBAzUb Logging in]<br />
# [https://drive.google.com/open?id=1F4S9_E-GMCU-mN7ddZG7oZuhJEs-p9kH Overview]<br />
# [https://drive.google.com/open?id=1wL-gSgFrlx4drUZSK1lAho6bHUnnRrTt Question 1]<br />
# [https://drive.google.com/open?id=1FQe3cg27fWKdLeKiaqCyDTBcGmwae0pQ Current module]<br />
# [https://drive.google.com/open?id=1lCga_XYeNHXhTtOx3Pjv9GCKMNm9Xc8H Different questions]<br />
# [https://drive.google.com/open?id=1EjLK6aaqaPP4WXRStywmEZFLRM8b1AJE Teacher overview]<br />
# [https://drive.google.com/open?id=13whJAd5sjtAZHMeJ2x3Bsg8l_kSEFffq Ending]<br />
<br />
== References ==<br />
<br />
{{Reflist}}<br />
<br />
== Peer Evaluations ==</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=PRE2019_1_Group3&diff=81232PRE2019 1 Group32019-10-28T14:24:31Z<p>S153905: /* Currently available software */</p>
<hr />
<div>'''Adaptive learning software for mathematics'''<br />
<br />
<br />
== Group Members ==<br />
{| class="wikitable" style="border-style: solid; border-width: 1px;" cellpadding="3"<br />
!style="text-align:left;"| Name<br />
!style="text-align:left"| Study<br />
!style="text-align:left;"| Student ID<br />
|- <br />
| Ruben Haakman || Electrical Engineering || 0993994<br />
|-<br />
| Tom Verberk || Software Science || 1016472<br />
|-<br />
| Peter Visser || Applied Physics || 0877628 <br />
|-<br />
|}<br />
<br />
== Planning ==<br />
Every week we will have 2 meetings, in between the meetings we will work on individual tasks, results of the individual tasks will be examined in the meetings, the tasks dicussed are the time when the tasks has to be done. Once a week a meeting with the tutor(s) is arranged to discuss progress and teamwork. In week 8 we will present our prototype to the class, and afterwards we will finalize the wiki. <br />
<br />
<br />
{| class="wikitable" border=1 style="border-collapse: collapse;"<br />
| '''Week''' || '''Monday (morning)''' || '''Thursday (afternoon)'''<br />
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!style="text-align:center;"| '''1'''<br />
| ALL : choose topic <br />
| ALL : <br>literary research <br>problem definition <br>make the planning <br>define structure of the report <br />
|-<br />
!style="text-align:center;"| '''2'''<br />
| Ruben : introduction/problem statement <br>All : wiki page <br>All : state of the art <br>Peter : users/stakeholders <br> Tom: Approach, milestones and deliverables, Who’s doing what<br />
|-<br />
| <br />
|}<br />
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[[File:Planning_1_(12-9).PNG]]<br />
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[[File:Planning_2_(12-9).PNG]]<br />
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Note: The current picture of the planning may not be up to date. The current version can be viewed here: https://docs.google.com/spreadsheets/d/1Mrgz4kAK8DM9imor_zepvkM9XTyXgOXlZZbME7DrzHo/edit#gid=0.<br />
<br />
== Introduction ==<br />
<br />
There has been a big increase of technology in education; smart boards, laptops, tablets and online learning systems are now commonly used in classrooms. A lot of students have troubles with learning mathematics. Recent technologies in online learning software can help those students learn faster and keep them motivated. It also reduces the workload for teachers.<br />
<br />
== Problem Statement ==<br />
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<br />
Currently, most students make all math exercises from a book. The only feedback they get is if their answer is right or wrong. The exercises are the same for every student and are made to match the general level of all students, resulting in questions which are too simple or too difficult for most of the students. In this way the only way to give personal support is by the teacher which does not have time to help everyone individually. Adaptive Learning Software for Mathematics can help with this problem.<br />
<br />
== Requirements ==<br />
*Gives students individualized support such as hints, feedback, and problem selection<br />
**Hints and feedback based on the learning style of the student (Felder and Silverman model)<br />
**Recognizes common mistakes and gives explanation if those mistakes are made multiple times<br />
**Repeat previously incorrectly made questions<br />
*Simple, intuitive and motivating user interface<br />
**Consistensy across all pages<br />
**No distractive elements<br />
*Motivates students to make exercises<br />
**Shows progress of different modules<br />
**Level of the exercises matches the level of the student<br />
*Collaborative learning<br />
**Students can help each other with exercises<br />
**Competitive gamification<br />
<br />
<br />
Using an adapting collabrative learning system can help students learning the subject and also motivate students<ref>Walker, E., Rummel, N. & Koedinger, K.R. Int J Artif Intell Educ (2014) 24: 33. https://doi.org/10.1007/s40593-013-0001-9</ref>.<br />
<br />
Questions and feedback can be personalised for every students learning style by using the Felder and Silverman model<ref>Felder and Silverman, [https://www.engr.ncsu.edu/wp-content/uploads/drive/1QP6kBI1iQmpQbTXL-08HSl0PwJ5BYnZW/1988-LS-plus-note.pdf "LEARNING AND TEACHING STYLES IN ENGINEERING EDUCATION"], 1988.</ref>. This model describes four learning categories where each category is characterized by two opposite attributes. The Felder and Silverman’s main four categories are the following:<br />
*Sensing versus Intuitive<br />
*Visual versus Verbal <br />
*Active versus Reflective<br />
*Sequential versus Global<br />
<br />
Course satisfaction has a significant effect on performance but performance does not have a strong positive effect on course satisfaction. Previous online learning experience influences self-regulated learning directly. <ref>Chih-Hsuan Wang, David M. Shannon & Margaret E. Ross (2013) Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning, Distance Education, 34:3, 302-323, https://doi.org/10.1080/01587919.2013.835779</ref><br />
<br />
Motivation and emotion significantly influence student learning experiences, including achievement, satisfaction, and passing vs. nonpassing; whereas the use of learning strategies did not.<ref>Moon-Heum Cho & Michele L. Heron (2015) Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course, Distance Education, 36:1, 80-99, https://doi.org/10.1080/01587919.2015.1019963</ref><br />
<br />
== State of the art ==<br />
<br />
=== Articles ===<br />
<br />
Title: '''Math Aversion (State of the Art)''' <br />
<br />
Link: https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/6210554 <br />
<br />
Relevance: incorporate conceptual thinking and illustrations to make students understand mathematical ideas<br />
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Title: '''The Math Wars'''<br />
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Link: https://journals-sagepub-com.dianus.libr.tue.nl/doi/pdf/10.1177/0895904803260042<br />
<br />
Relevance: The article provides an overview of the didactic discussion on math in the past century, as well as the latest controversy, the math war (maybe part of a larger culture war?). It boils down to a fervent discussion between ‘traditionalists’ and ‘modernists’, and their attempts to influence governmental educational policies on math (such as ‘the Standards’ and ‘the Framework’). The text is focussed on the US, but this is likely a trend in the West in general. It is useful to have some knowledge about these philosophical-didactic discussions, although in our limited time we should focus on how to implement the suggested methods of the two groups, not so much on the arguments.<br />
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Title: '''Mathematics is about the world''' - R.E. Knapp<br />
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Link: (book)<br />
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Relevance: A book about the role of mathematics in our lives, and therefore useful for thinking about how to teach the subject. The book claims that mathematics is abstract, but nevertheless is about the world around us, which we try to understand. That discovering quantitative relationships suits our needs for indirect measurement(s), such as the ‘tool’ of establishing geometric relationships. Trying to concretize the notion - that math is a powerful tool for humans - in our program will help to motivate students to engage with the topic, and help them understand new ‘tools’. <br />
<br />
Title: '''Preparation, practice, and performance''': An empirical examination of the impact of Standards-based Instruction on secondary students’ math and science achievement<br />
<br />
Link: https://journals.sagepub.com/doi/pdf/10.7227/RIE.81.5<br />
<br />
Relevance: One set of studies on the impact of ‘SBI’ (standards-based instruction) methods, such as: student self-assessment, inquiry-based activities, group-based projects, hands-on experiences, use of computer technologies, and the use of calculators. ‘Non-SBI practices’: teacher lecture, individual student drill and practice worksheets, and computer drill and practice programmes, etc. <br />
<br />
overview of (SBI) student-centred methods:<br />
- using manipulatives or hands-on materials, such as styrofoam balls and toothpicks for building molecular models, dominoes, base ten blocks, tangrams, spinners, rulers, fraction bars, algebra tiles, coins, and geometric solids.<br />
- incorporating inquiry, discovery, and problem-solving approaches, such as making binoculars out of recycled materials, using scenarios from nature and everyday life events for groups of students to research and investigate using math and science concepts<br />
- applying math and science concepts to real-world contexts, such as banking, energy concerns, environmental issues, and timelines; <br />
- connecting mathematics and science preparation skills to specific careers and occupations<br />
- using calculators and technologies for capturing and analysing original data from original math and science experiments<br />
- communicating math and science concepts, through journal writing, small-group discussions, and laboratory/technical reporting of experiments and results.<br />
<br />
Results:<br />
- SBI practices that were found to be significant contributors to students’ math achievement include the use of manipulatives, self-assessment, co-operative group projects, and computer technology. <br />
- SBI practices that were found to be significant contributors to students’ science achievement include the use of inquiry, self-assessment, co-operative group projects, and computer technology. <br />
- Virtually none of the observed non-SBI practices was found to be a significant contributor to student math or science achievement by gender or ethnic groupings. <br />
<br />
Useful, because looking at effective methods is one way to know which side is right in the math war, or at least what methods we can use in our program. Our program might in a (superficial?) way fit into SBI, although that will ultimately depend on the type of exercises and methods we will include. <br />
<br />
Title: '''Didactic material confronted with the concept of mathematical literacy''' <br />
<br />
Link: https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1023%2FB%3AEDUC.0000017693.32454.01.pdf<br />
<br />
Relevance: this essay is critical of the ‘highly technocratic’ vision ‘from the top’ that aims to let experts device didactic materials to be used by teachers and students, whilst ignoring: <br />
- why is math taught and what is the role of didactic material?, <br />
- how and why do students actually use such materials?, <br />
- In which ways do didactic materials shape the teachers’ activities? <br />
- What does it mean that didactic material is never adopted but always adapted?<br />
<br />
Therefore the author claims it is more useful to focus on ‘valuable mathematical activities’ instead of ‘innovative didactic materials’. <br />
<br />
Furthermore, the author claims that “mathematical literacy” should be the leitmotiv for the teaching and learning of mathematics (up to secondary school). Mathematical literacy conceives “the relationship between mathematics, the surrounding culture, and the curriculum”. He mentions how this should influence didactic materials, and what these materials should look like. He critiques the ‘optimism’ and ‘exclusivity’ approaches of teaching math,and supports the ‘inclusivity’ approach, which presents math as ‘a method to understand the social and economic world we live in. This strategy considers mathematical activity as potentially critical, political, loaded with values, and informative’ and “The cognitive style of daily routine is of high relevance within these mathematical activities, since it is a fundamental aim of the strategy to empower common sense. It is intended to develop the attitude of daily life towards an attitude of critical consciousness.”.<br />
<br />
Useful because it really focuses on the users of didactic material (like our program!), an approach we can use to increase the value students (and teachers) find in our program. We should consider/confirm what mathematical literacy is, and whether it is the right standard to determine what is a valuable mathematical activity. The ‘inclusivity’ approach seems very interesting. However, the author seems very interesting in using math to discuss politics, if not to politicize (young) students, this seems a bad idea.<br />
<br />
Title: '''Geometrical analogies in mathematics lessons'''<br />
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Link: https://academic-oup-com.dianus.libr.tue.nl/teamat/article/26/4/201/1664642<br />
<br />
Relevance: <br />
A summary of possibilities of mathematics lessons regarding the use of analogies in teaching geometry for different age groups. Useful because we might apply this in the exercises to teach users geometry. <br />
<br />
<br />
Title: ''' Open Learner Models: Research Questions''' Special Issue of the IJAIED<br />
<br />
Link: <br />
https://content-iospress-com.dianus.libr.tue.nl/download/international-journal-of-artificial-intelligence-in-education/jai17-2-01?id=international-journal-of-artificial-intelligence-in-education%2Fjai17-2-01<br />
<br />
Relevance: good summary of “learner models” and discussion of relevant aspects , very detailed, but good to use in a brainstorm for concretising the project. <br />
<br />
Title: '''Intelligent Agent-Based e-Learning System for Adaptive Learning'''<br />
<br />
Link: https://www-igi-global-com.dianus.libr.tue.nl/gateway/article/full-text-pdf/58052 <br />
<br />
Relevance:<br />
Adaptive learning approach: support learners to achieve the intended learning outcomes through a personalized way. <br />
<br />
The main idea: to personalize the learning content in a way that can cope with individual differences in aptitude. <br />
NOT: personalizing the presentation style of the learning materials<br />
<br />
model:<br />
- Aptitude-Treatment Interaction theory (ATI): there is a strong bond between the effectiveness of an instructional strategy (i.e. treatment) and the aptitude level of students <br />
-- aptitude: the capability to learn in a specific area either because of having talent or having prior knowledge in this area<br />
- Biggs’ Constructive Alignment Model: (use to operationalize ATI): an effective curriculum depends on adequately describing the educational goals desired. Biggs views curriculum as a teaching system, ultimate goal of system is to guide students towards the desired educational goals. He advocates the alignment of individual components in the system like teaching and learning activities (TLAs) and assessment tasks (ATs). It is a hierarchical framework. <br />
-- inherits the central idea of constructivism that education is a way to train students to be a self-learner<br />
> aim: improving students’ learning outcomes through enhancing their intrinsic motivation<br />
<br />
“Students with lower cognitive skill require highly structured instructional environments than students with higher cognitive skills (Snow, 1989).”<br />
<br />
Title: '''Personalized Adaptive Learner Model in E-Learning System Using FCM and Fuzzy Inference System'''<br />
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Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs40815-017-0309-y.pdf<br />
<br />
Relevance: Some new dimensions of adaptivity are discussed here, like automatic and dynamic detection of learning styles. This is more precise and quicker than previous ones. It is a literature-based approach in which a personalized adaptive learner model (PALM) was constructed. This proposed learner model mines learner’s navigational accesses data and finds learner’s behavioural patterns which individualize each learner and provide personalization according to their learning styles in the learning process. Fuzzy cognitive maps and fuzzy inference system, soft computing techniques, were introduced to implement PALM. Result shows that personalized adaptive e-learning system is better and promising than the non-adaptive in terms of benefits to the learners and improvement in overall learning process. Thus, providing adaptivity as per learner’s needs is an important factor for enhancing the efficiency and effectiveness of the entire learning process.<br />
<br />
Title: '''Elo-based learner modeling for the adaptive practice of facts'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs11257-016-9185-7.pdf<br />
<br />
Relevance: <br />
- computerized adaptive system for practicing factual knowledge. <br />
- widely varying degrees of prior knowledge. <br />
- modular approach: 1. an estimation of prior knowledge, 2. an estimation of current knowledge, and 3. the construction of questions. <br />
- detailed discussion of learner models for both estimation steps (1 & 2),<br />
-- a novel use of the Elo rating system for learner modeling. <br />
--- results, and variations in model and effectiveness<br />
<br />
very useful, only change the topic<br />
<br />
Titel: The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects<br />
Link: https://files.eric.ed.gov/fulltext/EJ1068797.pdf<br />
Abstract:<br />
This report begins by summarizing current applications of ideas from artificial intelligence (Al) to education. It then uses that summary to project various future applications of Al--and advanced technology in general--to education, as well as highlighting problems that will confront the wide scale implementation of these technologies in the classroom.<br />
(relevance): This report gives an example of an already thought of algebra learning AI. However the program doesn’t automatically figure the level of the student. These things are called intelligence tutoring systems (or ITS). Overall very useful article.<br />
<br />
Titel: Permutations of Control: Cognitive Considerations for Agent-Based Learning Environments<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: While there has been a significant amount of research on technical issues regarding the development of agent-based learning environments (e.g., see the special issue of Journal of Interactive Learning Research, (1999, v10(3/4)), there is less information regarding cognitive foundations for these environments. The management of control is a prime issue with agent-based computer environments given the relative independence and autonomy of the agent from other system components. This paper presents four dimensions of control that should be considered in designing agent-based learning environments: Instructural purpose, Feedback, relationship, confidence in AI.<br />
(relevance): More focussed on the cognitive foundation for Artificial intelligence environment. Interesting for the Usefulness of our ideas.<br />
<br />
Titel: Introducing the Enhanced Personal Portal Model in a Synchromodal Learning Environment<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: Study that simulated a digital classroom (by placing camera’s students etcetera)<br />
(relevance): Not really relevant for us but interesting to take notice of (perhaps also making a digital environment for our idea)<br />
<br />
Titel: Intelligence Unleashed<br />
Link: https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/innovation/Intelligence-Unleashed-Publication.pdf<br />
Abstract: this short paper has two aims in mind. The first was to explain to a non-specialist, interested reader what AIEd (Artificial Intelligence in Education) is: its goals, how it is built, and how it works. The second aim was to set out the argument for what AIEd can offer learning, both now and in the future, with an eye towards improving learning and life outcomes for all. <br />
(relevance): This is a company who does research in this topic, it works together with teachers and researchers, therefore this might come as a big <br />
<br />
Titel: Web intelligence and artificial intelligence in education.<br />
Link: https://www.researchgate.net/publication/220374721_Web_Intelligence_and_Artificial_Intelligence_in_Education<br />
Abstract: This paper surveys important aspects of Web Intelligence (WI) in the context of Artificial Intelligence in Education (AIED) research. WI explores the fundamental roles as well as practical impacts of Artificial Intelligence (AI) and advanced Information Technology (IT) on the next generation of Web-related products, systems, services, and activities.<br />
(relevance): More information on Web Intelligence and how it works together with AIED, it focusses on practical inpacts and advanced information technology, especially the first part is interesting for us.<br />
<br />
<br />
<br />
Titel: 10 roles for artificial intelligence in education<br />
Link: https://www.teachthought.com/the-future-of-learning/10-roles-for-artificial-intelligence-in-education/<br />
Abstract: This article explores 10 roles for artificial intelligence in education Being:<br />
Automate, such as grading<br />
Adapt to student needs<br />
Point out improvements<br />
Ai tutors.<br />
Helpfull feedback<br />
changes how we find and interact with inforamtion.<br />
change role of teachers<br />
trial and error less intimidating<br />
change how schools find, teach and support students<br />
AI may change where students learn, who teaches them, and how they acquire basic skills.<br />
(relevance): It can show us some new thing AI helps teachers, which we haven’t thought of yet.<br />
<br />
Titel: Exploring the impact of artificial intelligence on teaching and learning in higher education<br />
Link: https://www.researchgate.net/publication/321258756_Exploring_the_impact_of_artificial_intelligence_on_teaching_and_learning_in_higher_education<br />
Abstract: This paper explores the phenomena of the emergence of the use of artificial intelligence in teaching and learning in higher education. It investigates educational implications of emerging technologies on the way students learn and how institutions teach and evolve. Recent technological advancements and the increasing speed of adopting new technologies in higher education are explored in order to predict the future nature of higher education in a world where artificial intelligence is part of the fabric of our universities.<br />
(relevance): It shows the use of Artificial intelligence already in higher education, it might give us some learingpoints while developing our own artificial intelligence.<br />
<br />
Titel: The roles of models in Artificial Intelligence and Education research: a prospective view<br />
<br />
Link: https://telearn.archives-ouvertes.fr/hal-00190395/<br />
Abstract: In this paper I speculate on the near future of research in Artificial Intelligence and Education (AIED), on the basis of three uses of models of educational processes: models as scientific tools, models as components of educational artefacts, and models as bases for design of educational artefacts. In terms of the first role, I claim that the recent shift towards studying collaborative learning situations needs to be accompanied by an evolution of the types of theories and models that are used, beyond computational models of individual cognition. In terms of the second role, I propose that in order to integrate computer-based learning systems into schools, we need to 'open up' the curriculum to educational technology, 'open up' educational technologies to actors in educational systems and 'open up' those actors to the technology (i.e. by training them). In terms of the third role, I propose that models can be bases for design of educational technologies by providing design methodologies and system components, or by constraining the range of tools that are available for learners. In conclusion I propose that a defining characteristic of AIED research is that it is, or should be, concerned with all three roles of models, to a greater or lesser extent in each case.<br />
(relevance): It can be used to explain a model in which our artificial intelligence solution wolud be beneficial to use.<br />
<br />
Titel: Evolution and Revolution in Artificial Intelligence in Education<br />
<br />
Link: https://link.springer.com/article/10.1007/s40593-016-0110-3<br />
Abstract: The field of Artificial Intelligence in Education (AIED) has undergone significant developments over the last twenty-five years. As we reflect on our past and shape our future, we ask two main questions: What are our major strengths? And, what new opportunities lay on the horizon? We analyse 47 papers from three years in the history of the Journal of AIED (1994, 2004, and 2014) to identify the foci and typical scenarios that occupy the field of AIED.<br />
(relevance): It can give us a quick and ordered view of what research has already been done in the form of AI and where there lie some possibilities for us (written in 2016)<br />
<br />
<br />
<br />
Title: '''Towards Emotionally Aware AI Smart Classroom: Current Issues and Directions for Engineering and Education'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/8253436 <br />
<br />
Abstract: Paper about a emotionally-aware AI smart classroom which can take over the role of a teacher.<br />
<br />
<br />
Title: '''AI and education: the importance of teacher and student relations'''<br />
<br />
Link: https://link.springer.com/article/10.1007/s00146-017-0693-8 <br />
<br />
Abstract: Paper about the difference in relationship between student-teacher and student-AI<br />
<br />
<br />
Title: '''Designing educational technologies in the age of AI: A learning sciences‐driven approach'''<br />
<br />
Link: https://doi.org/10.1111/bjet.12861 <br />
<br />
Abstract: How to develop an AI algorithm based on studies about how people learn.<br />
<br />
<br />
Title: '''Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review'''<br />
<br />
Link: https://journals.sagepub.com/doi/10.3102/0034654315581420 <br />
<br />
Abstract: This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems.<br />
<br />
<br />
Title: '''Artificial Intelligence as an Effective Classroom Assistant'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/7742268 <br />
<br />
Abstract: Article about blended learning, wherein the teacher can offload some work to the AI system.<br />
<br />
<br />
Title: '''Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0747563215001120 <br />
<br />
Abstract: Review on how learning styles were integrated into adaptive e-learning systems.<br />
<br />
<br />
Title: '''Learning Computer Networks Using Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ALHLCN <br />
<br />
Abstract: This paper describes an intelligent tutoring system that helps student study computer networks.<br />
<br />
<br />
Title: '''Mathematics Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ABUMIT <br />
<br />
Abstract: Intelligent tutoring system for teaching mathematics that help students understand the basics of math and that helps a lot of students of all ages to understand the <br />
topic.<br />
<br />
<br />
Title: '''TECH8 intelligent and adaptive e-learning system: Integration into Technology and Science classrooms in lower secondary schools'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0360131514002875 <br />
<br />
Abstract: The purpose of this research is to demonstrate the design and evaluation of an adaptive, intelligent and, most important, an individualised intelligent tutoring system <br />
(ITS) based on the cognitive characteristics of the individual learner.<br />
<br />
<br />
=== Other groups with similar subject ===<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2016_3_Groep18: Elementary school. Made 4 small educational games for children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep14: Elementary school. Made a simple math game for young children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep8: High school. Made an adaptive gamified online learning system using Moodle. The goal of this group is similar to our goal, but they focused more on gamification and less in making the exercises personalized for each student. They used Moodle as an open source online learning system. The big advantage of Moodle is the wide range of plugins that already exist, so it was possible to build further upon those plugins. However creating quizzes and exercises especially mathematical expressions was difficult and time consuming. Many of the plugins they used had no documentation which made it hard to make changes.<br />
<br />
=== Currently available software ===<br />
An overview of already existing software and their limitations<br />
<br />
<br />
'''Getal & Ruimte'''<br />
*Limited number of exercises, only a digitalized version of the exercises from the book.<br />
*Does not remember previously made mistakes in questions.<br />
*Does not repeat previously incorrectly made exercises.<br />
*No hints and feedback after a question. Students must look up the answers in a digital book.<br />
<br />
<br />
'''Khan Academy'''<br />
*No specific feedback based on mistakes.<br />
*Does not remember previously made mistakes in questions.<br />
<br />
<br />
<br />
'''Wolfram Alpha Problem Generator'''<br />
*No specific feedback based on mistakes.<br />
*Does not remember previously made mistakes in questions.<br />
*No automatic problem selection, users must decide when to go to the next level.<br />
<br />
<br />
'''Mathspace'''<br />
*Does not cover all the material of high school.<br />
*Does not remember previously made mistakes in questions.<br />
<br />
<br />
'''Why is our program better?'''<br />
<br />
The software of Getal & Ruimte is specifically made for high school students, follows the structure of the book and covers all the material . However it is mostly a digitalized version of the book with some adaptiveness. The program does not repeat incorrectly made questions or common made mistakes. Newer programs like Khan Academy, Wolfram Alpha and Mathspace are smarter and build as an online program instead of starting from an existing book. Khan Academy has a system to decide when to go to the next level, Wolfram Alpha covers almost all the material and Mathspace gives specific feedback and can also give feedback on intermediate steps. They all lack the possibility to repeat questions where the student had difficulty or made the same mistake.<br />
<br />
== Users, stakeholders and their requirements ==<br />
<br />
=== Primary users: high school mathematics students ===<br />
<br />
Our primary users will be high school mathematics students (or people who want to study this on their own). The subject of mathematics is a vital one for developing abstract thinking and applied in many ways in technical fields, and the skill of problem solving can be applied in many ways in life. At the same time mathematics is often considered difficult by students. For these reasons we think the subject of mathematics is where good value can be provided with our web-based AI-enhanced learning tool. Additionally, mathematics (like other hard sciences) allows for easier checking of answers than the type of language-based (short) essay answers that are required for social sciences. Vocabulary would be a suitable topic as well, however we are unaware of a shortage in German or French translators, whereas there is a shortage in engineering and in the skilled trades. Since highschool in the bridge between primary and college, that is where our program could be most valuable. The introductory test to assess the mathematics level can incorporate primary school topics, and we could offer such exercises to the slightly more mature student as well, whereas primary school children are less self-directed. <br />
<br />
By estimating the current level of understanding and the learning style (speed, etc.) of the individual student, we can offer a tailored learning experience that will help the student get quick feedback (and hopefully more positive results), which will help with building confidence in tackling (new) mathematics problems and might even make the subject more enjoyable. <br />
Using students to beta-test our program will be a useful way to interact with these users, since they might be less able to communicate exactly what it that is lacking in their mathematics course. The proof of the pudding is in the eating, measuring success and especially engagement over time will show how well our program works. Once the students have an actual product to work with they might give valuable feedback on why they kept using it, or why they stopped using it. Of course here we need to take into account that some students might have learning difficulties that need more direct coaching or are just plainly uninterested in improving their lack of mathematical skill. Our program might help some of these kinds of students, but assuming it will be the mathematics panacea is unwise. We aim to get a prototype early b-test with students done at the end of the project. <br />
<br />
- HAVO/VWO!<br />
<br />
=== Primary users: high school mathematics teachers ===<br />
<br />
Other primary users will be high school mathematics teachers. Students can of course start using the web-program on their own, but if high school teachers find it valuable enough to recommend it to students, that could be a good sign. Of course we will have to consider their biases in didactics and their general mindset in terms of improving education (for some it might be lacking). Nevertheless, their impact can be useful, by for instance finding out what in their experience are the main difficulties students have, and trying to adapt for those thing in our program (content-wise, but also in terms of engagement). We will form a focus group of a few of these teachers to make qualitatitve study on the difficulties of teaching mathematics. Their input will be used to determine the direction and attributes of our prototype. Later on we might get them to evaluate it (in combination with a beta-test on students?). <br />
<br />
=== Secundairy users: Headmasters ===<br />
<br />
Headmasters are stakeholders, since they have a say in the way mathematics is taught in their school. Financial cost will be always be in the back of their minds, and as such they will critically assess the performance, robustness and scalability of the program. But, they are clearly concerned about the rates at which students progress through key-courses like mathematics (in the Netherlands it has certain higher requirements than some other courses in terms of passing classes and graduating). If our program can help with that, this is an opportunity. Maybe, our program’s introductory test can be used as the intro-test for new students, and the program can help bridging the gap (the school may decide to used other ways to help these students as well). Depending on the school the headmasters may also have didactical views that are key to the identity of the school that may or may not match with what we decide to use in our program. Given the diversity in education-land, this simply means there will always be some less enthusiastic headmasters with respect to adopting our program. It could be tempting to go with the majority, but we have to independently assess whether the majority is correct, maybe the majority view is related to the problems in teaching mathematics. <br />
<br />
=== Tertiary users / stakeholders ===<br />
<br />
==== Ministry of Education ====<br />
<br />
At a more distant level the ministry of education has similar concerns as the headmasters in terms of money spend and passing rates, but they also bound to more ideological/didactic points of view that are determined by the parliament and the current minister, tough on the other hand the bureaucracy itself might also have a mainstream point of view that is somewhat different. These views will somewhat affect the chances of our program ultimately getting adopted in individual school, if for instance certain funding is allocated to, or withdrawn from, computer-based mathemathics/learning aids – with certain requirements, etc. However, the ministry does not determine for the school what teaching aids they must use in particular. <br />
<br />
==== (Technical) Universities / STEM departments ====<br />
<br />
Technical universities and STEM departments at others have two stakes, one is a higher level of mathematics ability of incoming students, since it is the basis on which many majors (if not all) depend. This could save money in terms of additional efforts, and can bring in more money (if students progress/graduate quicker). Secondly, the more engaging mathematics program we aim to develop might induce more student to choose to go to a technical university or a STEM major instead of a alpha or gamma major. <br />
<br />
==== (Tech) companies ====<br />
<br />
Given the lack of workers in the skilled trades and in engineering, technical companies have a clear stake in students being better in (applied) mathematical problems solving. And such skills can in fact be useful in many jobs, so companies in general might benefit, although it might sound less interesting than clean-desk or scrum or feng shui.<br />
<br />
== Approach/milestones/deliverables ==<br />
Our approach will look the following. We will start with some up front research, we will make some sort about didactics and how to apply this in our webpage we want to create.<br />
While doing research about these topics we will start working on our webpage. We are planning to build some sort of web page or program. This artifact will have some sort of artificial intelligence which keeps track of the level of skill of the student and gives exercises matching the skill level of the student.<br />
After being done with the research about didactics. We will lay the proposal of our artifact in front of several high school teachers. We want to have their input, as the artifact is build for there purpose. We then apply the given advise in our artifact.<br />
Lastly we plan to test our improved application for use, we will go to the same (or other) high school teachers and ask if we can test them in their classes. We then come up with a conclusion and finish the research.<br />
<br />
Our milestones will be the finish of our research, the alpha version of our application, then the comments of the teachers, then the beta version of our application. The findings of the test subject and finally the final version.<br />
<br />
Our deliverables will be a research about the current software and possible use of AI in education, the findings we got from talking to teachers, the test results found when testing on students and finally our artifact, described on this wiki. Furthermore, we deliver a presentation on our project. (Note: we ended up not using artificial intelligence for our project, it was the direction we decided to study in the first week).<br />
<br />
== Concept ==<br />
<br />
=== Didactics of mathematics === <br />
<br />
==== Desk study: Getal en Ruimte studybook ====<br />
To orient ourselves into the well-established mainstream didactic methodology, we ordered a book from the most used mathematics book-serie in the Netherlands: "Getal and Ruimte". We ordered the first book for VWO 3, since we considered that the to be an interesting class, the one before the choice for the alpha (maatschappij) or beta (wetenschap) direction is made. We decided to focus on the material of the first chapter, since our project ran during the beginning of the school year. This choice would allow us to let some students in that year try our software at the end of the project, to get some user-feedback. The topic of linear equation also lends itself to our purposes, since we do not intent to recreate Wolfram Mathematics-like problem solving tools, but instead we wanted to focus on the development of an adaptive learning program, with mathematics as the subject. <br />
<br />
==== Qualitative study: focus group ====<br />
<br />
In order to understand the problems with teaching highschool math, a focus study will be held with a few teachers. This qualitative approach will give us valuable in-depth knowlegde on the praxis of the didactics of mathematics. In this short time period it is more useful than a small questionnaire with generally even fewer responses. In a focus group the partipants can all add to the discussion, react to each other, and the interviewer can ask more suitable follow-up questions. <br />
<br />
===== The invitation mail =====<br />
On thursday the 12th the following mail was send to 17 secondary HAVO/VWO schools in Eindhoven and area.<br />
<br />
"Uitnodiging focusgroep voor wiskunde software<br />
<br />
Wij zijn een groepje van drie derdejaars bachelor-studenten op de Technische Universiteit van Eindhoven die graag in contact zouden komen met HAVO/VWO wiskunde leraren voor het ontwikkelen van een online wiskunde hulpmiddel. Wij zijn bezig met een project van twee maanden, waarbij de wensen van gebruikers van technologie centraal staan.<br />
<br />
<br />
Door middel van een groepsgesprek van ongeveer een uur met enkele wiskundedocenten willen wij bespreken welke problemen zij ervaren in de les en op welke manier individu-gerichte software hen daarbij zou kunnen helpen. Voor dit gesprek komen wij graag naar uw school. <br />
<br />
<br />
Met de hulp van deze focusgroep zal het doel van ons prototype worden bepaald. In overleg met de school zouden wij dit prototype enkele weken later (kort) willen laten testen door leerlingen. <br />
<br />
Graag horen wij of een of meerdere wiskunde docenten op uw school interesse hebben in dit gesprek! <br />
<br />
<br />
Met vriendelijke groet,<br />
<br />
Peter Visser,<br />
mede namens Tom Verberk en Ruben Haakman"<br />
<br />
===== Responses =====<br />
From four schools (Eckart college, Were Di college, Carolus Borromeus college and Stedelijk college) we have received positive reactions, all with groups of two or more teachers. Due to their full agenda's and time-constraints, we decided it would be easier to have seperate focus-group conversations at each school. In this way the different didactic methods of the schools can be discussed more in depth as well. We could use results from earlier talks in later talks to have some (one-way) feedback between teachers. Two more school reacted, only to indicate that they did not have time, though they found the project interesting. In the case of no positive reactions, these schools would have been called, to follow up on the mail. However, given the positive reactions, this was not necessary. <br />
<br />
Due to some delay between mails, and the busy schedules of the teachers, the two interviews that materialised were held on the 30th of September (4 teachers, Eckart college) and the 1st of October (2 teachers, Were Di college). The contact with Carolus Borromeus took much longer to react, and eventually did not react, so sadly this option had to be removed from our focusgroup. The fourth school reacted only in the second-to-last week of our project, and any feedback from this meeting (likely to occur even later) would not be useful in our prototype-development.<br />
<br />
===== Preparation =====<br />
<br />
A question list has been prepared, with possible follow up aspects, to guide the discussion of the teachers in the focusgroup, and to try to optimize useful information for our design choices. The points will not be checked off like an interview, but are a guide for the discussion. The concept of quantitative studies, and specifically the focus group (or group discussion) format has been studied with the help of a basic textbook (An Introduction to Qualitative Research: Learning in the Field - Rossman & Rallis). The question-points, and sub-points, are shown below, in Dutch, since the subjects and interviewer are Dutch, and this will improve the quality of the discussion. First the interviewer will shortly introduce himself and explain the project and the goal of the discussion. <br />
<br />
Note: Due to the relatively slow process of setting up meetings, due to slow mail-contact and full teacher agenda's) the interviews happened later in our project that we had envisioned. For this reason the nature of the interview changed somewhat. The initial questionlist was still used, but relatively less time was spend on these questions, and that time was used to ask more specific question about the design-decision we had already made (in order to progress in our limited-time project). These questions naturally fitted after the initial questions. <br />
<br />
1. korte introductie van elke docent: opleiding, ervaring (jaren, klassen, niveaus)<br />
<br />
2. didactische methode van school: boek, lesgeven, hulpmiddelen<br />
- pluspunten<br />
- verbeterpunten<br />
<br />
3. individuele methoden van docenten<br />
<br />
4. problemen met wiskunde-overbrengen? <br />
<br> - wat ter tafel komt!<br />
<br>- concentratie? <br />
<br>- hoofdrekenen vs rekenmachine?<br />
<br>- hoeveelheid oefenen (buiten de les)?<br />
<br> - verschillen tussen leerlingen?<br />
<br />
5. Op welke manier probeert men deze problemen het hoofd te bieden, wat werkt wel en niet?<br />
<br />
6. Op welke manier zou een (online) individueel-adaptief programma hieraan kunnen bijdragen?<br />
<br />
7. Wat is jullie ideale voorstelling van zo’n dergelijke programma?<br />
<br />
8. specifieke vragen over doelstelling programma <br />
<br>-- diagnostische toets<br />
<br>-- goede leerlingen: verder werken<br />
<br>-- zwakke leerlingen: extra oefenen<br />
<br>-- vervangen van deel van oefenen met boek<br />
<br>-- klassikaal toetsen (meteen oefenen van hoofdrekenen?)<br />
<br>-- helemaal zelfstandig<br />
<br>-- Herhalen van de theorie in het programma, of juist focus op oefenen?<br />
<br />
9. Manieren om studenten 'engaged' te houden (over langere tijd)?<br />
<br />
10. Het idee van deel-hints voor het helpen oplossen van een probleem (ipv simpelweg het antwoord of de hele uitwerking)?<br />
<br />
11. Gedurende het jaar toetsen over stof van voorgaande hoofdstukken om kennis couranter te houden?<br />
<br />
12. Vooral focus op studenten die meer oefening nodig hebben?<br />
<br />
13. functie: extra oefenmateriaal, op termijn vervanging van de opdrachten in het boek, maar theorieboek en uitleg van docent blijven nodig?<br />
<br />
14. Verdere aspecten die ter tafel komen.<br />
<br />
===== Results =====<br />
<br />
Both interviews were recorded, in order for the interviewer to focus on the conversation instead of note-taking, and also for the ease of listening back to certain parts that afterwards seemed bussy with talk. For the ease of this report, these recordings have been summarised below, with a focus on distilling the general feedback on functionality and requirements. <br />
<br />
''Eckart college (Eindhoven)'': <br />
<br />
Over het algemeen waren de 4 docenten te spreken over het idee.<br />
Ze hebben al wel een soort software, maar zonder hints, en ze moeten zelf de opdrachten inprogrammeren. Ze gebruiken dat niet echt kreeg ik de indruk.<br />
Hoofdrekenen vonden ze niet echt een probleem, omdat ze in de les de rekenmachines niet laten gebruiken, dus leerlingen ontwikkelen de vaardigheid op deze manier al.<br />
Het idee van hints waren ze erg over te spreken, als verbetering op een antwoordboekje (of de hele uitwerking).<br />
Ook het idee dat ze een beter diagnose middel hebben met deze software sprak ze aan. Verder vonden ze het vooral interessant als aanvulling op de les, en (deelse) vervanging van de opdrachten uit het boek. <br />
<br />
Voor de verschillende niveau’s en jaren de problemen nogal verschillend. Specifiek voor VWO 3 speelt dat er een tweedeling is tussen wie waarschijnlijk wiskunde a en wie waarschijnlijk wiskunde b gaan doen. De ene groep heeft meer uitleg nodig, en herhaling van de simplere opdrachten, de andere groep heeft dingen eerder door (en door verveling kunnen die lastig zijn in de les).<br />
<br />
Daarom willen de docenten ook een toepassing voor die betere leerlingen, niet per sé ‘extra’ werk, maar vervangende opdrachten, die interessanter zijn, o.i.d. (Dit hadden we zelf ook bedacht, maar valt dus buiten ons prototype).<br />
<br />
Een andere tip is dat leerlingen de mogelijkheid moeten hebben om een opdracht (of opdrachtsoort) op te slaan, om die vervolgens dan makkelijk te kunnen laten zien aan de docent in de les.<br />
<br />
Verder vonden de docenten het ook een goed idee als leerlingen elkaar (online) kunnen helpen met een opdracht, en daar dan misschien iets van punten voor kunnen krijgen. (Dit lijkt me buiten het prototype vallen, maar kunnen we meenemen in de verbeterpunten)<br />
<br />
Ook nog een tip dat we het goed moeten opdelen in blokjes, zodat het niet te lang duurt, en ervoor moeten zorgen dat leerlingen kunnen zien hoe ver ze zijn, bijv. Een progressie-balkje. <br />
<br />
Een docent wilde ook een soort vragenuurtje organiseren buiten de les, waar leerlingen dan vragen over de software kunnen stellen. De andere drie waren hier niet enthousiast over. Die vinden dat de software vooral moet dienen om de leerling te helpen richting zelfstandig leren te werken. Hetzelfde geld voor mailtjes over vragen in de software.<br />
<br />
Wel vonden ze dat er een feedback middel moet zijn om technische problemen met de software of opdrachten te kunnen aangeven. <br />
<br />
Voor de prototype test zijn er twee docenten met een vwo3 klas. Ze zitten tussen een vakantie en een toetsweek, dus hebben geen tijd om in begin van week 43 het prototype in de klas te proberen. Wel vonden het een goed idee om (nadat ze het zelf hebben bekeken) een link door te sturen. Omdat de toets over hoofdstukken 1 en 2 gaat, is qua prototype vooral handig voor de leerlingen (en dus voor user-feedback) als de invulling voor hoofdstuk 1 dat wij hebben gekozen, vooral een soort uitgebreide diagnostische toets is. De uitbereiding is dan qua het soort vragen, en qua herhaling van vragen bij foute (of pas na hints opgeloste) vragen. <br />
<br />
Verder moeten ipv inlognaam ‘nicknaam’ gebruiken, ipv met privacy van leerlingen die vaak onder de 16 jaar oud zijn. Een vraag over klas of docent zou volgens hen wel kunnen, om het uit elkaar te houden, en omdat dit niet individueel te traceren is. <br />
<br />
Een goede vraag was ook of we wel het huidige aanbod in de markt hebben bestudeerd. Dat is denk ik iets wat wel in de presentatie en/of wiki moet bespreken. <br />
<br />
''Were Di college (Valkenswaard)'':<br />
<br />
Over het algemeen waren de 2 docenten te spreken over het idee.<br />
Ze hebben ook al wel een soort software, maar zonder hints, en ze moeten zelf de opdrachten inprogrammeren. Ze gebruiken dat niet echt kreeg ik de indruk.<br />
Hoofdrekenen vonden ze wel echt een probleem, als onderdeel van een algemeen gebrek aan rekenvaardigheden, als ze van de basisschool afkomen. Hiervoor kan het idee van diagnostische toets voor nieuwe leerlingen dus handig zijn, zodat men sneller en gerichter kan inspringen op gaten in deze vaardigheden. Ook diagnose voor nieuwe klassen (voor een docent nieuw) vonden ze een goed idee. <br />
<br />
Het idee van hints waren ze erg over te spreken, als verbetering op een antwoordboekje (of de hele uitwerking).<br />
Verder vonden ze het vooral interessant als aanvulling op de les, en (deelse) vervanging van de opdrachten uit het boek. <br />
<br />
Daarom willen de docenten ook een toepassing voor die betere leerlingen, niet per sé ‘extra’ werk, maar vervangende opdrachten, die interessanter zijn, o.i.d. (Dit hadden we zelf ook bedacht, maar valt dus buiten ons prototype). Probleem hierbij is hoe groot het de verschillen worden, en in hoeverre één les dan nog toereikend is voor de grote verschillen. <br />
<br />
Het idee om een opdracht (of opdrachtsoort) op te slaan, om die vervolgens dan makkelijk te kunnen laten zien aan de docent in de les, vonden ze erg handig.<br />
<br />
Ook nog een tip dat we het goed moeten opdelen in blokjes, zodat het niet te lang duurt, en ervoor moeten zorgen dat leerlingen kunnen zien hoe ver ze zijn, bijv. Een progressie-balkje. Volgens de docenten zou dit soort ‘gamification’ (er een spelletje van maken) het vooral voor jongens interessanter kunnen maken. <br />
<br />
De docenten hebben allebei niet vwo3 als klas, en op deze school is er binnenkort geen toets over hoofdstuk 1 + 2. Dus hier is het test-idee voor de andere school niet zo nuttig. Wel kunnen we de link van het programma doorsturen aan de ene docent, die het dan wil doorgeven aan de betreffende docenten, maar ik denk dat we hier niet veel van moeten verwachten, omdat het voor de leerlingen dan puur herhalen is zonder ‘noodzaak’ zoals een toets…<br />
<br />
Ook hier was een goede vraag of we wel het huidige aanbod in de markt hebben bestudeerd. Dat is denk ik iets wat wel in de presentatie en/of wiki moet bespreken. Maar zelf hadden ze nog niet van dit soort software gehoord.<br />
<br />
===== Discussion and implementation =====<br />
<br />
The importance of the following requirements has been affirmed with the help of the focusgroup:<br />
<br>- exercise practice tool (as opposed to theory-laden)<br />
<br>- use contextual hints to help students learn (compared to merely showing the answer or the whole derivation)<br />
<br>- repeat exercises until the student has solved a few without hints<br />
<br>- show progress to students<br />
<br>- the diagnostic functionality for teachers: student performance overview and details<br />
<br>- for later: exercises for the faster students so they can use their time in highschool worthwhile <br />
<br />
The following requirements have been added with the help of te focusgroup:<br />
<br>- easy to use for teachers (an end-product, no need to program in questions, etc.)<br />
<br>- use nicknames instead of 'name' with respect to privacy of students under 16.<br />
<br>- keep the (sub)modules short enough, so that student can complete one in a timespan that fits their concentration-arc<br />
<br>- ability to save an exercise, in order to discuss it with students<br />
<br>- feedback option, so students can report problems to the developers<br />
<br>- later on: possibility to discuss problems on an online platform ?<br />
<br />
=== Hierarchy of mathematics modules ===<br />
<br />
In the figure below is a sketch of what the structure of the program can look like. The modules might be related more complexely, this we need to assess. Modules can have sub-modules. The number of exercises is one key aspect in attuning to the individual learner. <br />
<br />
[[File:Hierarchy_AI_learning.png]]<br />
<br />
=== Design choices ===<br />
<br />
==== Topic ====<br />
<br />
Linear equations (beginning of VWO 3). We bought this book to study the widely accepted didactic method as an example and stepping stone.<br />
<br />
== Technical aspects ==<br />
<br />
In this part of the wiki the technical aspects of our application will be explained. First the foundations of our application will be discussed, next the database structure of the application will be discussed, thereafter the layout of the web page will be discussed. Following that specific methods used in the code will be viewed in more detail and explained in a clear and structured manner, lastly the interface of the application will be discussed.<br />
<br />
=== Foundation === <br />
<br />
Most of our application is programmed using Python 3.0. As a web framework we used Django: an free and open source web application written in python. A framework is nothing more than a collection of modules that make development easier.The official project site describes Django as "a high-level Python Web framework that encourages rapid development and clean, pragmatic design. [LINK TO SITE]. For the interface we used a application wide CSS template. <br><br><br />
<br />
The main application can be split into 3 parts: Login module, Question module and Teacher module. <br><br><br />
<br />
Login Module: <br><br />
The login module consists of the actual login mechanism, This includes an register form, a login form, a landing page (page where you "land" when you enter the url) and a home page. <br><br><br />
<br />
Question module: <br><br />
The queston module consists of 2 main parts. The General Question part and the actual question part. The General question part mainly contains method that are used for all modules in general, or are related to routing. (E.G. the select current module module). The actual question part is related to the individual questions. <br><br />
The genaral questions part contains: current module section, select module section. <br><br />
The actual question part contains: All the seperate questions, answer pages to all the questions and the "answer next question" part. <br><br><br />
<br />
Teacher module: <br><br />
The teacher module consist of all the teacher functionality. This includes an teacher verification question and the student overview, once the teacher is verified. <br><br><br />
<br />
=== Database ===<br />
<br />
An sqlLite database was used to manage our data. To manage the data in the best way possible and without keeping unused data we choose the following database tables in our database<br />
<br />
==== Customuser ====<br />
Customuser is the standard User database table python has, only it is adjusted to serve us the way we want it. We added 3 extra values untop of the values that were standard. The standard data is given in italics, our new data is given in bold, in brackets the type of data is given. All the data that is in the Customuser table is: <br><br><br />
''Id''(integer): The Id that is given to a user. <br><br />
''password''(varchar(128)): The password filled in by the user. <br><br />
''last_login''(datatime): The last time the user has logged in (NULL if user has not logged in). <br><br />
''is_superuser''(bool): If a user is able to access all pages (Not used in our website). <br><br />
''username''(varchar(150)): The username the user filled in. <br><br />
''first_name''(varchar(30)): The first name of the user (not used in our application due to privacy reasons, our focusgroup suggested this change for us). <br><br />
''last_name''(varchar(150)): The last name of the user (also not used). <br><br />
''email''(varchar(254)): The email of the user, filled in during sign up. <br><br />
''is_staff''(boolean): To denote if some user is part of the development staff, not used in our application (this will allow the user to access all the admin functionality, which is not something we want teachers to be able to do. <br><br />
''is_active''(boolean): To denote if someone is active, this is checked based on the lastlogin time. <br><br />
''date_joined''(datetime): The date and time the user has signed up an account. <br><br />
'''general intelligence'''(integer): The intelligence modifier we keep track of to determine how smart someone is. <br><br />
'''isTeacher'''(boolean): Boolean that states if a user is a teacher. <br><br><br />
<br />
==== Module ====<br />
The Module table is a simple auxilerary table to make sure some data about the modules is contained. The data in the module database has to be changed via some sort of database inserter or management program. We did this beforehand, adding some modules to the database. <br><br />
'''id'''(integer): The id that is given to a certain module. <br><br />
'''title'''(varchar(200)): The title of an given module. <br><br />
'''text'''(text): Some text explaining what the module is about. EG if a module contains quadratic formulas with 2 variables, the text for that module will be this. <br><br><br />
<br />
==== module_user ====<br />
The module_user table is where most of the actions in our database take place. It is the main factor that connects the users to the modules. Every time somebody changes something in the database (except adding teacher or signing up). This table will be selected. As said this table connects the users to the modules, it does this in such a way that it keeps track of how many questions a student has correct, wrong etc. It changes the intelligence of the student of this module to better simulate how smart a student is. The table with its values looks as follows: <br><br />
'''id'''(integer): The ID of the combination such that it is easy to find. This ID is an unique value and is automaticly assigned by the database upon creating such an module_user entry.<br />
'''currentModule'''(integer): To denote if the user is currently active in this module. The decision to make this an integer value and not a simple boolean value is because in this way we can keep track of which question of the module the user is working on and not just the module in general.<br />
'''amountCorrect'''(integer): The total amount of questions the user has correct in the current module.<br />
'''amountWrong'''(integer):<br />
'''amountHints'''(integer):<br />
'''moduleScore'''(integer):<br />
'''mistake1'''(integer):<br />
'''mistake2'''(integer):<br />
'''mistake3'''(integer):<br />
'''mistake4'''(integer):<br />
'''mistake5'''(integer):<br />
'''currentQuestionHints'''(integer):<br />
'''currentQuestionCorrect'''(integer):<br />
'''module_id'''(integer)(ForeignKey):<br />
'''user_id'''(integer)(ForeignKey):<br />
<br />
=== Layout === <br />
<br />
In this section of the wiki the layout of our application will be discussed. This is done by giving a brief explanation of the web page and the different functionalities it has<br />
<br />
==== Landing page ====<br />
The landing page is the page where you “land” when entering the given URL. From this page you can either login or sign up as a new account. <br> <br><br />
<br />
Functionalities: <br><br />
''Log In Button'': This button will redirect you to the login page. <br><br />
''Schrijf in Button'': This button will redirect you to the sign up page. <br><br><br />
<br />
[Insert Photo]<br />
<br />
==== Singup page ====<br />
The sign up page is the page where you make a new account. You do this by filling in the given form, upon filling in the form in the correct way the website will create an new account for this user. This includes an entry in the ‘’’Customuser’’’ table discussed in the previous section and multiple entries in the ‘’modules_user’’’ table discussed in the previous section one for each module. <br><br><br />
<br />
Functionalities: <br><br />
''username Field'': This field the user has to fill in the username, this username cannot exist in the database yet. There are no further restriction for the username, all given restrictions are given on the web page.<br><br />
''Email Adress Field'': This field the user has to fill in his/her emailadress. The box checks if the email addres can be an existing emailadress. (It checks if there is an example@example.example structure).<br><br />
''Pasword Field'': The user has to fill in his/her password. The password box checks if the requirements to the password given at the page are met. <br><br />
''Repeat password field'': The user has te repeat their password. Such that he will not have accidentely made an type. The page checks if the password was the same as before. <br><br />
'' Signup button'': When pressing the signup button. The webpage will start the signup procedure once all the above checks give a positive result. The webpage will then redirect the user to the landing page where the user can login. <br><br />
'' Login button'': This button will redirect to the login page. It is a simple shortcut for the user to take if it turns out he already had an account.<br />
<br />
==== Login page ====<br />
The loginpage is the page where you login as an user if you already have an account. If the username and password are incorrect the website will give an general error, this means that there is for the website no difference in having a wrong username or having a wrong password. <br> <br><br />
<br />
Functionalities: <br><br />
''Username field'': This field the user has to fill in the username with whom they have an account on the website. <br><br />
''Password field'': This field the user has to fill in the corresponding password. <br><br />
<br />
==== Main functionalities once logged in ====<br />
Once you have logged in as a user you can use the menubar at the top of your screen. This menubar is available at all the pages listed below. The buttons discussed in this subsection will therefore be available but not be discussed during the explanations of the pages that follow. <br><br><br />
<br />
Functionalities: <br><br />
''Home button'': This button redirects to the home page. <br><br />
''Hoofdstukken button'': This button redirects to the module overview page. <br><br />
''Uitloggen button'': This button will log the user out and redirect the user to the landing page. <br><br />
<br />
==== home page ====<br />
The home page is the page where the user lands when he has filled in the correct username and password. From here on he can access the different possibilities our application has to offer. <br><br><br />
<br />
Functionalities: <br><br />
''Huidige module button'': This button redirects to the current module the user is working on as explained in the “module_user” table section of the database. <br><br />
''Module overzicht button'': This button redirects to the module overview page. <br><br />
''Leraren button'': This button redirects to the teacher page when the user is not a teacher (discussed in user table of database) and redirects to the “confirmed teacher” page when the user is a teacher.<br />
<br />
==== module overview ====<br />
From the module overview page users can pick specific modules they want to study a bit more. They can also look ahead of what is to come. <br><br><br />
<br />
Functionalities: <br><br />
''Specific chapter button'': Each button on this page will redirect to a question with a specific question. Within a specific module the user can select the question they want to answer.<br />
<br />
==== Question view ====<br />
When answering a certain question the user will always first land on the question view page. On this page a question is shown with (1 or 2) number boxes where answers should be filled in. The user can then request a new question. Or check if their answer is correct. <br><br><br />
<br />
Functionalities: <br><br />
''Field 1'': The first answerfield where the user should fill in the correct answer. <br><br />
''Field 2'': The second answerfield where the user should also fill in the correct answer. <br><br />
''Nieuwe vraag button'': This button will refresh the page, meaning that the same kind of question will be asked with different variables. <br><br />
''Controleer button'': The answer to the question will be checked and the user will be redirected to the Question Answer page.<br />
<br />
==== Question Answer ====<br />
This is the page where the user will be redirected when he has answered a question. For the sake of explanation the user has answered the question wrongly, but has already answered the same question correct the number of times in which he is able to advance to the next question. By assuming this we will see the full functionality of this page. <br><br><br />
<br />
Functionalities: <br><br />
''Question answer and your answer text”: The page will display the question, your answer and the correct answer, this way you can see where you went wrong. When you have answered the question correct only your answer will be shown. <br><br />
''Bekijk een hint button'': When pressing this button the page will explain the mistake you made. This can be used to do the question correct next time. IF you answered the question correct, this button will not be displayed. <br><br />
''multiple same mistake text'': The page will display a warning to you if you have made the same mistake multiple times. It will ask you to ask the teacher to explain this to you, since you clearly did not understand it. This will only show up when you made the same mistake multiple times. <br><br />
''Doe deze vraag opnieuw button'': This button will ask you the same kind of question again. Meaning this question will be asked again with different variables. <br><br />
''volgende vraag button'': This button will redirect you to the next question. You are only able to press this button once you have reached a certain treshhold (This will be discussed in the NextQuestion Method).<br />
<br />
==== Teacher (not confirmed) ====<br />
The teacher page is a page where users will find themselves when they press the teacher button when they are not a teacher. Once they are on this page the only thing they can do is fill in the teacher password. If they have done this they will be made a teacher and can access all the teacher possibilities. <br><br><br />
<br />
Funtionalities: <br><br />
''password field'': This is where the user fills in the teacher password. <br><br />
''controleer button'': This button will check if the filled in password is correct. If the password is incorrect the page will be reloaded and there will not be a change made. If the password was correct the user will be redirected to the confirm teacher page and the user will be made a teacher in the databes.<br />
<br />
==== confirmed teacher ====<br />
The confirmed teacher page is an overview for teacher of all the students. It will display for each student the total amount of correct answers, the total amount of wrong answers and the ration between the two. This way teachers can in a quick glance see which students are good and which need some attention. <br><br><br />
<br />
Functionalities: <br><br />
''Nickname Column'': The nickname of the users, this is the username field of the login page. <br><br />
''Slimheid(%) column'': The percentile of questions that were answered correct. <br><br />
''totaal correct column'': The amount of questions that the user has answered correct. <br> <br />
''total fout column'': The amount of question that the user has answered wrong. <br><br />
<br />
=== Methods ===<br />
<br />
=== Interface ===<br />
<br />
==== Quantitative study: first alpha-test ====<br />
<br />
In the beginning of week 43 we aimed to do a alpha-test of the prototype at the schools of the teachers who are in the focusgroup(s). We mainly wanted to ask about their experience and any recommendations they would make. The end of our project was in between their autumn-break and a finals-week at their school, so the teachers indicated that they could only have time to shortly introduce the program, but that students would have to test it in their own time. This was further complicated by our lack of success in getting the program easily usable (by making the website online, or making an .exe-file). We did send emails with the instructions to download the program and the files, however the two teachers that replied indicated that they did not think students would have time for this before the finals week. As an alternative we asked some of our acquaintances of highschool age (siblings, cousins, etc.) to try the program on our own laptops, and to answer a few short questions (in Dutch).<br />
<br />
The questions: <br><br />
1. What do you think is good about the interface, what should be improved?<br />
<br />
2. What do you think is good about the questions, what should be improved?<br />
<br />
3. What do you think is good about the hints, how could it be more helpful? <br />
<br />
4. What do you think about the repetition of questions, should it be more or less? <br />
<br />
5. Additional remarks?<br />
<br />
===== Results =====<br />
We tested the program with 6 acquaintances of highschool age. They seemed to pick up on how to use the software quite well, which means our software is somewhat intuitive, but also that kids these days are apt in using software. Except for one first-year student, the material was not new for the users, which somewhat resembles using the software to practice material that a teachers has explained (instead of it being completely new theory). <br />
<br />
1. Interface<br><br />
The interface was did not receive major criticism, though some aspects were noted to be unfinished, such as a colored indicated for good or wrong answers. One user thought the question-box should be larger, another said that she wondered that the overview would have too many links if the software covered all material. Yet another noticed some some English terms, which should be rewritten in Dutch. They also noticed that the sign-in form interface was not looking very good in case of errors. <br />
<br />
2. Questions<br><br />
Most testers thought the questions worked well, but one thought there should be more questions, while two others were glad to be finished (math is not their favorite subject). One thought all ‘+ -‘ should be written as ‘-‘ by the program, however this is not the case in Getal en Ruimte either. <br />
<br />
3. Hints<br><br />
The students found the notion of hints a welcome addition. Some wanted a hint before even answering a question once. Of course this is possible, but we decided that a student should be made to think first, try something, and then get feedback. We noted that students virtually always clicked on hint if their answer was wrong, maybe because they wanted to move quicker though the program, but without understanding the hints, and making a new question, they could not progress. This probably means we facilitated some learning with the program.<br />
<br />
4. Repetition<br><br />
On the topic of repetition the response was not so positive. Some were quick, and did not want to repeat the (easier) questions three times, others made quite a few mistake with the last question, and wanted to be done with it once they had one correct answer on that question-type. We think the negativity was partly because of the wide range of students, meaning the software was less adapted to them than to the intended audience. Furthermore, we think that it might well be that students dislike some aspects of learning (in the short term), but that it actually helps them in the long term. Of course, making one question of every type seems like it will cost less time, but for most students that is not enough to really learn the techniques involved. <br />
<br />
5. Other remarks<br><br />
Except one student, the students said their schools do not use software in their classes or for homework, and that they found the idea worthwhile. One said it would probably take a lot of time to make all the hints for all the questions in highschool-books.<br />
<br />
== Conclusion ==<br />
<br />
== Discussion ==<br />
<br />
possible improvements!<br />
<br />
== References ==<br />
<br />
{{Reflist}}<br />
<br />
== Peer Evaluations ==</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=PRE2019_1_Group3&diff=81228PRE2019 1 Group32019-10-28T14:20:19Z<p>S153905: /* Currently available software */</p>
<hr />
<div>'''Adaptive learning software for mathematics'''<br />
<br />
<br />
== Group Members ==<br />
{| class="wikitable" style="border-style: solid; border-width: 1px;" cellpadding="3"<br />
!style="text-align:left;"| Name<br />
!style="text-align:left"| Study<br />
!style="text-align:left;"| Student ID<br />
|- <br />
| Ruben Haakman || Electrical Engineering || 0993994<br />
|-<br />
| Tom Verberk || Software Science || 1016472<br />
|-<br />
| Peter Visser || Applied Physics || 0877628 <br />
|-<br />
|}<br />
<br />
== Planning ==<br />
Every week we will have 2 meetings, in between the meetings we will work on individual tasks, results of the individual tasks will be examined in the meetings, the tasks dicussed are the time when the tasks has to be done. Once a week a meeting with the tutor(s) is arranged to discuss progress and teamwork. In week 8 we will present our prototype to the class, and afterwards we will finalize the wiki. <br />
<br />
<br />
{| class="wikitable" border=1 style="border-collapse: collapse;"<br />
| '''Week''' || '''Monday (morning)''' || '''Thursday (afternoon)'''<br />
|- <br />
!style="text-align:center;"| '''1'''<br />
| ALL : choose topic <br />
| ALL : <br>literary research <br>problem definition <br>make the planning <br>define structure of the report <br />
|-<br />
!style="text-align:center;"| '''2'''<br />
| Ruben : introduction/problem statement <br>All : wiki page <br>All : state of the art <br>Peter : users/stakeholders <br> Tom: Approach, milestones and deliverables, Who’s doing what<br />
|-<br />
| <br />
|}<br />
<br />
[[File:Planning_1_(12-9).PNG]]<br />
<br />
[[File:Planning_2_(12-9).PNG]]<br />
<br />
Note: The current picture of the planning may not be up to date. The current version can be viewed here: https://docs.google.com/spreadsheets/d/1Mrgz4kAK8DM9imor_zepvkM9XTyXgOXlZZbME7DrzHo/edit#gid=0.<br />
<br />
== Introduction ==<br />
<br />
There has been a big increase of technology in education; smart boards, laptops, tablets and online learning systems are now commonly used in classrooms. A lot of students have troubles with learning mathematics. Recent technologies in online learning software can help those students learn faster and keep them motivated. It also reduces the workload for teachers.<br />
<br />
== Problem Statement ==<br />
<br />
<br />
Currently, most students make all math exercises from a book. The only feedback they get is if their answer is right or wrong. The exercises are the same for every student and are made to match the general level of all students, resulting in questions which are too simple or too difficult for most of the students. In this way the only way to give personal support is by the teacher which does not have time to help everyone individually. Adaptive Learning Software for Mathematics can help with this problem.<br />
<br />
== Requirements ==<br />
*Gives students individualized support such as hints, feedback, and problem selection<br />
**Hints and feedback based on the learning style of the student (Felder and Silverman model)<br />
**Recognizes common mistakes and gives explanation if those mistakes are made multiple times<br />
**Repeat previously incorrectly made questions<br />
*Simple, intuitive and motivating user interface<br />
**Consistensy across all pages<br />
**No distractive elements<br />
*Motivates students to make exercises<br />
**Shows progress of different modules<br />
**Level of the exercises matches the level of the student<br />
*Collaborative learning<br />
**Students can help each other with exercises<br />
**Competitive gamification<br />
<br />
<br />
Using an adapting collabrative learning system can help students learning the subject and also motivate students<ref>Walker, E., Rummel, N. & Koedinger, K.R. Int J Artif Intell Educ (2014) 24: 33. https://doi.org/10.1007/s40593-013-0001-9</ref>.<br />
<br />
Questions and feedback can be personalised for every students learning style by using the Felder and Silverman model<ref>Felder and Silverman, [https://www.engr.ncsu.edu/wp-content/uploads/drive/1QP6kBI1iQmpQbTXL-08HSl0PwJ5BYnZW/1988-LS-plus-note.pdf "LEARNING AND TEACHING STYLES IN ENGINEERING EDUCATION"], 1988.</ref>. This model describes four learning categories where each category is characterized by two opposite attributes. The Felder and Silverman’s main four categories are the following:<br />
*Sensing versus Intuitive<br />
*Visual versus Verbal <br />
*Active versus Reflective<br />
*Sequential versus Global<br />
<br />
Course satisfaction has a significant effect on performance but performance does not have a strong positive effect on course satisfaction. Previous online learning experience influences self-regulated learning directly. <ref>Chih-Hsuan Wang, David M. Shannon & Margaret E. Ross (2013) Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning, Distance Education, 34:3, 302-323, https://doi.org/10.1080/01587919.2013.835779</ref><br />
<br />
Motivation and emotion significantly influence student learning experiences, including achievement, satisfaction, and passing vs. nonpassing; whereas the use of learning strategies did not.<ref>Moon-Heum Cho & Michele L. Heron (2015) Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course, Distance Education, 36:1, 80-99, https://doi.org/10.1080/01587919.2015.1019963</ref><br />
<br />
== State of the art ==<br />
<br />
=== Articles ===<br />
<br />
Title: '''Math Aversion (State of the Art)''' <br />
<br />
Link: https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/6210554 <br />
<br />
Relevance: incorporate conceptual thinking and illustrations to make students understand mathematical ideas<br />
<br />
Title: '''The Math Wars'''<br />
<br />
Link: https://journals-sagepub-com.dianus.libr.tue.nl/doi/pdf/10.1177/0895904803260042<br />
<br />
Relevance: The article provides an overview of the didactic discussion on math in the past century, as well as the latest controversy, the math war (maybe part of a larger culture war?). It boils down to a fervent discussion between ‘traditionalists’ and ‘modernists’, and their attempts to influence governmental educational policies on math (such as ‘the Standards’ and ‘the Framework’). The text is focussed on the US, but this is likely a trend in the West in general. It is useful to have some knowledge about these philosophical-didactic discussions, although in our limited time we should focus on how to implement the suggested methods of the two groups, not so much on the arguments.<br />
<br />
Title: '''Mathematics is about the world''' - R.E. Knapp<br />
<br />
Link: (book)<br />
<br />
Relevance: A book about the role of mathematics in our lives, and therefore useful for thinking about how to teach the subject. The book claims that mathematics is abstract, but nevertheless is about the world around us, which we try to understand. That discovering quantitative relationships suits our needs for indirect measurement(s), such as the ‘tool’ of establishing geometric relationships. Trying to concretize the notion - that math is a powerful tool for humans - in our program will help to motivate students to engage with the topic, and help them understand new ‘tools’. <br />
<br />
Title: '''Preparation, practice, and performance''': An empirical examination of the impact of Standards-based Instruction on secondary students’ math and science achievement<br />
<br />
Link: https://journals.sagepub.com/doi/pdf/10.7227/RIE.81.5<br />
<br />
Relevance: One set of studies on the impact of ‘SBI’ (standards-based instruction) methods, such as: student self-assessment, inquiry-based activities, group-based projects, hands-on experiences, use of computer technologies, and the use of calculators. ‘Non-SBI practices’: teacher lecture, individual student drill and practice worksheets, and computer drill and practice programmes, etc. <br />
<br />
overview of (SBI) student-centred methods:<br />
- using manipulatives or hands-on materials, such as styrofoam balls and toothpicks for building molecular models, dominoes, base ten blocks, tangrams, spinners, rulers, fraction bars, algebra tiles, coins, and geometric solids.<br />
- incorporating inquiry, discovery, and problem-solving approaches, such as making binoculars out of recycled materials, using scenarios from nature and everyday life events for groups of students to research and investigate using math and science concepts<br />
- applying math and science concepts to real-world contexts, such as banking, energy concerns, environmental issues, and timelines; <br />
- connecting mathematics and science preparation skills to specific careers and occupations<br />
- using calculators and technologies for capturing and analysing original data from original math and science experiments<br />
- communicating math and science concepts, through journal writing, small-group discussions, and laboratory/technical reporting of experiments and results.<br />
<br />
Results:<br />
- SBI practices that were found to be significant contributors to students’ math achievement include the use of manipulatives, self-assessment, co-operative group projects, and computer technology. <br />
- SBI practices that were found to be significant contributors to students’ science achievement include the use of inquiry, self-assessment, co-operative group projects, and computer technology. <br />
- Virtually none of the observed non-SBI practices was found to be a significant contributor to student math or science achievement by gender or ethnic groupings. <br />
<br />
Useful, because looking at effective methods is one way to know which side is right in the math war, or at least what methods we can use in our program. Our program might in a (superficial?) way fit into SBI, although that will ultimately depend on the type of exercises and methods we will include. <br />
<br />
Title: '''Didactic material confronted with the concept of mathematical literacy''' <br />
<br />
Link: https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1023%2FB%3AEDUC.0000017693.32454.01.pdf<br />
<br />
Relevance: this essay is critical of the ‘highly technocratic’ vision ‘from the top’ that aims to let experts device didactic materials to be used by teachers and students, whilst ignoring: <br />
- why is math taught and what is the role of didactic material?, <br />
- how and why do students actually use such materials?, <br />
- In which ways do didactic materials shape the teachers’ activities? <br />
- What does it mean that didactic material is never adopted but always adapted?<br />
<br />
Therefore the author claims it is more useful to focus on ‘valuable mathematical activities’ instead of ‘innovative didactic materials’. <br />
<br />
Furthermore, the author claims that “mathematical literacy” should be the leitmotiv for the teaching and learning of mathematics (up to secondary school). Mathematical literacy conceives “the relationship between mathematics, the surrounding culture, and the curriculum”. He mentions how this should influence didactic materials, and what these materials should look like. He critiques the ‘optimism’ and ‘exclusivity’ approaches of teaching math,and supports the ‘inclusivity’ approach, which presents math as ‘a method to understand the social and economic world we live in. This strategy considers mathematical activity as potentially critical, political, loaded with values, and informative’ and “The cognitive style of daily routine is of high relevance within these mathematical activities, since it is a fundamental aim of the strategy to empower common sense. It is intended to develop the attitude of daily life towards an attitude of critical consciousness.”.<br />
<br />
Useful because it really focuses on the users of didactic material (like our program!), an approach we can use to increase the value students (and teachers) find in our program. We should consider/confirm what mathematical literacy is, and whether it is the right standard to determine what is a valuable mathematical activity. The ‘inclusivity’ approach seems very interesting. However, the author seems very interesting in using math to discuss politics, if not to politicize (young) students, this seems a bad idea.<br />
<br />
Title: '''Geometrical analogies in mathematics lessons'''<br />
<br />
Link: https://academic-oup-com.dianus.libr.tue.nl/teamat/article/26/4/201/1664642<br />
<br />
Relevance: <br />
A summary of possibilities of mathematics lessons regarding the use of analogies in teaching geometry for different age groups. Useful because we might apply this in the exercises to teach users geometry. <br />
<br />
<br />
Title: ''' Open Learner Models: Research Questions''' Special Issue of the IJAIED<br />
<br />
Link: <br />
https://content-iospress-com.dianus.libr.tue.nl/download/international-journal-of-artificial-intelligence-in-education/jai17-2-01?id=international-journal-of-artificial-intelligence-in-education%2Fjai17-2-01<br />
<br />
Relevance: good summary of “learner models” and discussion of relevant aspects , very detailed, but good to use in a brainstorm for concretising the project. <br />
<br />
Title: '''Intelligent Agent-Based e-Learning System for Adaptive Learning'''<br />
<br />
Link: https://www-igi-global-com.dianus.libr.tue.nl/gateway/article/full-text-pdf/58052 <br />
<br />
Relevance:<br />
Adaptive learning approach: support learners to achieve the intended learning outcomes through a personalized way. <br />
<br />
The main idea: to personalize the learning content in a way that can cope with individual differences in aptitude. <br />
NOT: personalizing the presentation style of the learning materials<br />
<br />
model:<br />
- Aptitude-Treatment Interaction theory (ATI): there is a strong bond between the effectiveness of an instructional strategy (i.e. treatment) and the aptitude level of students <br />
-- aptitude: the capability to learn in a specific area either because of having talent or having prior knowledge in this area<br />
- Biggs’ Constructive Alignment Model: (use to operationalize ATI): an effective curriculum depends on adequately describing the educational goals desired. Biggs views curriculum as a teaching system, ultimate goal of system is to guide students towards the desired educational goals. He advocates the alignment of individual components in the system like teaching and learning activities (TLAs) and assessment tasks (ATs). It is a hierarchical framework. <br />
-- inherits the central idea of constructivism that education is a way to train students to be a self-learner<br />
> aim: improving students’ learning outcomes through enhancing their intrinsic motivation<br />
<br />
“Students with lower cognitive skill require highly structured instructional environments than students with higher cognitive skills (Snow, 1989).”<br />
<br />
Title: '''Personalized Adaptive Learner Model in E-Learning System Using FCM and Fuzzy Inference System'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs40815-017-0309-y.pdf<br />
<br />
Relevance: Some new dimensions of adaptivity are discussed here, like automatic and dynamic detection of learning styles. This is more precise and quicker than previous ones. It is a literature-based approach in which a personalized adaptive learner model (PALM) was constructed. This proposed learner model mines learner’s navigational accesses data and finds learner’s behavioural patterns which individualize each learner and provide personalization according to their learning styles in the learning process. Fuzzy cognitive maps and fuzzy inference system, soft computing techniques, were introduced to implement PALM. Result shows that personalized adaptive e-learning system is better and promising than the non-adaptive in terms of benefits to the learners and improvement in overall learning process. Thus, providing adaptivity as per learner’s needs is an important factor for enhancing the efficiency and effectiveness of the entire learning process.<br />
<br />
Title: '''Elo-based learner modeling for the adaptive practice of facts'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs11257-016-9185-7.pdf<br />
<br />
Relevance: <br />
- computerized adaptive system for practicing factual knowledge. <br />
- widely varying degrees of prior knowledge. <br />
- modular approach: 1. an estimation of prior knowledge, 2. an estimation of current knowledge, and 3. the construction of questions. <br />
- detailed discussion of learner models for both estimation steps (1 & 2),<br />
-- a novel use of the Elo rating system for learner modeling. <br />
--- results, and variations in model and effectiveness<br />
<br />
very useful, only change the topic<br />
<br />
Titel: The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects<br />
Link: https://files.eric.ed.gov/fulltext/EJ1068797.pdf<br />
Abstract:<br />
This report begins by summarizing current applications of ideas from artificial intelligence (Al) to education. It then uses that summary to project various future applications of Al--and advanced technology in general--to education, as well as highlighting problems that will confront the wide scale implementation of these technologies in the classroom.<br />
(relevance): This report gives an example of an already thought of algebra learning AI. However the program doesn’t automatically figure the level of the student. These things are called intelligence tutoring systems (or ITS). Overall very useful article.<br />
<br />
Titel: Permutations of Control: Cognitive Considerations for Agent-Based Learning Environments<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: While there has been a significant amount of research on technical issues regarding the development of agent-based learning environments (e.g., see the special issue of Journal of Interactive Learning Research, (1999, v10(3/4)), there is less information regarding cognitive foundations for these environments. The management of control is a prime issue with agent-based computer environments given the relative independence and autonomy of the agent from other system components. This paper presents four dimensions of control that should be considered in designing agent-based learning environments: Instructural purpose, Feedback, relationship, confidence in AI.<br />
(relevance): More focussed on the cognitive foundation for Artificial intelligence environment. Interesting for the Usefulness of our ideas.<br />
<br />
Titel: Introducing the Enhanced Personal Portal Model in a Synchromodal Learning Environment<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: Study that simulated a digital classroom (by placing camera’s students etcetera)<br />
(relevance): Not really relevant for us but interesting to take notice of (perhaps also making a digital environment for our idea)<br />
<br />
Titel: Intelligence Unleashed<br />
Link: https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/innovation/Intelligence-Unleashed-Publication.pdf<br />
Abstract: this short paper has two aims in mind. The first was to explain to a non-specialist, interested reader what AIEd (Artificial Intelligence in Education) is: its goals, how it is built, and how it works. The second aim was to set out the argument for what AIEd can offer learning, both now and in the future, with an eye towards improving learning and life outcomes for all. <br />
(relevance): This is a company who does research in this topic, it works together with teachers and researchers, therefore this might come as a big <br />
<br />
Titel: Web intelligence and artificial intelligence in education.<br />
Link: https://www.researchgate.net/publication/220374721_Web_Intelligence_and_Artificial_Intelligence_in_Education<br />
Abstract: This paper surveys important aspects of Web Intelligence (WI) in the context of Artificial Intelligence in Education (AIED) research. WI explores the fundamental roles as well as practical impacts of Artificial Intelligence (AI) and advanced Information Technology (IT) on the next generation of Web-related products, systems, services, and activities.<br />
(relevance): More information on Web Intelligence and how it works together with AIED, it focusses on practical inpacts and advanced information technology, especially the first part is interesting for us.<br />
<br />
<br />
<br />
Titel: 10 roles for artificial intelligence in education<br />
Link: https://www.teachthought.com/the-future-of-learning/10-roles-for-artificial-intelligence-in-education/<br />
Abstract: This article explores 10 roles for artificial intelligence in education Being:<br />
Automate, such as grading<br />
Adapt to student needs<br />
Point out improvements<br />
Ai tutors.<br />
Helpfull feedback<br />
changes how we find and interact with inforamtion.<br />
change role of teachers<br />
trial and error less intimidating<br />
change how schools find, teach and support students<br />
AI may change where students learn, who teaches them, and how they acquire basic skills.<br />
(relevance): It can show us some new thing AI helps teachers, which we haven’t thought of yet.<br />
<br />
Titel: Exploring the impact of artificial intelligence on teaching and learning in higher education<br />
Link: https://www.researchgate.net/publication/321258756_Exploring_the_impact_of_artificial_intelligence_on_teaching_and_learning_in_higher_education<br />
Abstract: This paper explores the phenomena of the emergence of the use of artificial intelligence in teaching and learning in higher education. It investigates educational implications of emerging technologies on the way students learn and how institutions teach and evolve. Recent technological advancements and the increasing speed of adopting new technologies in higher education are explored in order to predict the future nature of higher education in a world where artificial intelligence is part of the fabric of our universities.<br />
(relevance): It shows the use of Artificial intelligence already in higher education, it might give us some learingpoints while developing our own artificial intelligence.<br />
<br />
Titel: The roles of models in Artificial Intelligence and Education research: a prospective view<br />
<br />
Link: https://telearn.archives-ouvertes.fr/hal-00190395/<br />
Abstract: In this paper I speculate on the near future of research in Artificial Intelligence and Education (AIED), on the basis of three uses of models of educational processes: models as scientific tools, models as components of educational artefacts, and models as bases for design of educational artefacts. In terms of the first role, I claim that the recent shift towards studying collaborative learning situations needs to be accompanied by an evolution of the types of theories and models that are used, beyond computational models of individual cognition. In terms of the second role, I propose that in order to integrate computer-based learning systems into schools, we need to 'open up' the curriculum to educational technology, 'open up' educational technologies to actors in educational systems and 'open up' those actors to the technology (i.e. by training them). In terms of the third role, I propose that models can be bases for design of educational technologies by providing design methodologies and system components, or by constraining the range of tools that are available for learners. In conclusion I propose that a defining characteristic of AIED research is that it is, or should be, concerned with all three roles of models, to a greater or lesser extent in each case.<br />
(relevance): It can be used to explain a model in which our artificial intelligence solution wolud be beneficial to use.<br />
<br />
Titel: Evolution and Revolution in Artificial Intelligence in Education<br />
<br />
Link: https://link.springer.com/article/10.1007/s40593-016-0110-3<br />
Abstract: The field of Artificial Intelligence in Education (AIED) has undergone significant developments over the last twenty-five years. As we reflect on our past and shape our future, we ask two main questions: What are our major strengths? And, what new opportunities lay on the horizon? We analyse 47 papers from three years in the history of the Journal of AIED (1994, 2004, and 2014) to identify the foci and typical scenarios that occupy the field of AIED.<br />
(relevance): It can give us a quick and ordered view of what research has already been done in the form of AI and where there lie some possibilities for us (written in 2016)<br />
<br />
<br />
<br />
Title: '''Towards Emotionally Aware AI Smart Classroom: Current Issues and Directions for Engineering and Education'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/8253436 <br />
<br />
Abstract: Paper about a emotionally-aware AI smart classroom which can take over the role of a teacher.<br />
<br />
<br />
Title: '''AI and education: the importance of teacher and student relations'''<br />
<br />
Link: https://link.springer.com/article/10.1007/s00146-017-0693-8 <br />
<br />
Abstract: Paper about the difference in relationship between student-teacher and student-AI<br />
<br />
<br />
Title: '''Designing educational technologies in the age of AI: A learning sciences‐driven approach'''<br />
<br />
Link: https://doi.org/10.1111/bjet.12861 <br />
<br />
Abstract: How to develop an AI algorithm based on studies about how people learn.<br />
<br />
<br />
Title: '''Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review'''<br />
<br />
Link: https://journals.sagepub.com/doi/10.3102/0034654315581420 <br />
<br />
Abstract: This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems.<br />
<br />
<br />
Title: '''Artificial Intelligence as an Effective Classroom Assistant'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/7742268 <br />
<br />
Abstract: Article about blended learning, wherein the teacher can offload some work to the AI system.<br />
<br />
<br />
Title: '''Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0747563215001120 <br />
<br />
Abstract: Review on how learning styles were integrated into adaptive e-learning systems.<br />
<br />
<br />
Title: '''Learning Computer Networks Using Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ALHLCN <br />
<br />
Abstract: This paper describes an intelligent tutoring system that helps student study computer networks.<br />
<br />
<br />
Title: '''Mathematics Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ABUMIT <br />
<br />
Abstract: Intelligent tutoring system for teaching mathematics that help students understand the basics of math and that helps a lot of students of all ages to understand the <br />
topic.<br />
<br />
<br />
Title: '''TECH8 intelligent and adaptive e-learning system: Integration into Technology and Science classrooms in lower secondary schools'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0360131514002875 <br />
<br />
Abstract: The purpose of this research is to demonstrate the design and evaluation of an adaptive, intelligent and, most important, an individualised intelligent tutoring system <br />
(ITS) based on the cognitive characteristics of the individual learner.<br />
<br />
<br />
=== Other groups with similar subject ===<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2016_3_Groep18: Elementary school. Made 4 small educational games for children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep14: Elementary school. Made a simple math game for young children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep8: High school. Made an adaptive gamified online learning system using Moodle. The goal of this group is similar to our goal, but they focused more on gamification and less in making the exercises personalized for each student. They used Moodle as an open source online learning system. The big advantage of Moodle is the wide range of plugins that already exist, so it was possible to build further upon those plugins. However creating quizzes and exercises especially mathematical expressions was difficult and time consuming. Many of the plugins they used had no documentation which made it hard to make changes.<br />
<br />
=== Currently available software ===<br />
An overview of already existing software and their limitations<br />
<br />
<br />
'''Getal & Ruimte'''<br />
*Limited number of exercises, only a digitalized version of the exercises from the book.<br />
*Does not remember previously made mistakes in questions.<br />
*Does not repeat previously incorrectly made exercises.<br />
*No hints and feedback after a question. Students must look up the answers in a digital book.<br />
<br />
<br />
'''Khan Academy'''<br />
*No specific feedback based on mistakes.<br />
*Does not remember previously made mistakes in questions.<br />
<br />
<br />
<br />
'''Wolfram Alpha Problem Generator'''<br />
*No specific feedback based on mistakes.<br />
*Does not remember previously made mistakes in questions.<br />
*No automatic problem selection, users must decide when to go to the next level.<br />
<br />
<br />
'''Mathspace'''<br />
*Does not cover all the material of high school.<br />
*Does not remember previously made mistakes in questions.<br />
<br />
<br />
'''Why is our program better?'''<br />
<br />
The software of Getal & Ruimte is specifically made for high school students, follows the structure of the book and covers all the material . However it is mostly a digitalized version of the book with some adaptiveness. The program does not repeat wrong questions or common made mistakes. Newer programs like Khan Academy, Wolfram Alpha and Mathspace are smarter and build as an online program instead of starting from an existing book. Khan Academy has a system to decide when to go to the next level, Wolfram Alpha covers almost all the material and Mathspace gives specific feedback and can also give feedback on intermediate steps. They all lack the possibility to repeat questions where the student had difficulty or made the same mistake.<br />
<br />
== Users, stakeholders and their requirements ==<br />
<br />
=== Primary users: high school mathematics students ===<br />
<br />
Our primary users will be high school mathematics students (or people who want to study this on their own). The subject of mathematics is a vital one for developing abstract thinking and applied in many ways in technical fields, and the skill of problem solving can be applied in many ways in life. At the same time mathematics is often considered difficult by students. For these reasons we think the subject of mathematics is where good value can be provided with our web-based AI-enhanced learning tool. Additionally, mathematics (like other hard sciences) allows for easier checking of answers than the type of language-based (short) essay answers that are required for social sciences. Vocabulary would be a suitable topic as well, however we are unaware of a shortage in German or French translators, whereas there is a shortage in engineering and in the skilled trades. Since highschool in the bridge between primary and college, that is where our program could be most valuable. The introductory test to assess the mathematics level can incorporate primary school topics, and we could offer such exercises to the slightly more mature student as well, whereas primary school children are less self-directed. <br />
<br />
By estimating the current level of understanding and the learning style (speed, etc.) of the individual student, we can offer a tailored learning experience that will help the student get quick feedback (and hopefully more positive results), which will help with building confidence in tackling (new) mathematics problems and might even make the subject more enjoyable. <br />
Using students to beta-test our program will be a useful way to interact with these users, since they might be less able to communicate exactly what it that is lacking in their mathematics course. The proof of the pudding is in the eating, measuring success and especially engagement over time will show how well our program works. Once the students have an actual product to work with they might give valuable feedback on why they kept using it, or why they stopped using it. Of course here we need to take into account that some students might have learning difficulties that need more direct coaching or are just plainly uninterested in improving their lack of mathematical skill. Our program might help some of these kinds of students, but assuming it will be the mathematics panacea is unwise. We aim to get a prototype early b-test with students done at the end of the project. <br />
<br />
- HAVO/VWO!<br />
<br />
=== Primary users: high school mathematics teachers ===<br />
<br />
Other primary users will be high school mathematics teachers. Students can of course start using the web-program on their own, but if high school teachers find it valuable enough to recommend it to students, that could be a good sign. Of course we will have to consider their biases in didactics and their general mindset in terms of improving education (for some it might be lacking). Nevertheless, their impact can be useful, by for instance finding out what in their experience are the main difficulties students have, and trying to adapt for those thing in our program (content-wise, but also in terms of engagement). We will form a focus group of a few of these teachers to make qualitatitve study on the difficulties of teaching mathematics. Their input will be used to determine the direction and attributes of our prototype. Later on we might get them to evaluate it (in combination with a beta-test on students?). <br />
<br />
=== Secundairy users: Headmasters ===<br />
<br />
Headmasters are stakeholders, since they have a say in the way mathematics is taught in their school. Financial cost will be always be in the back of their minds, and as such they will critically assess the performance, robustness and scalability of the program. But, they are clearly concerned about the rates at which students progress through key-courses like mathematics (in the Netherlands it has certain higher requirements than some other courses in terms of passing classes and graduating). If our program can help with that, this is an opportunity. Maybe, our program’s introductory test can be used as the intro-test for new students, and the program can help bridging the gap (the school may decide to used other ways to help these students as well). Depending on the school the headmasters may also have didactical views that are key to the identity of the school that may or may not match with what we decide to use in our program. Given the diversity in education-land, this simply means there will always be some less enthusiastic headmasters with respect to adopting our program. It could be tempting to go with the majority, but we have to independently assess whether the majority is correct, maybe the majority view is related to the problems in teaching mathematics. <br />
<br />
=== Tertiary users / stakeholders ===<br />
<br />
==== Ministry of Education ====<br />
<br />
At a more distant level the ministry of education has similar concerns as the headmasters in terms of money spend and passing rates, but they also bound to more ideological/didactic points of view that are determined by the parliament and the current minister, tough on the other hand the bureaucracy itself might also have a mainstream point of view that is somewhat different. These views will somewhat affect the chances of our program ultimately getting adopted in individual school, if for instance certain funding is allocated to, or withdrawn from, computer-based mathemathics/learning aids – with certain requirements, etc. However, the ministry does not determine for the school what teaching aids they must use in particular. <br />
<br />
==== (Technical) Universities / STEM departments ====<br />
<br />
Technical universities and STEM departments at others have two stakes, one is a higher level of mathematics ability of incoming students, since it is the basis on which many majors (if not all) depend. This could save money in terms of additional efforts, and can bring in more money (if students progress/graduate quicker). Secondly, the more engaging mathematics program we aim to develop might induce more student to choose to go to a technical university or a STEM major instead of a alpha or gamma major. <br />
<br />
==== (Tech) companies ====<br />
<br />
Given the lack of workers in the skilled trades and in engineering, technical companies have a clear stake in students being better in (applied) mathematical problems solving. And such skills can in fact be useful in many jobs, so companies in general might benefit, although it might sound less interesting than clean-desk or scrum or feng shui.<br />
<br />
== Approach/milestones/deliverables ==<br />
Our approach will look the following. We will start with some up front research, we will make some sort about didactics and how to apply this in our webpage we want to create.<br />
While doing research about these topics we will start working on our webpage. We are planning to build some sort of web page or program. This artifact will have some sort of artificial intelligence which keeps track of the level of skill of the student and gives exercises matching the skill level of the student.<br />
After being done with the research about didactics. We will lay the proposal of our artifact in front of several high school teachers. We want to have their input, as the artifact is build for there purpose. We then apply the given advise in our artifact.<br />
Lastly we plan to test our improved application for use, we will go to the same (or other) high school teachers and ask if we can test them in their classes. We then come up with a conclusion and finish the research.<br />
<br />
Our milestones will be the finish of our research, the alpha version of our application, then the comments of the teachers, then the beta version of our application. The findings of the test subject and finally the final version.<br />
<br />
Our deliverables will be a research about the current software and possible use of AI in education, the findings we got from talking to teachers, the test results found when testing on students and finally our artifact, described on this wiki. Furthermore, we deliver a presentation on our project. (Note: we ended up not using artificial intelligence for our project, it was the direction we decided to study in the first week).<br />
<br />
== Concept ==<br />
<br />
=== Didactics of mathematics === <br />
<br />
==== Desk study: Getal en Ruimte studybook ====<br />
To orient ourselves into the well-established mainstream didactic methodology, we ordered a book from the most used mathematics book-serie in the Netherlands: "Getal and Ruimte". We ordered the first book for VWO 3, since we considered that the to be an interesting class, the one before the choice for the alpha (maatschappij) or beta (wetenschap) direction is made. We decided to focus on the material of the first chapter, since our project ran during the beginning of the school year. This choice would allow us to let some students in that year try our software at the end of the project, to get some user-feedback. The topic of linear equation also lends itself to our purposes, since we do not intent to recreate Wolfram Mathematics-like problem solving tools, but instead we wanted to focus on the development of an adaptive learning program, with mathematics as the subject. <br />
<br />
==== Qualitative study: focus group ====<br />
<br />
In order to understand the problems with teaching highschool math, a focus study will be held with a few teachers. This qualitative approach will give us valuable in-depth knowlegde on the praxis of the didactics of mathematics. In this short time period it is more useful than a small questionnaire with generally even fewer responses. In a focus group the partipants can all add to the discussion, react to each other, and the interviewer can ask more suitable follow-up questions. <br />
<br />
===== The invitation mail =====<br />
On thursday the 12th the following mail was send to 17 secondary HAVO/VWO schools in Eindhoven and area.<br />
<br />
"Uitnodiging focusgroep voor wiskunde software<br />
<br />
Wij zijn een groepje van drie derdejaars bachelor-studenten op de Technische Universiteit van Eindhoven die graag in contact zouden komen met HAVO/VWO wiskunde leraren voor het ontwikkelen van een online wiskunde hulpmiddel. Wij zijn bezig met een project van twee maanden, waarbij de wensen van gebruikers van technologie centraal staan.<br />
<br />
<br />
Door middel van een groepsgesprek van ongeveer een uur met enkele wiskundedocenten willen wij bespreken welke problemen zij ervaren in de les en op welke manier individu-gerichte software hen daarbij zou kunnen helpen. Voor dit gesprek komen wij graag naar uw school. <br />
<br />
<br />
Met de hulp van deze focusgroep zal het doel van ons prototype worden bepaald. In overleg met de school zouden wij dit prototype enkele weken later (kort) willen laten testen door leerlingen. <br />
<br />
Graag horen wij of een of meerdere wiskunde docenten op uw school interesse hebben in dit gesprek! <br />
<br />
<br />
Met vriendelijke groet,<br />
<br />
Peter Visser,<br />
mede namens Tom Verberk en Ruben Haakman"<br />
<br />
===== Responses =====<br />
From four schools (Eckart college, Were Di college, Carolus Borromeus college and Stedelijk college) we have received positive reactions, all with groups of two or more teachers. Due to their full agenda's and time-constraints, we decided it would be easier to have seperate focus-group conversations at each school. In this way the different didactic methods of the schools can be discussed more in depth as well. We could use results from earlier talks in later talks to have some (one-way) feedback between teachers. Two more school reacted, only to indicate that they did not have time, though they found the project interesting. In the case of no positive reactions, these schools would have been called, to follow up on the mail. However, given the positive reactions, this was not necessary. <br />
<br />
Due to some delay between mails, and the busy schedules of the teachers, the two interviews that materialised were held on the 30th of September (4 teachers, Eckart college) and the 1st of October (2 teachers, Were Di college). The contact with Carolus Borromeus took much longer to react, and eventually did not react, so sadly this option had to be removed from our focusgroup. The fourth school reacted only in the second-to-last week of our project, and any feedback from this meeting (likely to occur even later) would not be useful in our prototype-development.<br />
<br />
===== Preparation =====<br />
<br />
A question list has been prepared, with possible follow up aspects, to guide the discussion of the teachers in the focusgroup, and to try to optimize useful information for our design choices. The points will not be checked off like an interview, but are a guide for the discussion. The concept of quantitative studies, and specifically the focus group (or group discussion) format has been studied with the help of a basic textbook (An Introduction to Qualitative Research: Learning in the Field - Rossman & Rallis). The question-points, and sub-points, are shown below, in Dutch, since the subjects and interviewer are Dutch, and this will improve the quality of the discussion. First the interviewer will shortly introduce himself and explain the project and the goal of the discussion. <br />
<br />
Note: Due to the relatively slow process of setting up meetings, due to slow mail-contact and full teacher agenda's) the interviews happened later in our project that we had envisioned. For this reason the nature of the interview changed somewhat. The initial questionlist was still used, but relatively less time was spend on these questions, and that time was used to ask more specific question about the design-decision we had already made (in order to progress in our limited-time project). These questions naturally fitted after the initial questions. <br />
<br />
1. korte introductie van elke docent: opleiding, ervaring (jaren, klassen, niveaus)<br />
<br />
2. didactische methode van school: boek, lesgeven, hulpmiddelen<br />
- pluspunten<br />
- verbeterpunten<br />
<br />
3. individuele methoden van docenten<br />
<br />
4. problemen met wiskunde-overbrengen? <br />
<br> - wat ter tafel komt!<br />
<br>- concentratie? <br />
<br>- hoofdrekenen vs rekenmachine?<br />
<br>- hoeveelheid oefenen (buiten de les)?<br />
<br> - verschillen tussen leerlingen?<br />
<br />
5. Op welke manier probeert men deze problemen het hoofd te bieden, wat werkt wel en niet?<br />
<br />
6. Op welke manier zou een (online) individueel-adaptief programma hieraan kunnen bijdragen?<br />
<br />
7. Wat is jullie ideale voorstelling van zo’n dergelijke programma?<br />
<br />
8. specifieke vragen over doelstelling programma <br />
<br>-- diagnostische toets<br />
<br>-- goede leerlingen: verder werken<br />
<br>-- zwakke leerlingen: extra oefenen<br />
<br>-- vervangen van deel van oefenen met boek<br />
<br>-- klassikaal toetsen (meteen oefenen van hoofdrekenen?)<br />
<br>-- helemaal zelfstandig<br />
<br>-- Herhalen van de theorie in het programma, of juist focus op oefenen?<br />
<br />
9. Manieren om studenten 'engaged' te houden (over langere tijd)?<br />
<br />
10. Het idee van deel-hints voor het helpen oplossen van een probleem (ipv simpelweg het antwoord of de hele uitwerking)?<br />
<br />
11. Gedurende het jaar toetsen over stof van voorgaande hoofdstukken om kennis couranter te houden?<br />
<br />
12. Vooral focus op studenten die meer oefening nodig hebben?<br />
<br />
13. functie: extra oefenmateriaal, op termijn vervanging van de opdrachten in het boek, maar theorieboek en uitleg van docent blijven nodig?<br />
<br />
14. Verdere aspecten die ter tafel komen.<br />
<br />
===== Results =====<br />
<br />
Both interviews were recorded, in order for the interviewer to focus on the conversation instead of note-taking, and also for the ease of listening back to certain parts that afterwards seemed bussy with talk. For the ease of this report, these recordings have been summarised below, with a focus on distilling the general feedback on functionality and requirements. <br />
<br />
''Eckart college (Eindhoven)'': <br />
<br />
Over het algemeen waren de 4 docenten te spreken over het idee.<br />
Ze hebben al wel een soort software, maar zonder hints, en ze moeten zelf de opdrachten inprogrammeren. Ze gebruiken dat niet echt kreeg ik de indruk.<br />
Hoofdrekenen vonden ze niet echt een probleem, omdat ze in de les de rekenmachines niet laten gebruiken, dus leerlingen ontwikkelen de vaardigheid op deze manier al.<br />
Het idee van hints waren ze erg over te spreken, als verbetering op een antwoordboekje (of de hele uitwerking).<br />
Ook het idee dat ze een beter diagnose middel hebben met deze software sprak ze aan. Verder vonden ze het vooral interessant als aanvulling op de les, en (deelse) vervanging van de opdrachten uit het boek. <br />
<br />
Voor de verschillende niveau’s en jaren de problemen nogal verschillend. Specifiek voor VWO 3 speelt dat er een tweedeling is tussen wie waarschijnlijk wiskunde a en wie waarschijnlijk wiskunde b gaan doen. De ene groep heeft meer uitleg nodig, en herhaling van de simplere opdrachten, de andere groep heeft dingen eerder door (en door verveling kunnen die lastig zijn in de les).<br />
<br />
Daarom willen de docenten ook een toepassing voor die betere leerlingen, niet per sé ‘extra’ werk, maar vervangende opdrachten, die interessanter zijn, o.i.d. (Dit hadden we zelf ook bedacht, maar valt dus buiten ons prototype).<br />
<br />
Een andere tip is dat leerlingen de mogelijkheid moeten hebben om een opdracht (of opdrachtsoort) op te slaan, om die vervolgens dan makkelijk te kunnen laten zien aan de docent in de les.<br />
<br />
Verder vonden de docenten het ook een goed idee als leerlingen elkaar (online) kunnen helpen met een opdracht, en daar dan misschien iets van punten voor kunnen krijgen. (Dit lijkt me buiten het prototype vallen, maar kunnen we meenemen in de verbeterpunten)<br />
<br />
Ook nog een tip dat we het goed moeten opdelen in blokjes, zodat het niet te lang duurt, en ervoor moeten zorgen dat leerlingen kunnen zien hoe ver ze zijn, bijv. Een progressie-balkje. <br />
<br />
Een docent wilde ook een soort vragenuurtje organiseren buiten de les, waar leerlingen dan vragen over de software kunnen stellen. De andere drie waren hier niet enthousiast over. Die vinden dat de software vooral moet dienen om de leerling te helpen richting zelfstandig leren te werken. Hetzelfde geld voor mailtjes over vragen in de software.<br />
<br />
Wel vonden ze dat er een feedback middel moet zijn om technische problemen met de software of opdrachten te kunnen aangeven. <br />
<br />
Voor de prototype test zijn er twee docenten met een vwo3 klas. Ze zitten tussen een vakantie en een toetsweek, dus hebben geen tijd om in begin van week 43 het prototype in de klas te proberen. Wel vonden het een goed idee om (nadat ze het zelf hebben bekeken) een link door te sturen. Omdat de toets over hoofdstukken 1 en 2 gaat, is qua prototype vooral handig voor de leerlingen (en dus voor user-feedback) als de invulling voor hoofdstuk 1 dat wij hebben gekozen, vooral een soort uitgebreide diagnostische toets is. De uitbereiding is dan qua het soort vragen, en qua herhaling van vragen bij foute (of pas na hints opgeloste) vragen. <br />
<br />
Verder moeten ipv inlognaam ‘nicknaam’ gebruiken, ipv met privacy van leerlingen die vaak onder de 16 jaar oud zijn. Een vraag over klas of docent zou volgens hen wel kunnen, om het uit elkaar te houden, en omdat dit niet individueel te traceren is. <br />
<br />
Een goede vraag was ook of we wel het huidige aanbod in de markt hebben bestudeerd. Dat is denk ik iets wat wel in de presentatie en/of wiki moet bespreken. <br />
<br />
''Were Di college (Valkenswaard)'':<br />
<br />
Over het algemeen waren de 2 docenten te spreken over het idee.<br />
Ze hebben ook al wel een soort software, maar zonder hints, en ze moeten zelf de opdrachten inprogrammeren. Ze gebruiken dat niet echt kreeg ik de indruk.<br />
Hoofdrekenen vonden ze wel echt een probleem, als onderdeel van een algemeen gebrek aan rekenvaardigheden, als ze van de basisschool afkomen. Hiervoor kan het idee van diagnostische toets voor nieuwe leerlingen dus handig zijn, zodat men sneller en gerichter kan inspringen op gaten in deze vaardigheden. Ook diagnose voor nieuwe klassen (voor een docent nieuw) vonden ze een goed idee. <br />
<br />
Het idee van hints waren ze erg over te spreken, als verbetering op een antwoordboekje (of de hele uitwerking).<br />
Verder vonden ze het vooral interessant als aanvulling op de les, en (deelse) vervanging van de opdrachten uit het boek. <br />
<br />
Daarom willen de docenten ook een toepassing voor die betere leerlingen, niet per sé ‘extra’ werk, maar vervangende opdrachten, die interessanter zijn, o.i.d. (Dit hadden we zelf ook bedacht, maar valt dus buiten ons prototype). Probleem hierbij is hoe groot het de verschillen worden, en in hoeverre één les dan nog toereikend is voor de grote verschillen. <br />
<br />
Het idee om een opdracht (of opdrachtsoort) op te slaan, om die vervolgens dan makkelijk te kunnen laten zien aan de docent in de les, vonden ze erg handig.<br />
<br />
Ook nog een tip dat we het goed moeten opdelen in blokjes, zodat het niet te lang duurt, en ervoor moeten zorgen dat leerlingen kunnen zien hoe ver ze zijn, bijv. Een progressie-balkje. Volgens de docenten zou dit soort ‘gamification’ (er een spelletje van maken) het vooral voor jongens interessanter kunnen maken. <br />
<br />
De docenten hebben allebei niet vwo3 als klas, en op deze school is er binnenkort geen toets over hoofdstuk 1 + 2. Dus hier is het test-idee voor de andere school niet zo nuttig. Wel kunnen we de link van het programma doorsturen aan de ene docent, die het dan wil doorgeven aan de betreffende docenten, maar ik denk dat we hier niet veel van moeten verwachten, omdat het voor de leerlingen dan puur herhalen is zonder ‘noodzaak’ zoals een toets…<br />
<br />
Ook hier was een goede vraag of we wel het huidige aanbod in de markt hebben bestudeerd. Dat is denk ik iets wat wel in de presentatie en/of wiki moet bespreken. Maar zelf hadden ze nog niet van dit soort software gehoord.<br />
<br />
===== Discussion and implementation =====<br />
<br />
The importance of the following requirements has been affirmed with the help of the focusgroup:<br />
<br>- exercise practice tool (as opposed to theory-laden)<br />
<br>- use contextual hints to help students learn (compared to merely showing the answer or the whole derivation)<br />
<br>- repeat exercises until the student has solved a few without hints<br />
<br>- show progress to students<br />
<br>- the diagnostic functionality for teachers: student performance overview and details<br />
<br>- for later: exercises for the faster students so they can use their time in highschool worthwhile <br />
<br />
The following requirements have been added with the help of te focusgroup:<br />
<br>- easy to use for teachers (an end-product, no need to program in questions, etc.)<br />
<br>- use nicknames instead of 'name' with respect to privacy of students under 16.<br />
<br>- keep the (sub)modules short enough, so that student can complete one in a timespan that fits their concentration-arc<br />
<br>- ability to save an exercise, in order to discuss it with students<br />
<br>- feedback option, so students can report problems to the developers<br />
<br>- later on: possibility to discuss problems on an online platform ?<br />
<br />
=== Hierarchy of mathematics modules ===<br />
<br />
In the figure below is a sketch of what the structure of the program can look like. The modules might be related more complexely, this we need to assess. Modules can have sub-modules. The number of exercises is one key aspect in attuning to the individual learner. <br />
<br />
[[File:Hierarchy_AI_learning.png]]<br />
<br />
=== Design choices ===<br />
<br />
==== Topic ====<br />
<br />
Linear equations (beginning of VWO 3). We bought this book to study the widely accepted didactic method as an example and stepping stone.<br />
<br />
== Technical aspects ==<br />
<br />
In this part of the wiki the technical aspects of our application will be explained. First the foundations of our application will be discussed, next the database structure of the application will be discussed, thereafter the layout of the web page will be discussed. Following that specific methods used in the code will be viewed in more detail and explained in a clear and structured manner, lastly the interface of the application will be discussed.<br />
<br />
=== Foundation === <br />
<br />
Most of our application is programmed using Python 3.0. As a web framework we used Django: an free and open source web application written in python. A framework is nothing more than a collection of modules that make development easier.The official project site describes Django as "a high-level Python Web framework that encourages rapid development and clean, pragmatic design. [LINK TO SITE]. For the interface we used a application wide CSS template. <br><br><br />
<br />
The main application can be split into 3 parts: Login module, Question module and Teacher module. <br><br><br />
<br />
Login Module: <br><br />
The login module consists of the actual login mechanism, This includes an register form, a login form, a landing page (page where you "land" when you enter the url) and a home page. <br><br><br />
<br />
Question module: <br><br />
The queston module consists of 2 main parts. The General Question part and the actual question part. The General question part mainly contains method that are used for all modules in general, or are related to routing. (E.G. the select current module module). The actual question part is related to the individual questions. <br><br />
The genaral questions part contains: current module section, select module section. <br><br />
The actual question part contains: All the seperate questions, answer pages to all the questions and the "answer next question" part. <br><br><br />
<br />
Teacher module: <br><br />
The teacher module consist of all the teacher functionality. This includes an teacher verification question and the student overview, once the teacher is verified. <br><br><br />
<br />
=== Database ===<br />
<br />
An sqlLite database was used to manage our data. To manage the data in the best way possible and without keeping unused data we choose the following database tables in our database<br />
<br />
==== Customuser ====<br />
Customuser is the standard User database table python has, only it is adjusted to serve us the way we want it. We added 3 extra values untop of the values that were standard. The standard data is given in italics, our new data is given in bold, in brackets the type of data is given. All the data that is in the Customuser table is: <br><br><br />
''Id''(integer): The Id that is given to a user. <br><br />
''password''(varchar(128)): The password filled in by the user. <br><br />
''last_login''(datatime): The last time the user has logged in (NULL if user has not logged in). <br><br />
''is_superuser''(bool): If a user is able to access all pages (Not used in our website). <br><br />
''username''(varchar(150)): The username the user filled in. <br><br />
''first_name''(varchar(30)): The first name of the user (not used in our application due to privacy reasons, our focusgroup suggested this change for us). <br><br />
''last_name''(varchar(150)): The last name of the user (also not used). <br><br />
''email''(varchar(254)): The email of the user, filled in during sign up. <br><br />
''is_staff''(boolean): To denote if some user is part of the development staff, not used in our application (this will allow the user to access all the admin functionality, which is not something we want teachers to be able to do. <br><br />
''is_active''(boolean): To denote if someone is active, this is checked based on the lastlogin time. <br><br />
''date_joined''(datetime): The date and time the user has signed up an account. <br><br />
'''general intelligence'''(integer): The intelligence modifier we keep track of to determine how smart someone is. <br><br />
'''isTeacher'''(boolean): Boolean that states if a user is a teacher. <br><br><br />
<br />
==== Module ====<br />
The Module table is a simple auxilerary table to make sure some data about the modules is contained. The data in the module database has to be changed via some sort of database inserter or management program. We did this beforehand, adding some modules to the database. <br><br />
'''id'''(integer): The id that is given to a certain module. <br><br />
'''title'''(varchar(200)): The title of an given module. <br><br />
'''text'''(text): Some text explaining what the module is about. EG if a module contains quadratic formulas with 2 variables, the text for that module will be this. <br><br><br />
<br />
==== module_user ====<br />
The module_user table is where most of the actions in our database take place. It is the main factor that connects the users to the modules. Every time somebody changes something in the database (except adding teacher or signing up). This table will be selected. As said this table connects the users to the modules, it does this in such a way that it keeps track of how many questions a student has correct, wrong etc. It changes the intelligence of the student of this module to better simulate how smart a student is. The table with its values looks as follows: <br><br />
'''id'''(integer): The ID of the combination such that it is easy to find. This ID is an unique value and is automaticly assigned by the database upon creating such an module_user entry.<br />
'''currentModule'''(integer): To denote if the user is currently active in this module. The decision to make this an integer value and not a simple boolean value is because in this way we can keep track of which question of the module the user is working on and not just the module in general.<br />
'''amountCorrect'''(integer): The total amount of questions the user has correct in the current module.<br />
'''amountWrong'''(integer):<br />
'''amountHints'''(integer):<br />
'''moduleScore'''(integer):<br />
'''mistake1'''(integer):<br />
'''mistake2'''(integer):<br />
'''mistake3'''(integer):<br />
'''mistake4'''(integer):<br />
'''mistake5'''(integer):<br />
'''currentQuestionHints'''(integer):<br />
'''currentQuestionCorrect'''(integer):<br />
'''module_id'''(integer)(ForeignKey):<br />
'''user_id'''(integer)(ForeignKey):<br />
<br />
=== Layout === <br />
<br />
In this section of the wiki the layout of our application will be discussed. This is done by giving a brief explanation of the web page and the different functionalities it has<br />
<br />
==== Landing page ====<br />
The landing page is the page where you “land” when entering the given URL. From this page you can either login or sign up as a new account. <br> <br><br />
<br />
Functionalities: <br><br />
''Log In Button'': This button will redirect you to the login page. <br><br />
''Schrijf in Button'': This button will redirect you to the sign up page. <br><br><br />
<br />
[Insert Photo]<br />
<br />
==== Singup page ====<br />
The sign up page is the page where you make a new account. You do this by filling in the given form, upon filling in the form in the correct way the website will create an new account for this user. This includes an entry in the ‘’’Customuser’’’ table discussed in the previous section and multiple entries in the ‘’modules_user’’’ table discussed in the previous section one for each module. <br><br><br />
<br />
Functionalities: <br><br />
''username Field'': This field the user has to fill in the username, this username cannot exist in the database yet. There are no further restriction for the username, all given restrictions are given on the web page.<br><br />
''Email Adress Field'': This field the user has to fill in his/her emailadress. The box checks if the email addres can be an existing emailadress. (It checks if there is an example@example.example structure).<br><br />
''Pasword Field'': The user has to fill in his/her password. The password box checks if the requirements to the password given at the page are met. <br><br />
''Repeat password field'': The user has te repeat their password. Such that he will not have accidentely made an type. The page checks if the password was the same as before. <br><br />
'' Signup button'': When pressing the signup button. The webpage will start the signup procedure once all the above checks give a positive result. The webpage will then redirect the user to the landing page where the user can login. <br><br />
'' Login button'': This button will redirect to the login page. It is a simple shortcut for the user to take if it turns out he already had an account.<br />
<br />
==== Login page ====<br />
The loginpage is the page where you login as an user if you already have an account. If the username and password are incorrect the website will give an general error, this means that there is for the website no difference in having a wrong username or having a wrong password. <br> <br><br />
<br />
Functionalities: <br><br />
''Username field'': This field the user has to fill in the username with whom they have an account on the website. <br><br />
''Password field'': This field the user has to fill in the corresponding password. <br><br />
<br />
==== Main functionalities once logged in ====<br />
Once you have logged in as a user you can use the menubar at the top of your screen. This menubar is available at all the pages listed below. The buttons discussed in this subsection will therefore be available but not be discussed during the explanations of the pages that follow. <br><br><br />
<br />
Functionalities: <br><br />
''Home button'': This button redirects to the home page. <br><br />
''Hoofdstukken button'': This button redirects to the module overview page. <br><br />
''Uitloggen button'': This button will log the user out and redirect the user to the landing page. <br><br />
<br />
==== home page ====<br />
The home page is the page where the user lands when he has filled in the correct username and password. From here on he can access the different possibilities our application has to offer. <br><br><br />
<br />
Functionalities: <br><br />
''Huidige module button'': This button redirects to the current module the user is working on as explained in the “module_user” table section of the database. <br><br />
''Module overzicht button'': This button redirects to the module overview page. <br><br />
''Leraren button'': This button redirects to the teacher page when the user is not a teacher (discussed in user table of database) and redirects to the “confirmed teacher” page when the user is a teacher.<br />
<br />
==== module overview ====<br />
From the module overview page users can pick specific modules they want to study a bit more. They can also look ahead of what is to come. <br><br><br />
<br />
Functionalities: <br><br />
''Specific chapter button'': Each button on this page will redirect to a question with a specific question. Within a specific module the user can select the question they want to answer.<br />
<br />
==== Question view ====<br />
When answering a certain question the user will always first land on the question view page. On this page a question is shown with (1 or 2) number boxes where answers should be filled in. The user can then request a new question. Or check if their answer is correct. <br><br><br />
<br />
Functionalities: <br><br />
''Field 1'': The first answerfield where the user should fill in the correct answer. <br><br />
''Field 2'': The second answerfield where the user should also fill in the correct answer. <br><br />
''Nieuwe vraag button'': This button will refresh the page, meaning that the same kind of question will be asked with different variables. <br><br />
''Controleer button'': The answer to the question will be checked and the user will be redirected to the Question Answer page.<br />
<br />
==== Question Answer ====<br />
This is the page where the user will be redirected when he has answered a question. For the sake of explanation the user has answered the question wrongly, but has already answered the same question correct the number of times in which he is able to advance to the next question. By assuming this we will see the full functionality of this page. <br><br><br />
<br />
Functionalities: <br><br />
''Question answer and your answer text”: The page will display the question, your answer and the correct answer, this way you can see where you went wrong. When you have answered the question correct only your answer will be shown. <br><br />
''Bekijk een hint button'': When pressing this button the page will explain the mistake you made. This can be used to do the question correct next time. IF you answered the question correct, this button will not be displayed. <br><br />
''multiple same mistake text'': The page will display a warning to you if you have made the same mistake multiple times. It will ask you to ask the teacher to explain this to you, since you clearly did not understand it. This will only show up when you made the same mistake multiple times. <br><br />
''Doe deze vraag opnieuw button'': This button will ask you the same kind of question again. Meaning this question will be asked again with different variables. <br><br />
''volgende vraag button'': This button will redirect you to the next question. You are only able to press this button once you have reached a certain treshhold (This will be discussed in the NextQuestion Method).<br />
<br />
==== Teacher (not confirmed) ====<br />
The teacher page is a page where users will find themselves when they press the teacher button when they are not a teacher. Once they are on this page the only thing they can do is fill in the teacher password. If they have done this they will be made a teacher and can access all the teacher possibilities. <br><br><br />
<br />
Funtionalities: <br><br />
''password field'': This is where the user fills in the teacher password. <br><br />
''controleer button'': This button will check if the filled in password is correct. If the password is incorrect the page will be reloaded and there will not be a change made. If the password was correct the user will be redirected to the confirm teacher page and the user will be made a teacher in the databes.<br />
<br />
==== confirmed teacher ====<br />
The confirmed teacher page is an overview for teacher of all the students. It will display for each student the total amount of correct answers, the total amount of wrong answers and the ration between the two. This way teachers can in a quick glance see which students are good and which need some attention. <br><br><br />
<br />
Functionalities: <br><br />
''Nickname Column'': The nickname of the users, this is the username field of the login page. <br><br />
''Slimheid(%) column'': The percentile of questions that were answered correct. <br><br />
''totaal correct column'': The amount of questions that the user has answered correct. <br> <br />
''total fout column'': The amount of question that the user has answered wrong. <br><br />
<br />
=== Methods ===<br />
<br />
=== Interface ===<br />
<br />
==== Quantitative study: first alpha-test ====<br />
<br />
In the beginning of week 43 we aimed to do a alpha-test of the prototype at the schools of the teachers who are in the focusgroup(s). We mainly wanted to ask about their experience and any recommendations they would make. The end of our project was in between their autumn-break and a finals-week at their school, so the teachers indicated that they could only have time to shortly introduce the program, but that students would have to test it in their own time. This was further complicated by our lack of success in getting the program easily usable (by making the website online, or making an .exe-file). We did send emails with the instructions to download the program and the files, however the two teachers that replied indicated that they did not think students would have time for this before the finals week. As an alternative we asked some of our acquaintances of highschool age (siblings, cousins, etc.) to try the program on our own laptops, and to answer a few short questions (in Dutch).<br />
<br />
The questions: <br><br />
1. What do you think is good about the interface, what should be improved?<br />
<br />
2. What do you think is good about the questions, what should be improved?<br />
<br />
3. What do you think is good about the hints, how could it be more helpful? <br />
<br />
4. What do you think about the repetition of questions, should it be more or less? <br />
<br />
5. Additional remarks?<br />
<br />
===== Results =====<br />
We tested the program with 6 acquaintances of highschool age. They seemed to pick up on how to use the software quite well, which means our software is somewhat intuitive, but also that kids these days are apt in using software. Except for one first-year student, the material was not new for the users, which somewhat resembles using the software to practice material that a teachers has explained (instead of it being completely new theory). <br />
<br />
1. Interface<br><br />
The interface was did not receive major criticism, though some aspects were noted to be unfinished, such as a colored indicated for good or wrong answers. One user thought the question-box should be larger, another said that she wondered that the overview would have too many links if the software covered all material. Yet another noticed some some English terms, which should be rewritten in Dutch. They also noticed that the sign-in form interface was not looking very good in case of errors. <br />
<br />
2. Questions<br><br />
Most testers thought the questions worked well, but one thought there should be more questions, while two others were glad to be finished (math is not their favorite subject). One thought all ‘+ -‘ should be written as ‘-‘ by the program, however this is not the case in Getal en Ruimte either. <br />
<br />
3. Hints<br><br />
The students found the notion of hints a welcome addition. Some wanted a hint before even answering a question once. Of course this is possible, but we decided that a student should be made to think first, try something, and then get feedback. We noted that students virtually always clicked on hint if their answer was wrong, maybe because they wanted to move quicker though the program, but without understanding the hints, and making a new question, they could not progress. This probably means we facilitated some learning with the program.<br />
<br />
4. Repetition<br><br />
On the topic of repetition the response was not so positive. Some were quick, and did not want to repeat the (easier) questions three times, others made quite a few mistake with the last question, and wanted to be done with it once they had one correct answer on that question-type. We think the negativity was partly because of the wide range of students, meaning the software was less adapted to them than to the intended audience. Furthermore, we think that it might well be that students dislike some aspects of learning (in the short term), but that it actually helps them in the long term. Of course, making one question of every type seems like it will cost less time, but for most students that is not enough to really learn the techniques involved. <br />
<br />
5. Other remarks<br><br />
Except one student, the students said their schools do not use software in their classes or for homework, and that they found the idea worthwhile. One said it would probably take a lot of time to make all the hints for all the questions in highschool-books.<br />
<br />
== Conclusion ==<br />
<br />
== Discussion ==<br />
<br />
possible improvements!<br />
<br />
== References ==<br />
<br />
{{Reflist}}<br />
<br />
== Peer Evaluations ==</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=PRE2019_1_Group3&diff=81180PRE2019 1 Group32019-10-27T21:44:16Z<p>S153905: </p>
<hr />
<div>'''Artificial intelligence in Education'''<br />
<br />
<br />
== Group Members ==<br />
{| class="wikitable" style="border-style: solid; border-width: 1px;" cellpadding="3"<br />
!style="text-align:left;"| Name<br />
!style="text-align:left"| Study<br />
!style="text-align:left;"| Student ID<br />
|- <br />
| Ruben Haakman || Electrical Engineering || 0993994<br />
|-<br />
| Tom Verberk || Software Science || 1016472<br />
|-<br />
| Peter Visser || Applied Physics || 0877628 <br />
|-<br />
|}<br />
<br />
== Planning ==<br />
Every week we will have 2 meetings, in between the meetings we will work on individual tasks, results of the individual tasks will be examined in the meetings, the tasks dicussed are the time when the tasks has to be done. Once a week a meeting with the tutor(s) is arranged to discuss progress and teamwork. In week 8 we will present our prototype to the class, and afterwards we will finalize the wiki. <br />
<br />
<br />
{| class="wikitable" border=1 style="border-collapse: collapse;"<br />
| '''Week''' || '''Monday (morning)''' || '''Thursday (afternoon)'''<br />
|- <br />
!style="text-align:center;"| '''1'''<br />
| ALL : choose topic <br />
| ALL : <br>literary research <br>problem definition <br>make the planning <br>define structure of the report <br />
|-<br />
!style="text-align:center;"| '''2'''<br />
| Ruben : introduction/problem statement <br>All : wiki page <br>All : state of the art <br>Peter : users/stakeholders <br> Tom: Approach, milestones and deliverables, Who’s doing what<br />
|-<br />
| <br />
|}<br />
<br />
[[File:Planning_1_(12-9).PNG]]<br />
<br />
[[File:Planning_2_(12-9).PNG]]<br />
<br />
Note: The current picture of the planning may not be up to date. The current version can be viewed here: https://docs.google.com/spreadsheets/d/1Mrgz4kAK8DM9imor_zepvkM9XTyXgOXlZZbME7DrzHo/edit#gid=0.<br />
<br />
== Introduction ==<br />
<br />
There has been a big increase of technology in education; smart boards, laptops, tablets and online learning systems are now commonly used in classrooms. A lot of students have troubles with learning mathematics. Recent technologies in online learning software can help those students learn faster and keep them motivated. It also reduces the workload for teachers.<br />
<br />
== Problem Statement ==<br />
<br />
<br />
Currently, most students make all math exercises from a book. The only feedback they get is if their answer is right or wrong. The exercises are the same for every student and are made to match the general level of all students, resulting in questions which are too simple or too difficult for most of the students. In this way the only way to give personal support is by the teacher which does not have time to help everyone individually. Adaptive Learning Software for Mathematics can help with this problem.<br />
<br />
== Requirements ==<br />
*Gives students individualized support such as hints, feedback, and problem selection<br />
**Hints and feedback based on the learning style of the student (Felder and Silverman model)<br />
**Recognizes common mistakes and gives explanation if those mistakes are made multiple times<br />
**Repeat previously incorrectly made questions<br />
*Simple, intuitive and motivating user interface<br />
**Consistensy across all pages<br />
**No distractive elements<br />
*Motivates students to make exercises<br />
**Shows progress of different modules<br />
**Level of the exercises matches the level of the student<br />
*Collaborative learning<br />
**Students can help each other with exercises<br />
**Competitive gamification<br />
<br />
<br />
Using an adapting collabrative learning system can help students learning the subject and also motivate students<ref>Walker, E., Rummel, N. & Koedinger, K.R. Int J Artif Intell Educ (2014) 24: 33. https://doi.org/10.1007/s40593-013-0001-9</ref>.<br />
<br />
Questions and feedback can be personalised for every students learning style by using the Felder and Silverman model<ref>Felder and Silverman, [https://www.engr.ncsu.edu/wp-content/uploads/drive/1QP6kBI1iQmpQbTXL-08HSl0PwJ5BYnZW/1988-LS-plus-note.pdf "LEARNING AND TEACHING STYLES IN ENGINEERING EDUCATION"], 1988.</ref>. This model describes four learning categories where each category is characterized by two opposite attributes. The Felder and Silverman’s main four categories are the following:<br />
*Sensing versus Intuitive<br />
*Visual versus Verbal <br />
*Active versus Reflective<br />
*Sequential versus Global<br />
<br />
Course satisfaction has a significant effect on performance but performance does not have a strong positive effect on course satisfaction. Previous online learning experience influences self-regulated learning directly. <ref>Chih-Hsuan Wang, David M. Shannon & Margaret E. Ross (2013) Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning, Distance Education, 34:3, 302-323, https://doi.org/10.1080/01587919.2013.835779</ref><br />
<br />
Motivation and emotion significantly influence student learning experiences, including achievement, satisfaction, and passing vs. nonpassing; whereas the use of learning strategies did not.<ref>Moon-Heum Cho & Michele L. Heron (2015) Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course, Distance Education, 36:1, 80-99, https://doi.org/10.1080/01587919.2015.1019963</ref><br />
<br />
== State of the art ==<br />
<br />
=== Articles ===<br />
<br />
Title: '''Math Aversion (State of the Art)''' <br />
<br />
Link: https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/6210554 <br />
<br />
Relevance: incorporate conceptual thinking and illustrations to make students understand mathematical ideas<br />
<br />
Title: '''The Math Wars'''<br />
<br />
Link: https://journals-sagepub-com.dianus.libr.tue.nl/doi/pdf/10.1177/0895904803260042<br />
<br />
Relevance: The article provides an overview of the didactic discussion on math in the past century, as well as the latest controversy, the math war (maybe part of a larger culture war?). It boils down to a fervent discussion between ‘traditionalists’ and ‘modernists’, and their attempts to influence governmental educational policies on math (such as ‘the Standards’ and ‘the Framework’). The text is focussed on the US, but this is likely a trend in the West in general. It is useful to have some knowledge about these philosophical-didactic discussions, although in our limited time we should focus on how to implement the suggested methods of the two groups, not so much on the arguments.<br />
<br />
Title: '''Mathematics is about the world''' - R.E. Knapp<br />
<br />
Link: (book)<br />
<br />
Relevance: A book about the role of mathematics in our lives, and therefore useful for thinking about how to teach the subject. The book claims that mathematics is abstract, but nevertheless is about the world around us, which we try to understand. That discovering quantitative relationships suits our needs for indirect measurement(s), such as the ‘tool’ of establishing geometric relationships. Trying to concretize the notion - that math is a powerful tool for humans - in our program will help to motivate students to engage with the topic, and help them understand new ‘tools’. <br />
<br />
Title: '''Preparation, practice, and performance''': An empirical examination of the impact of Standards-based Instruction on secondary students’ math and science achievement<br />
<br />
Link: https://journals.sagepub.com/doi/pdf/10.7227/RIE.81.5<br />
<br />
Relevance: One set of studies on the impact of ‘SBI’ (standards-based instruction) methods, such as: student self-assessment, inquiry-based activities, group-based projects, hands-on experiences, use of computer technologies, and the use of calculators. ‘Non-SBI practices’: teacher lecture, individual student drill and practice worksheets, and computer drill and practice programmes, etc. <br />
<br />
overview of (SBI) student-centred methods:<br />
- using manipulatives or hands-on materials, such as styrofoam balls and toothpicks for building molecular models, dominoes, base ten blocks, tangrams, spinners, rulers, fraction bars, algebra tiles, coins, and geometric solids.<br />
- incorporating inquiry, discovery, and problem-solving approaches, such as making binoculars out of recycled materials, using scenarios from nature and everyday life events for groups of students to research and investigate using math and science concepts<br />
- applying math and science concepts to real-world contexts, such as banking, energy concerns, environmental issues, and timelines; <br />
- connecting mathematics and science preparation skills to specific careers and occupations<br />
- using calculators and technologies for capturing and analysing original data from original math and science experiments<br />
- communicating math and science concepts, through journal writing, small-group discussions, and laboratory/technical reporting of experiments and results.<br />
<br />
Results:<br />
- SBI practices that were found to be significant contributors to students’ math achievement include the use of manipulatives, self-assessment, co-operative group projects, and computer technology. <br />
- SBI practices that were found to be significant contributors to students’ science achievement include the use of inquiry, self-assessment, co-operative group projects, and computer technology. <br />
- Virtually none of the observed non-SBI practices was found to be a significant contributor to student math or science achievement by gender or ethnic groupings. <br />
<br />
Useful, because looking at effective methods is one way to know which side is right in the math war, or at least what methods we can use in our program. Our program might in a (superficial?) way fit into SBI, although that will ultimately depend on the type of exercises and methods we will include. <br />
<br />
Title: '''Didactic material confronted with the concept of mathematical literacy''' <br />
<br />
Link: https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1023%2FB%3AEDUC.0000017693.32454.01.pdf<br />
<br />
Relevance: this essay is critical of the ‘highly technocratic’ vision ‘from the top’ that aims to let experts device didactic materials to be used by teachers and students, whilst ignoring: <br />
- why is math taught and what is the role of didactic material?, <br />
- how and why do students actually use such materials?, <br />
- In which ways do didactic materials shape the teachers’ activities? <br />
- What does it mean that didactic material is never adopted but always adapted?<br />
<br />
Therefore the author claims it is more useful to focus on ‘valuable mathematical activities’ instead of ‘innovative didactic materials’. <br />
<br />
Furthermore, the author claims that “mathematical literacy” should be the leitmotiv for the teaching and learning of mathematics (up to secondary school). Mathematical literacy conceives “the relationship between mathematics, the surrounding culture, and the curriculum”. He mentions how this should influence didactic materials, and what these materials should look like. He critiques the ‘optimism’ and ‘exclusivity’ approaches of teaching math,and supports the ‘inclusivity’ approach, which presents math as ‘a method to understand the social and economic world we live in. This strategy considers mathematical activity as potentially critical, political, loaded with values, and informative’ and “The cognitive style of daily routine is of high relevance within these mathematical activities, since it is a fundamental aim of the strategy to empower common sense. It is intended to develop the attitude of daily life towards an attitude of critical consciousness.”.<br />
<br />
Useful because it really focuses on the users of didactic material (like our program!), an approach we can use to increase the value students (and teachers) find in our program. We should consider/confirm what mathematical literacy is, and whether it is the right standard to determine what is a valuable mathematical activity. The ‘inclusivity’ approach seems very interesting. However, the author seems very interesting in using math to discuss politics, if not to politicize (young) students, this seems a bad idea.<br />
<br />
Title: '''Geometrical analogies in mathematics lessons'''<br />
<br />
Link: https://academic-oup-com.dianus.libr.tue.nl/teamat/article/26/4/201/1664642<br />
<br />
Relevance: <br />
A summary of possibilities of mathematics lessons regarding the use of analogies in teaching geometry for different age groups. Useful because we might apply this in the exercises to teach users geometry. <br />
<br />
<br />
Title: ''' Open Learner Models: Research Questions''' Special Issue of the IJAIED<br />
<br />
Link: <br />
https://content-iospress-com.dianus.libr.tue.nl/download/international-journal-of-artificial-intelligence-in-education/jai17-2-01?id=international-journal-of-artificial-intelligence-in-education%2Fjai17-2-01<br />
<br />
Relevance: good summary of “learner models” and discussion of relevant aspects , very detailed, but good to use in a brainstorm for concretising the project. <br />
<br />
Title: '''Intelligent Agent-Based e-Learning System for Adaptive Learning'''<br />
<br />
Link: https://www-igi-global-com.dianus.libr.tue.nl/gateway/article/full-text-pdf/58052 <br />
<br />
Relevance:<br />
Adaptive learning approach: support learners to achieve the intended learning outcomes through a personalized way. <br />
<br />
The main idea: to personalize the learning content in a way that can cope with individual differences in aptitude. <br />
NOT: personalizing the presentation style of the learning materials<br />
<br />
model:<br />
- Aptitude-Treatment Interaction theory (ATI): there is a strong bond between the effectiveness of an instructional strategy (i.e. treatment) and the aptitude level of students <br />
-- aptitude: the capability to learn in a specific area either because of having talent or having prior knowledge in this area<br />
- Biggs’ Constructive Alignment Model: (use to operationalize ATI): an effective curriculum depends on adequately describing the educational goals desired. Biggs views curriculum as a teaching system, ultimate goal of system is to guide students towards the desired educational goals. He advocates the alignment of individual components in the system like teaching and learning activities (TLAs) and assessment tasks (ATs). It is a hierarchical framework. <br />
-- inherits the central idea of constructivism that education is a way to train students to be a self-learner<br />
> aim: improving students’ learning outcomes through enhancing their intrinsic motivation<br />
<br />
“Students with lower cognitive skill require highly structured instructional environments than students with higher cognitive skills (Snow, 1989).”<br />
<br />
Title: '''Personalized Adaptive Learner Model in E-Learning System Using FCM and Fuzzy Inference System'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs40815-017-0309-y.pdf<br />
<br />
Relevance: Some new dimensions of adaptivity are discussed here, like automatic and dynamic detection of learning styles. This is more precise and quicker than previous ones. It is a literature-based approach in which a personalized adaptive learner model (PALM) was constructed. This proposed learner model mines learner’s navigational accesses data and finds learner’s behavioural patterns which individualize each learner and provide personalization according to their learning styles in the learning process. Fuzzy cognitive maps and fuzzy inference system, soft computing techniques, were introduced to implement PALM. Result shows that personalized adaptive e-learning system is better and promising than the non-adaptive in terms of benefits to the learners and improvement in overall learning process. Thus, providing adaptivity as per learner’s needs is an important factor for enhancing the efficiency and effectiveness of the entire learning process.<br />
<br />
Title: '''Elo-based learner modeling for the adaptive practice of facts'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs11257-016-9185-7.pdf<br />
<br />
Relevance: <br />
- computerized adaptive system for practicing factual knowledge. <br />
- widely varying degrees of prior knowledge. <br />
- modular approach: 1. an estimation of prior knowledge, 2. an estimation of current knowledge, and 3. the construction of questions. <br />
- detailed discussion of learner models for both estimation steps (1 & 2),<br />
-- a novel use of the Elo rating system for learner modeling. <br />
--- results, and variations in model and effectiveness<br />
<br />
very useful, only change the topic<br />
<br />
Titel: The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects<br />
Link: https://files.eric.ed.gov/fulltext/EJ1068797.pdf<br />
Abstract:<br />
This report begins by summarizing current applications of ideas from artificial intelligence (Al) to education. It then uses that summary to project various future applications of Al--and advanced technology in general--to education, as well as highlighting problems that will confront the wide scale implementation of these technologies in the classroom.<br />
(relevance): This report gives an example of an already thought of algebra learning AI. However the program doesn’t automatically figure the level of the student. These things are called intelligence tutoring systems (or ITS). Overall very useful article.<br />
<br />
Titel: Permutations of Control: Cognitive Considerations for Agent-Based Learning Environments<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: While there has been a significant amount of research on technical issues regarding the development of agent-based learning environments (e.g., see the special issue of Journal of Interactive Learning Research, (1999, v10(3/4)), there is less information regarding cognitive foundations for these environments. The management of control is a prime issue with agent-based computer environments given the relative independence and autonomy of the agent from other system components. This paper presents four dimensions of control that should be considered in designing agent-based learning environments: Instructural purpose, Feedback, relationship, confidence in AI.<br />
(relevance): More focussed on the cognitive foundation for Artificial intelligence environment. Interesting for the Usefulness of our ideas.<br />
<br />
Titel: Introducing the Enhanced Personal Portal Model in a Synchromodal Learning Environment<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: Study that simulated a digital classroom (by placing camera’s students etcetera)<br />
(relevance): Not really relevant for us but interesting to take notice of (perhaps also making a digital environment for our idea)<br />
<br />
Titel: Intelligence Unleashed<br />
Link: https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/innovation/Intelligence-Unleashed-Publication.pdf<br />
Abstract: this short paper has two aims in mind. The first was to explain to a non-specialist, interested reader what AIEd (Artificial Intelligence in Education) is: its goals, how it is built, and how it works. The second aim was to set out the argument for what AIEd can offer learning, both now and in the future, with an eye towards improving learning and life outcomes for all. <br />
(relevance): This is a company who does research in this topic, it works together with teachers and researchers, therefore this might come as a big <br />
<br />
Titel: Web intelligence and artificial intelligence in education.<br />
Link: https://www.researchgate.net/publication/220374721_Web_Intelligence_and_Artificial_Intelligence_in_Education<br />
Abstract: This paper surveys important aspects of Web Intelligence (WI) in the context of Artificial Intelligence in Education (AIED) research. WI explores the fundamental roles as well as practical impacts of Artificial Intelligence (AI) and advanced Information Technology (IT) on the next generation of Web-related products, systems, services, and activities.<br />
(relevance): More information on Web Intelligence and how it works together with AIED, it focusses on practical inpacts and advanced information technology, especially the first part is interesting for us.<br />
<br />
<br />
<br />
Titel: 10 roles for artificial intelligence in education<br />
Link: https://www.teachthought.com/the-future-of-learning/10-roles-for-artificial-intelligence-in-education/<br />
Abstract: This article explores 10 roles for artificial intelligence in education Being:<br />
Automate, such as grading<br />
Adapt to student needs<br />
Point out improvements<br />
Ai tutors.<br />
Helpfull feedback<br />
changes how we find and interact with inforamtion.<br />
change role of teachers<br />
trial and error less intimidating<br />
change how schools find, teach and support students<br />
AI may change where students learn, who teaches them, and how they acquire basic skills.<br />
(relevance): It can show us some new thing AI helps teachers, which we haven’t thought of yet.<br />
<br />
Titel: Exploring the impact of artificial intelligence on teaching and learning in higher education<br />
Link: https://www.researchgate.net/publication/321258756_Exploring_the_impact_of_artificial_intelligence_on_teaching_and_learning_in_higher_education<br />
Abstract: This paper explores the phenomena of the emergence of the use of artificial intelligence in teaching and learning in higher education. It investigates educational implications of emerging technologies on the way students learn and how institutions teach and evolve. Recent technological advancements and the increasing speed of adopting new technologies in higher education are explored in order to predict the future nature of higher education in a world where artificial intelligence is part of the fabric of our universities.<br />
(relevance): It shows the use of Artificial intelligence already in higher education, it might give us some learingpoints while developing our own artificial intelligence.<br />
<br />
Titel: The roles of models in Artificial Intelligence and Education research: a prospective view<br />
<br />
Link: https://telearn.archives-ouvertes.fr/hal-00190395/<br />
Abstract: In this paper I speculate on the near future of research in Artificial Intelligence and Education (AIED), on the basis of three uses of models of educational processes: models as scientific tools, models as components of educational artefacts, and models as bases for design of educational artefacts. In terms of the first role, I claim that the recent shift towards studying collaborative learning situations needs to be accompanied by an evolution of the types of theories and models that are used, beyond computational models of individual cognition. In terms of the second role, I propose that in order to integrate computer-based learning systems into schools, we need to 'open up' the curriculum to educational technology, 'open up' educational technologies to actors in educational systems and 'open up' those actors to the technology (i.e. by training them). In terms of the third role, I propose that models can be bases for design of educational technologies by providing design methodologies and system components, or by constraining the range of tools that are available for learners. In conclusion I propose that a defining characteristic of AIED research is that it is, or should be, concerned with all three roles of models, to a greater or lesser extent in each case.<br />
(relevance): It can be used to explain a model in which our artificial intelligence solution wolud be beneficial to use.<br />
<br />
Titel: Evolution and Revolution in Artificial Intelligence in Education<br />
<br />
Link: https://link.springer.com/article/10.1007/s40593-016-0110-3<br />
Abstract: The field of Artificial Intelligence in Education (AIED) has undergone significant developments over the last twenty-five years. As we reflect on our past and shape our future, we ask two main questions: What are our major strengths? And, what new opportunities lay on the horizon? We analyse 47 papers from three years in the history of the Journal of AIED (1994, 2004, and 2014) to identify the foci and typical scenarios that occupy the field of AIED.<br />
(relevance): It can give us a quick and ordered view of what research has already been done in the form of AI and where there lie some possibilities for us (written in 2016)<br />
<br />
<br />
<br />
Title: '''Towards Emotionally Aware AI Smart Classroom: Current Issues and Directions for Engineering and Education'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/8253436 <br />
<br />
Abstract: Paper about a emotionally-aware AI smart classroom which can take over the role of a teacher.<br />
<br />
<br />
Title: '''AI and education: the importance of teacher and student relations'''<br />
<br />
Link: https://link.springer.com/article/10.1007/s00146-017-0693-8 <br />
<br />
Abstract: Paper about the difference in relationship between student-teacher and student-AI<br />
<br />
<br />
Title: '''Designing educational technologies in the age of AI: A learning sciences‐driven approach'''<br />
<br />
Link: https://doi.org/10.1111/bjet.12861 <br />
<br />
Abstract: How to develop an AI algorithm based on studies about how people learn.<br />
<br />
<br />
Title: '''Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review'''<br />
<br />
Link: https://journals.sagepub.com/doi/10.3102/0034654315581420 <br />
<br />
Abstract: This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems.<br />
<br />
<br />
Title: '''Artificial Intelligence as an Effective Classroom Assistant'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/7742268 <br />
<br />
Abstract: Article about blended learning, wherein the teacher can offload some work to the AI system.<br />
<br />
<br />
Title: '''Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0747563215001120 <br />
<br />
Abstract: Review on how learning styles were integrated into adaptive e-learning systems.<br />
<br />
<br />
Title: '''Learning Computer Networks Using Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ALHLCN <br />
<br />
Abstract: This paper describes an intelligent tutoring system that helps student study computer networks.<br />
<br />
<br />
Title: '''Mathematics Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ABUMIT <br />
<br />
Abstract: Intelligent tutoring system for teaching mathematics that help students understand the basics of math and that helps a lot of students of all ages to understand the <br />
topic.<br />
<br />
<br />
Title: '''TECH8 intelligent and adaptive e-learning system: Integration into Technology and Science classrooms in lower secondary schools'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0360131514002875 <br />
<br />
Abstract: The purpose of this research is to demonstrate the design and evaluation of an adaptive, intelligent and, most important, an individualised intelligent tutoring system <br />
(ITS) based on the cognitive characteristics of the individual learner.<br />
<br />
<br />
=== Other groups with similar subject ===<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2016_3_Groep18: Elementary school. Made 4 small educational games for children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep14: Elementary school. Made a simple math game for young children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep8: High school. Made an adaptive gamified online learning system using Moodle. The goal of this group is similar to our goal, but they focused more on gamification and less in making the exercises personalized for each student. They used Moodle as an open source online learning system. The big advantage of Moodle is the wide range of plugins that already exist, so it was possible to build further upon those plugins. However creating quizzes and exercises especially mathematical expressions was difficult and time consuming. Many of the plugins they used had no documentation which made it hard to make changes.<br />
<br />
=== Currently available software ===<br />
<br />
*Getal & Ruimte<br />
<br />
*Khan Acedemy<br />
<br />
*Wolframalpha<br />
<br />
*Mathspace<br />
<br />
== Users, stakeholders and their requirements ==<br />
<br />
=== Primary users: high school mathematics students ===<br />
<br />
Our primary users will be high school mathematics students (or people who want to study this on their own). The subject of mathematics is a vital one for developing abstract thinking and applied in many ways in technical fields, and the skill of problem solving can be applied in many ways in life. At the same time mathematics is often considered difficult by students. For these reasons we think the subject of mathematics is where good value can be provided with our web-based AI-enhanced learning tool. Additionally, mathematics (like other hard sciences) allows for easier checking of answers than the type of language-based (short) essay answers that are required for social sciences. Vocabulary would be a suitable topic as well, however we are unaware of a shortage in German or French translators, whereas there is a shortage in engineering and in the skilled trades. Since highschool in the bridge between primary and college, that is where our program could be most valuable. The introductory test to assess the mathematics level can incorporate primary school topics, and we could offer such exercises to the slightly more mature student as well, whereas primary school children are less self-directed. <br />
<br />
By estimating the current level of understanding and the learning style (speed, etc.) of the individual student, we can offer a tailored learning experience that will help the student get quick feedback (and hopefully more positive results), which will help with building confidence in tackling (new) mathematics problems and might even make the subject more enjoyable. <br />
Using students to beta-test our program will be a useful way to interact with these users, since they might be less able to communicate exactly what it that is lacking in their mathematics course. The proof of the pudding is in the eating, measuring success and especially engagement over time will show how well our program works. Once the students have an actual product to work with they might give valuable feedback on why they kept using it, or why they stopped using it. Of course here we need to take into account that some students might have learning difficulties that need more direct coaching or are just plainly uninterested in improving their lack of mathematical skill. Our program might help some of these kinds of students, but assuming it will be the mathematics panacea is unwise. We aim to get a prototype early b-test with students done at the end of the project. <br />
<br />
- HAVO/VWO!<br />
<br />
=== Primary users: high school mathematics teachers ===<br />
<br />
Other primary users will be high school mathematics teachers. Students can of course start using the web-program on their own, but if high school teachers find it valuable enough to recommend it to students, that could be a good sign. Of course we will have to consider their biases in didactics and their general mindset in terms of improving education (for some it might be lacking). Nevertheless, their impact can be useful, by for instance finding out what in their experience are the main difficulties students have, and trying to adapt for those thing in our program (content-wise, but also in terms of engagement). We will form a focus group of a few of these teachers to make qualitatitve study on the difficulties of teaching mathematics. Their input will be used to determine the direction and attributes of our prototype. Later on we might get them to evaluate it (in combination with a beta-test on students?). <br />
<br />
=== Secundairy users: Headmasters ===<br />
<br />
Headmasters are stakeholders, since they have a say in the way mathematics is taught in their school. Financial cost will be always be in the back of their minds, and as such they will critically assess the performance, robustness and scalability of the program. But, they are clearly concerned about the rates at which students progress through key-courses like mathematics (in the Netherlands it has certain higher requirements than some other courses in terms of passing classes and graduating). If our program can help with that, this is an opportunity. Maybe, our program’s introductory test can be used as the intro-test for new students, and the program can help bridging the gap (the school may decide to used other ways to help these students as well). Depending on the school the headmasters may also have didactical views that are key to the identity of the school that may or may not match with what we decide to use in our program. Given the diversity in education-land, this simply means there will always be some less enthusiastic headmasters with respect to adopting our program. It could be tempting to go with the majority, but we have to independently assess whether the majority is correct, maybe the majority view is related to the problems in teaching mathematics. <br />
<br />
=== Tertiary users / stakeholders ===<br />
<br />
==== Ministry of Education ====<br />
<br />
At a more distant level the ministry of education has similar concerns as the headmasters in terms of money spend and passing rates, but they also bound to more ideological/didactic points of view that are determined by the parliament and the current minister, tough on the other hand the bureaucracy itself might also have a mainstream point of view that is somewhat different. These views will somewhat affect the chances of our program ultimately getting adopted in individual school, if for instance certain funding is allocated to, or withdrawn from, computer-based mathemathics/learning aids – with certain requirements, etc. However, the ministry does not determine for the school what teaching aids they must use in particular. <br />
<br />
==== (Technical) Universities / STEM departments ====<br />
<br />
Technical universities and STEM departments at others have two stakes, one is a higher level of mathematics ability of incoming students, since it is the basis on which many majors (if not all) depend. This could save money in terms of additional efforts, and can bring in more money (if students progress/graduate quicker). Secondly, the more engaging mathematics program we aim to develop might induce more student to choose to go to a technical university or a STEM major instead of a alpha or gamma major. <br />
<br />
==== (Tech) companies ====<br />
<br />
Given the lack of workers in the skilled trades and in engineering, technical companies have a clear stake in students being better in (applied) mathematical problems solving. And such skills can in fact be useful in many jobs, so companies in general might benefit, although it might sound less interesting than clean-desk or scrum or feng shui.<br />
<br />
== Approach/milestones/deliverables ==<br />
Our approach will look the following. We will start with some up front research, we will make some sort about “didactiek” and how to apply this in our webpage we want to create.<br />
While doing research about these topics we will start working on our webpage. We are planning to build some sort of web page or program. This artifact will have some sort of artificial intelligence which keeps track of the level of skill of the student and gives exercises matching the skill level of the student.<br />
After being done with the research about “didactiek”. We will lay the proposal of our artifact in front of several high school teachers. We want to have their input, as the artifact is build for there purpose. We then apply the given advise in our artifact.<br />
Lastly we plan to test our improved application for use, we will go to the same (or other) high school teachers and ask if we can test them in their classes. We then come up with a conclusion and finish the research.<br />
<br />
Our milestones will be the finish of our research, the alpha version of our application, then the comments of the teachers, then the beta version of our application. The findings of the test subject and finally the final version.<br />
<br />
Our deliverables will be a research about the current AI in education, the findings we got from talking to teachers, the test results found when testing on students and finally our artifact, described on this wiki. Furthermore, we deliver a presentation on our project.<br />
<br />
== Concept ==<br />
<br />
=== Didactics of mathematics === <br />
<br />
==== Desk study: Getal en Ruimte studybook ====<br />
To orient ourselves into the well-established mainstream didactic methodology, we ordered a book from the most used mathematics book-serie in the Netherlands: "Getal and Ruimte". We ordered the first book for VWO 3, since we considered that the to be an interesting class, the one before the choice for the alpha (maatschappij) or beta (wetenschap) direction is made. We decided to focus on the material of the first chapter, since our project ran during the beginning of the school year. This choice would allow us to let some students in that year try our software at the end of the project, to get some user-feedback. The topic of linear equation also lends itself to our purposes, since we do not intent to recreate Wolfram Mathematics-like problem solving tools, but instead we wanted to focus on the development of an adaptive learning program, with mathematics as the subject. <br />
<br />
==== Qualitative study: focus group ====<br />
<br />
In order to understand the problems with teaching highschool math, a focus study will be held with a few teachers. This qualitative approach will give us valuable in-depth knowlegde on the praxis of the didactics of mathematics. In this short time period it is more useful than a small questionnaire with generally even fewer responses. In a focus group the partipants can all add to the discussion, react to each other, and the interviewer can ask more suitable follow-up questions. <br />
<br />
===== The invitation mail =====<br />
On thursday the 12th the following mail was send to 17 secondary HAVO/VWO schools in Eindhoven and area.<br />
<br />
"Uitnodiging focusgroep voor wiskunde software<br />
<br />
Wij zijn een groepje van drie derdejaars bachelor-studenten op de Technische Universiteit van Eindhoven die graag in contact zouden komen met HAVO/VWO wiskunde leraren voor het ontwikkelen van een online wiskunde hulpmiddel. Wij zijn bezig met een project van twee maanden, waarbij de wensen van gebruikers van technologie centraal staan.<br />
<br />
<br />
Door middel van een groepsgesprek van ongeveer een uur met enkele wiskundedocenten willen wij bespreken welke problemen zij ervaren in de les en op welke manier individu-gerichte software hen daarbij zou kunnen helpen. Voor dit gesprek komen wij graag naar uw school. <br />
<br />
<br />
Met de hulp van deze focusgroep zal het doel van ons prototype worden bepaald. In overleg met de school zouden wij dit prototype enkele weken later (kort) willen laten testen door leerlingen. <br />
<br />
Graag horen wij of een of meerdere wiskunde docenten op uw school interesse hebben in dit gesprek! <br />
<br />
<br />
Met vriendelijke groet,<br />
<br />
Peter Visser,<br />
mede namens Tom Verberk en Ruben Haakman"<br />
<br />
===== Responses =====<br />
From four schools (Eckart college, Were Di college, Carolus Borromeus college and Stedelijk college) we have received positive reactions, all with groups of two or more teachers. Due to their full agenda's and time-constraints, we decided it would be easier to have seperate focus-group conversations at each school. In this way the different didactic methods of the schools can be discussed more in depth as well. We could use results from earlier talks in later talks to have some (one-way) feedback between teachers. Two more school reacted, only to indicate that they did not have time, though they found the project interesting. In the case of no positive reactions, these schools would have been called, to follow up on the mail. However, given the positive reactions, this was not necessary. <br />
<br />
Due to some delay between mails, and the busy schedules of the teachers, the two interviews that materialised were held on the 30th of September (4 teachers, Eckart college) and the 1st of October (2 teachers, Were Di college). The contact with Carolus Borromeus took much longer to react, and eventually did not react, so sadly this option had to be removed from our focusgroup. The fourth school reacted only in the second-to-last week of our project, and any feedback from this meeting (likely to occur even later) would not be useful in our prototype-development.<br />
<br />
===== Preparation =====<br />
<br />
A question list has been prepared, with possible follow up aspects, to guide the discussion of the teachers in the focusgroup, and to try to optimize useful information for our design choices. The points will not be checked off like an interview, but are a guide for the discussion. The concept of quantitative studies, and specifically the focus group (or group discussion) format has been studied with the help of a basic textbook (An Introduction to Qualitative Research: Learning in the Field - Rossman & Rallis). The question-points, and sub-points, are shown below, in Dutch, since the subjects and interviewer are Dutch, and this will improve the quality of the discussion. First the interviewer will shortly introduce himself and explain the project and the goal of the discussion. <br />
<br />
Note: Due to the relatively slow process of setting up meetings, due to slow mail-contact and full teacher agenda's) the interviews happened later in our project that we had envisioned. For this reason the nature of the interview changed somewhat. The initial questionlist was still used, but relatively less time was spend on these questions, and that time was used to ask more specific question about the design-decision we had already made (in order to progress in our limited-time project). These questions naturally fitted after the initial questions. <br />
<br />
1. korte introductie van elke docent: opleiding, ervaring (jaren, klassen, niveaus)<br />
<br />
2. didactische methode van school: boek, lesgeven, hulpmiddelen<br />
- pluspunten<br />
- verbeterpunten<br />
<br />
3. individuele methoden van docenten<br />
<br />
4. problemen met wiskunde-overbrengen? <br />
<br> - wat ter tafel komt!<br />
<br>- concentratie? <br />
<br>- hoofdrekenen vs rekenmachine?<br />
<br>- hoeveelheid oefenen (buiten de les)?<br />
<br> - verschillen tussen leerlingen?<br />
<br />
5. Op welke manier probeert men deze problemen het hoofd te bieden, wat werkt wel en niet?<br />
<br />
6. Op welke manier zou een (online) individueel-adaptief programma hieraan kunnen bijdragen?<br />
<br />
7. Wat is jullie ideale voorstelling van zo’n dergelijke programma?<br />
<br />
8. specifieke vragen over doelstelling programma <br />
<br>-- diagnostische toets<br />
<br>-- goede leerlingen: verder werken<br />
<br>-- zwakke leerlingen: extra oefenen<br />
<br>-- vervangen van deel van oefenen met boek<br />
<br>-- klassikaal toetsen (meteen oefenen van hoofdrekenen?)<br />
<br>-- helemaal zelfstandig<br />
<br>-- Herhalen van de theorie in het programma, of juist focus op oefenen?<br />
<br />
9. Manieren om studenten 'engaged' te houden (over langere tijd)?<br />
<br />
10. Het idee van deel-hints voor het helpen oplossen van een probleem (ipv simpelweg het antwoord of de hele uitwerking)?<br />
<br />
11. Gedurende het jaar toetsen over stof van voorgaande hoofdstukken om kennis couranter te houden?<br />
<br />
12. Vooral focus op studenten die meer oefening nodig hebben?<br />
<br />
13. functie: extra oefenmateriaal, op termijn vervanging van de opdrachten in het boek, maar theorieboek en uitleg van docent blijven nodig?<br />
<br />
14. Verdere aspecten die ter tafel komen.<br />
<br />
===== Results =====<br />
<br />
Both interviews were recorded, in order for the interviewer to focus on the conversation instead of note-taking, and also for the ease of listening back to certain parts that afterwards seemed bussy with talk. For the ease of this report, these recordings have been summarised below, with a focus on distilling the general feedback on functionality and requirements. <br />
<br />
''Eckart college (Eindhoven)'': <br />
<br />
Over het algemeen waren de 4 docenten te spreken over het idee.<br />
Ze hebben al wel een soort software, maar zonder hints, en ze moeten zelf de opdrachten inprogrammeren. Ze gebruiken dat niet echt kreeg ik de indruk.<br />
Hoofdrekenen vonden ze niet echt een probleem, omdat ze in de les de rekenmachines niet laten gebruiken, dus leerlingen ontwikkelen de vaardigheid op deze manier al.<br />
Het idee van hints waren ze erg over te spreken, als verbetering op een antwoordboekje (of de hele uitwerking).<br />
Ook het idee dat ze een beter diagnose middel hebben met deze software sprak ze aan. Verder vonden ze het vooral interessant als aanvulling op de les, en (deelse) vervanging van de opdrachten uit het boek. <br />
<br />
Voor de verschillende niveau’s en jaren de problemen nogal verschillend. Specifiek voor VWO 3 speelt dat er een tweedeling is tussen wie waarschijnlijk wiskunde a en wie waarschijnlijk wiskunde b gaan doen. De ene groep heeft meer uitleg nodig, en herhaling van de simplere opdrachten, de andere groep heeft dingen eerder door (en door verveling kunnen die lastig zijn in de les).<br />
<br />
Daarom willen de docenten ook een toepassing voor die betere leerlingen, niet per sé ‘extra’ werk, maar vervangende opdrachten, die interessanter zijn, o.i.d. (Dit hadden we zelf ook bedacht, maar valt dus buiten ons prototype).<br />
<br />
Een andere tip is dat leerlingen de mogelijkheid moeten hebben om een opdracht (of opdrachtsoort) op te slaan, om die vervolgens dan makkelijk te kunnen laten zien aan de docent in de les.<br />
<br />
Verder vonden de docenten het ook een goed idee als leerlingen elkaar (online) kunnen helpen met een opdracht, en daar dan misschien iets van punten voor kunnen krijgen. (Dit lijkt me buiten het prototype vallen, maar kunnen we meenemen in de verbeterpunten)<br />
<br />
Ook nog een tip dat we het goed moeten opdelen in blokjes, zodat het niet te lang duurt, en ervoor moeten zorgen dat leerlingen kunnen zien hoe ver ze zijn, bijv. Een progressie-balkje. <br />
<br />
Een docent wilde ook een soort vragenuurtje organiseren buiten de les, waar leerlingen dan vragen over de software kunnen stellen. De andere drie waren hier niet enthousiast over. Die vinden dat de software vooral moet dienen om de leerling te helpen richting zelfstandig leren te werken. Hetzelfde geld voor mailtjes over vragen in de software.<br />
<br />
Wel vonden ze dat er een feedback middel moet zijn om technische problemen met de software of opdrachten te kunnen aangeven. <br />
<br />
Voor de prototype test zijn er twee docenten met een vwo3 klas. Ze zitten tussen een vakantie en een toetsweek, dus hebben geen tijd om in begin van week 43 het prototype in de klas te proberen. Wel vonden het een goed idee om (nadat ze het zelf hebben bekeken) een link door te sturen. Omdat de toets over hoofdstukken 1 en 2 gaat, is qua prototype vooral handig voor de leerlingen (en dus voor user-feedback) als de invulling voor hoofdstuk 1 dat wij hebben gekozen, vooral een soort uitgebreide diagnostische toets is. De uitbereiding is dan qua het soort vragen, en qua herhaling van vragen bij foute (of pas na hints opgeloste) vragen. <br />
<br />
Verder moeten ipv inlognaam ‘nicknaam’ gebruiken, ipv met privacy van leerlingen die vaak onder de 16 jaar oud zijn. Een vraag over klas of docent zou volgens hen wel kunnen, om het uit elkaar te houden, en omdat dit niet individueel te traceren is. <br />
<br />
Een goede vraag was ook of we wel het huidige aanbod in de markt hebben bestudeerd. Dat is denk ik iets wat wel in de presentatie en/of wiki moet bespreken. <br />
<br />
''Were Di college (Valkenswaard)'':<br />
<br />
Over het algemeen waren de 2 docenten te spreken over het idee.<br />
Ze hebben ook al wel een soort software, maar zonder hints, en ze moeten zelf de opdrachten inprogrammeren. Ze gebruiken dat niet echt kreeg ik de indruk.<br />
Hoofdrekenen vonden ze wel echt een probleem, als onderdeel van een algemeen gebrek aan rekenvaardigheden, als ze van de basisschool afkomen. Hiervoor kan het idee van diagnostische toets voor nieuwe leerlingen dus handig zijn, zodat men sneller en gerichter kan inspringen op gaten in deze vaardigheden. Ook diagnose voor nieuwe klassen (voor een docent nieuw) vonden ze een goed idee. <br />
<br />
Het idee van hints waren ze erg over te spreken, als verbetering op een antwoordboekje (of de hele uitwerking).<br />
Verder vonden ze het vooral interessant als aanvulling op de les, en (deelse) vervanging van de opdrachten uit het boek. <br />
<br />
Daarom willen de docenten ook een toepassing voor die betere leerlingen, niet per sé ‘extra’ werk, maar vervangende opdrachten, die interessanter zijn, o.i.d. (Dit hadden we zelf ook bedacht, maar valt dus buiten ons prototype). Probleem hierbij is hoe groot het de verschillen worden, en in hoeverre één les dan nog toereikend is voor de grote verschillen. <br />
<br />
Het idee om een opdracht (of opdrachtsoort) op te slaan, om die vervolgens dan makkelijk te kunnen laten zien aan de docent in de les, vonden ze erg handig.<br />
<br />
Ook nog een tip dat we het goed moeten opdelen in blokjes, zodat het niet te lang duurt, en ervoor moeten zorgen dat leerlingen kunnen zien hoe ver ze zijn, bijv. Een progressie-balkje. Volgens de docenten zou dit soort ‘gamification’ (er een spelletje van maken) het vooral voor jongens interessanter kunnen maken. <br />
<br />
De docenten hebben allebei niet vwo3 als klas, en op deze school is er binnenkort geen toets over hoofdstuk 1 + 2. Dus hier is het test-idee voor de andere school niet zo nuttig. Wel kunnen we de link van het programma doorsturen aan de ene docent, die het dan wil doorgeven aan de betreffende docenten, maar ik denk dat we hier niet veel van moeten verwachten, omdat het voor de leerlingen dan puur herhalen is zonder ‘noodzaak’ zoals een toets…<br />
<br />
Ook hier was een goede vraag of we wel het huidige aanbod in de markt hebben bestudeerd. Dat is denk ik iets wat wel in de presentatie en/of wiki moet bespreken. Maar zelf hadden ze nog niet van dit soort software gehoord.<br />
<br />
===== Discussion and implementation =====<br />
<br />
The importance of the following requirements has been affirmed with the help of the focusgroup:<br />
<br>- exercise practice tool (as opposed to theory-laden)<br />
<br>- use contextual hints to help students learn (compared to merely showing the answer or the whole derivation)<br />
<br>- repeat exercises until the student has solved a few without hints<br />
<br>- show progress to students<br />
<br>- the diagnostic functionality for teachers: student performance overview and details<br />
<br>- for later: exercises for the faster students so they can use their time in highschool worthwhile <br />
<br />
The following requirements have been added with the help of te focusgroup:<br />
<br>- easy to use for teachers (an end-product, no need to program in questions, etc.)<br />
<br>- use nicknames instead of 'name' with respect to privacy of students under 16.<br />
<br>- keep the (sub)modules short enough, so that student can complete one in a timespan that fits their concentration-arc<br />
<br>- ability to save an exercise, in order to discuss it with students<br />
<br>- feedback option, so students can report problems to the developers<br />
<br>- later on: possibility to discuss problems on an online platform ?<br />
<br />
=== Hierarchy of mathematics modules ===<br />
<br />
In the figure below is a sketch of what the structure of the program can look like. The modules might be related more complexely, this we need to assess. Modules can have sub-modules. The number of exercises is one key aspect in attuning to the individual learner. <br />
<br />
[[File:Hierarchy_AI_learning.png]]<br />
<br />
=== Topic ===<br />
<br />
Linear equations (beginning of VWO 3). We bought this book to study the widely accepted didactic method as an example and stepping stone.<br />
<br />
== Technical aspects ==<br />
<br />
In this part of the wiki the technical aspects of our application will be explained. First the foundations of our application will be discussed, next the database structure of the application will be discussed, thereafter specific methods used in the code will be viewed in more detail and explained in a clear and structured manner, lastly the interface of the application will be discussed.<br />
<br />
=== Foundation === <br />
<br />
Most of our application is programmed using Python 3.0. As a web framework we used Django: an free and open source web application written in python. A framework is nothing more than a collection of modules that make development easier.The official project site describes Django as "a high-level Python Web framework that encourages rapid development and clean, pragmatic design. [LINK TO SITE]. For the interface we used a application wide CSS template, <br />
<br />
The main application can be split into 3 parts: Login module, Question module and Teacher module.<br />
<br />
Login Module:<br />
The login module consists of the actual login mechanism, This includes an register form, a login form, a landing page (page where you "land" when you enter the url) and a home page.<br />
<br />
Question module:<br />
The queston module consists of 2 main parts. The General Question part and the actual question part. The General question part mainly contains method that are used for all modules in general, or are related to routing. (E.G. the select current module module). The actual question part is related to the individual questions.<br />
The genaral questions part contains: current module section, select module section.<br />
The actual question part contains: All the seperate questions, answer pages to all the questions and the "answer next question" part.<br />
<br />
Teacher module:<br />
The teacher module consist of all the teacher functionality. This includes an teacher verification question and the student overview, once the teacher is verified. <br />
<br />
=== Database ===<br />
<br />
An sqlLite database was used to manage our data. To manage the data in the best way possible and without keeping unused data we choose the following database tables in our database<br />
<br />
==== Customuser ====<br />
Customuser is the standard User database table python has, only it is adjusted to serve us the way we want it. We added 3 extra values untop of the values that were standard. The standard data is given in italics, our new data is given in bold. All the data that is in the Customuser table is<br />
''Id'': The Id that is given to a user.<br />
''password'': The password filled in by the user<br />
''last_login'': The last time the user has logged in (NULL if user has not logged in)<br />
''is_superuser'': If a user is able to access all pages (Not used in our website)<br />
''username'': The username the user filled in.<br />
''first_name'': The first name of the user (not used in our application due to privacy reasons, our focusgroup suggested this change for us.)<br />
''last_name'': The last name of the user (also not used).<br />
''email'': The email of the user, filled in during sign up.<br />
''is_staff''<br />
''is_active''<br />
''date_joined''<br />
'''general intelligence'''<br />
'''isTeacher'''<br />
<br />
=== Learner models ===<br />
<br />
niveau (algemeen, en verschillende delen?), leer-tempo, ‘geheugen’ (percentage goed over ‘oudere’ stof ?), leerstijl?<br />
<br />
<br />
Possible subjects:<br />
*Simplify equations<br />
*Rewriting equations<br />
*Solve equations (linear/quadratic)<br />
*Find maximum and minimum of a function<br />
*Calculate derivatives<br />
*Calculate integrals<br />
<br />
<br />
<br />
Use of AI:<br />
*Generates random questions for every student<br />
*Gives small hints<br />
*Gives step by step explanation if needed<br />
*Gives every student detailed feedback and personal questions based on his/her level<br />
<br />
==== Quantatative study: first beta-test ====<br />
<br />
In the beginning of week 43 we hope to do a beta-test of the prototype at the schools of the teachers who are in the focusgroup(s). We will develop some metrics to understand the behavior of users, the students, and can ask for feedback in terms of bugs and suggestions. These first results will be part of the presentation later that week, and will also be discussed on the wiki (afterwards).<br />
<br />
== Conclusion ==<br />
<br />
== References ==<br />
<br />
{{Reflist}}<br />
<br />
== Peer Evaluations ==</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=PRE2019_1_Group3&diff=81170PRE2019 1 Group32019-10-27T15:36:46Z<p>S153905: /* Problem Statement */</p>
<hr />
<div>'''Artificial intelligence in Education'''<br />
<br />
<br />
== Group Members ==<br />
{| class="wikitable" style="border-style: solid; border-width: 1px;" cellpadding="3"<br />
!style="text-align:left;"| Name<br />
!style="text-align:left"| Study<br />
!style="text-align:left;"| Student ID<br />
|- <br />
| Ruben Haakman || Electrical Engineering || 0993994<br />
|-<br />
| Tom Verberk || Software Science || 1016472<br />
|-<br />
| Peter Visser || Applied Physics || 0877628 <br />
|-<br />
|}<br />
<br />
== Planning ==<br />
Every week we will have 2 meetings, in between the meetings we will work on individual tasks, results of the individual tasks will be examined in the meetings, the tasks dicussed are the time when the tasks has to be done. Once a week a meeting with the tutor(s) is arranged to discuss progress and teamwork. In week 8 we will present our prototype to the class, and afterwards we will finalize the wiki. <br />
<br />
<br />
{| class="wikitable" border=1 style="border-collapse: collapse;"<br />
| '''Week''' || '''Monday (morning)''' || '''Thursday (afternoon)'''<br />
|- <br />
!style="text-align:center;"| '''1'''<br />
| ALL : choose topic <br />
| ALL : <br>literary research <br>problem definition <br>make the planning <br>define structure of the report <br />
|-<br />
!style="text-align:center;"| '''2'''<br />
| Ruben : introduction/problem statement <br>All : wiki page <br>All : state of the art <br>Peter : users/stakeholders <br> Tom: Approach, milestones and deliverables, Who’s doing what<br />
|-<br />
| <br />
|}<br />
<br />
[[File:Planning_1_(12-9).PNG]]<br />
<br />
[[File:Planning_2_(12-9).PNG]]<br />
<br />
Note: The current picture of the planning may not be up to date. The current version can be viewed here: https://docs.google.com/spreadsheets/d/1Mrgz4kAK8DM9imor_zepvkM9XTyXgOXlZZbME7DrzHo/edit#gid=0.<br />
<br />
== Introduction ==<br />
<br />
There has been a big increase of technology in education; smart boards, laptops, tablets and online learning systems are now commonly used in classrooms. A lot of students have troubles with learning mathematics. Recent technologies in online learning software can help those students learn faster and keep them motivated. It also reduces the workload for teachers.<br />
<br />
== Problem Statement ==<br />
<br />
<br />
Currently, most students make all math exercises from a book. The only feedback they get is if their answer is right or wrong. The exercises are the same for every student and are made to match the general level of all students, resulting in questions which are too simple or too difficult for most of the students. In this way the only way to give personal support is by the teacher which does not have time to help everyone individually. Adaptive Learning Software for Mathematics can help with this problem.<br />
<br />
== Requirements ==<br />
*Gives students individualized support such as hints, feedback, and problem selection<br />
**Hints and feedback based on the learning style of the student (Felder and Silverman model)<br />
**Recognizes common mistakes and gives explanation if those mistakes are made multiple times<br />
**Repeat previously incorrectly made questions<br />
*Simple, intuitive and motivating user interface<br />
**Consistensy across all pages<br />
**No distractive elements<br />
*Motivates students to make exercises<br />
**Shows progress of different modules<br />
**Level of the exercises matches the level of the student<br />
*Collaborative learning<br />
**Students can help each other with exercises<br />
**Competitive gamification<br />
<br />
<br />
Using an adapting collabrative learning system can help students learning the subject and also motivate students<ref>Walker, E., Rummel, N. & Koedinger, K.R. Int J Artif Intell Educ (2014) 24: 33. https://doi.org/10.1007/s40593-013-0001-9</ref>.<br />
<br />
Questions and feedback can be personalised for every students learning style by using the Felder and Silverman model<ref>Felder and Silverman, [https://www.engr.ncsu.edu/wp-content/uploads/drive/1QP6kBI1iQmpQbTXL-08HSl0PwJ5BYnZW/1988-LS-plus-note.pdf "LEARNING AND TEACHING STYLES IN ENGINEERING EDUCATION"], 1988.</ref>. This model describes four learning categories where each category is characterized by two opposite attributes. The Felder and Silverman’s main four categories are the following:<br />
*Sensing versus Intuitive<br />
*Visual versus Verbal <br />
*Active versus Reflective<br />
*Sequential versus Global<br />
<br />
Course satisfaction has a significant effect on performance but performance does not have a strong positive effect on course satisfaction. Previous online learning experience influences self-regulated learning directly. <ref>Chih-Hsuan Wang, David M. Shannon & Margaret E. Ross (2013) Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning, Distance Education, 34:3, 302-323, https://doi.org/10.1080/01587919.2013.835779</ref><br />
<br />
Motivation and emotion significantly influence student learning experiences, including achievement, satisfaction, and passing vs. nonpassing; whereas the use of learning strategies did not.<ref>Moon-Heum Cho & Michele L. Heron (2015) Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course, Distance Education, 36:1, 80-99, https://doi.org/10.1080/01587919.2015.1019963</ref><br />
<br />
== State of the art ==<br />
<br />
Title: '''Math Aversion (State of the Art)''' <br />
<br />
Link: https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/6210554 <br />
<br />
Relevance: incorporate conceptual thinking and illustrations to make students understand mathematical ideas<br />
<br />
Title: '''The Math Wars'''<br />
<br />
Link: https://journals-sagepub-com.dianus.libr.tue.nl/doi/pdf/10.1177/0895904803260042<br />
<br />
Relevance: The article provides an overview of the didactic discussion on math in the past century, as well as the latest controversy, the math war (maybe part of a larger culture war?). It boils down to a fervent discussion between ‘traditionalists’ and ‘modernists’, and their attempts to influence governmental educational policies on math (such as ‘the Standards’ and ‘the Framework’). The text is focussed on the US, but this is likely a trend in the West in general. It is useful to have some knowledge about these philosophical-didactic discussions, although in our limited time we should focus on how to implement the suggested methods of the two groups, not so much on the arguments.<br />
<br />
Title: '''Mathematics is about the world''' - R.E. Knapp<br />
<br />
Link: (book)<br />
<br />
Relevance: A book about the role of mathematics in our lives, and therefore useful for thinking about how to teach the subject. The book claims that mathematics is abstract, but nevertheless is about the world around us, which we try to understand. That discovering quantitative relationships suits our needs for indirect measurement(s), such as the ‘tool’ of establishing geometric relationships. Trying to concretize the notion - that math is a powerful tool for humans - in our program will help to motivate students to engage with the topic, and help them understand new ‘tools’. <br />
<br />
Title: '''Preparation, practice, and performance''': An empirical examination of the impact of Standards-based Instruction on secondary students’ math and science achievement<br />
<br />
Link: https://journals.sagepub.com/doi/pdf/10.7227/RIE.81.5<br />
<br />
Relevance: One set of studies on the impact of ‘SBI’ (standards-based instruction) methods, such as: student self-assessment, inquiry-based activities, group-based projects, hands-on experiences, use of computer technologies, and the use of calculators. ‘Non-SBI practices’: teacher lecture, individual student drill and practice worksheets, and computer drill and practice programmes, etc. <br />
<br />
overview of (SBI) student-centred methods:<br />
- using manipulatives or hands-on materials, such as styrofoam balls and toothpicks for building molecular models, dominoes, base ten blocks, tangrams, spinners, rulers, fraction bars, algebra tiles, coins, and geometric solids.<br />
- incorporating inquiry, discovery, and problem-solving approaches, such as making binoculars out of recycled materials, using scenarios from nature and everyday life events for groups of students to research and investigate using math and science concepts<br />
- applying math and science concepts to real-world contexts, such as banking, energy concerns, environmental issues, and timelines; <br />
- connecting mathematics and science preparation skills to specific careers and occupations<br />
- using calculators and technologies for capturing and analysing original data from original math and science experiments<br />
- communicating math and science concepts, through journal writing, small-group discussions, and laboratory/technical reporting of experiments and results.<br />
<br />
Results:<br />
- SBI practices that were found to be significant contributors to students’ math achievement include the use of manipulatives, self-assessment, co-operative group projects, and computer technology. <br />
- SBI practices that were found to be significant contributors to students’ science achievement include the use of inquiry, self-assessment, co-operative group projects, and computer technology. <br />
- Virtually none of the observed non-SBI practices was found to be a significant contributor to student math or science achievement by gender or ethnic groupings. <br />
<br />
Useful, because looking at effective methods is one way to know which side is right in the math war, or at least what methods we can use in our program. Our program might in a (superficial?) way fit into SBI, although that will ultimately depend on the type of exercises and methods we will include. <br />
<br />
Title: '''Didactic material confronted with the concept of mathematical literacy''' <br />
<br />
Link: https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1023%2FB%3AEDUC.0000017693.32454.01.pdf<br />
<br />
Relevance: this essay is critical of the ‘highly technocratic’ vision ‘from the top’ that aims to let experts device didactic materials to be used by teachers and students, whilst ignoring: <br />
- why is math taught and what is the role of didactic material?, <br />
- how and why do students actually use such materials?, <br />
- In which ways do didactic materials shape the teachers’ activities? <br />
- What does it mean that didactic material is never adopted but always adapted?<br />
<br />
Therefore the author claims it is more useful to focus on ‘valuable mathematical activities’ instead of ‘innovative didactic materials’. <br />
<br />
Furthermore, the author claims that “mathematical literacy” should be the leitmotiv for the teaching and learning of mathematics (up to secondary school). Mathematical literacy conceives “the relationship between mathematics, the surrounding culture, and the curriculum”. He mentions how this should influence didactic materials, and what these materials should look like. He critiques the ‘optimism’ and ‘exclusivity’ approaches of teaching math,and supports the ‘inclusivity’ approach, which presents math as ‘a method to understand the social and economic world we live in. This strategy considers mathematical activity as potentially critical, political, loaded with values, and informative’ and “The cognitive style of daily routine is of high relevance within these mathematical activities, since it is a fundamental aim of the strategy to empower common sense. It is intended to develop the attitude of daily life towards an attitude of critical consciousness.”.<br />
<br />
Useful because it really focuses on the users of didactic material (like our program!), an approach we can use to increase the value students (and teachers) find in our program. We should consider/confirm what mathematical literacy is, and whether it is the right standard to determine what is a valuable mathematical activity. The ‘inclusivity’ approach seems very interesting. However, the author seems very interesting in using math to discuss politics, if not to politicize (young) students, this seems a bad idea.<br />
<br />
Title: '''Geometrical analogies in mathematics lessons'''<br />
<br />
Link: https://academic-oup-com.dianus.libr.tue.nl/teamat/article/26/4/201/1664642<br />
<br />
Relevance: <br />
A summary of possibilities of mathematics lessons regarding the use of analogies in teaching geometry for different age groups. Useful because we might apply this in the exercises to teach users geometry. <br />
<br />
<br />
Title: ''' Open Learner Models: Research Questions''' Special Issue of the IJAIED<br />
<br />
Link: <br />
https://content-iospress-com.dianus.libr.tue.nl/download/international-journal-of-artificial-intelligence-in-education/jai17-2-01?id=international-journal-of-artificial-intelligence-in-education%2Fjai17-2-01<br />
<br />
Relevance: good summary of “learner models” and discussion of relevant aspects , very detailed, but good to use in a brainstorm for concretising the project. <br />
<br />
Title: '''Intelligent Agent-Based e-Learning System for Adaptive Learning'''<br />
<br />
Link: https://www-igi-global-com.dianus.libr.tue.nl/gateway/article/full-text-pdf/58052 <br />
<br />
Relevance:<br />
Adaptive learning approach: support learners to achieve the intended learning outcomes through a personalized way. <br />
<br />
The main idea: to personalize the learning content in a way that can cope with individual differences in aptitude. <br />
NOT: personalizing the presentation style of the learning materials<br />
<br />
model:<br />
- Aptitude-Treatment Interaction theory (ATI): there is a strong bond between the effectiveness of an instructional strategy (i.e. treatment) and the aptitude level of students <br />
-- aptitude: the capability to learn in a specific area either because of having talent or having prior knowledge in this area<br />
- Biggs’ Constructive Alignment Model: (use to operationalize ATI): an effective curriculum depends on adequately describing the educational goals desired. Biggs views curriculum as a teaching system, ultimate goal of system is to guide students towards the desired educational goals. He advocates the alignment of individual components in the system like teaching and learning activities (TLAs) and assessment tasks (ATs). It is a hierarchical framework. <br />
-- inherits the central idea of constructivism that education is a way to train students to be a self-learner<br />
> aim: improving students’ learning outcomes through enhancing their intrinsic motivation<br />
<br />
“Students with lower cognitive skill require highly structured instructional environments than students with higher cognitive skills (Snow, 1989).”<br />
<br />
Title: '''Personalized Adaptive Learner Model in E-Learning System Using FCM and Fuzzy Inference System'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs40815-017-0309-y.pdf<br />
<br />
Relevance: Some new dimensions of adaptivity are discussed here, like automatic and dynamic detection of learning styles. This is more precise and quicker than previous ones. It is a literature-based approach in which a personalized adaptive learner model (PALM) was constructed. This proposed learner model mines learner’s navigational accesses data and finds learner’s behavioural patterns which individualize each learner and provide personalization according to their learning styles in the learning process. Fuzzy cognitive maps and fuzzy inference system, soft computing techniques, were introduced to implement PALM. Result shows that personalized adaptive e-learning system is better and promising than the non-adaptive in terms of benefits to the learners and improvement in overall learning process. Thus, providing adaptivity as per learner’s needs is an important factor for enhancing the efficiency and effectiveness of the entire learning process.<br />
<br />
Title: '''Elo-based learner modeling for the adaptive practice of facts'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs11257-016-9185-7.pdf<br />
<br />
Relevance: <br />
- computerized adaptive system for practicing factual knowledge. <br />
- widely varying degrees of prior knowledge. <br />
- modular approach: 1. an estimation of prior knowledge, 2. an estimation of current knowledge, and 3. the construction of questions. <br />
- detailed discussion of learner models for both estimation steps (1 & 2),<br />
-- a novel use of the Elo rating system for learner modeling. <br />
--- results, and variations in model and effectiveness<br />
<br />
very useful, only change the topic<br />
<br />
Titel: The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects<br />
Link: https://files.eric.ed.gov/fulltext/EJ1068797.pdf<br />
Abstract:<br />
This report begins by summarizing current applications of ideas from artificial intelligence (Al) to education. It then uses that summary to project various future applications of Al--and advanced technology in general--to education, as well as highlighting problems that will confront the wide scale implementation of these technologies in the classroom.<br />
(relevance): This report gives an example of an already thought of algebra learning AI. However the program doesn’t automatically figure the level of the student. These things are called intelligence tutoring systems (or ITS). Overall very useful article.<br />
<br />
Titel: Permutations of Control: Cognitive Considerations for Agent-Based Learning Environments<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: While there has been a significant amount of research on technical issues regarding the development of agent-based learning environments (e.g., see the special issue of Journal of Interactive Learning Research, (1999, v10(3/4)), there is less information regarding cognitive foundations for these environments. The management of control is a prime issue with agent-based computer environments given the relative independence and autonomy of the agent from other system components. This paper presents four dimensions of control that should be considered in designing agent-based learning environments: Instructural purpose, Feedback, relationship, confidence in AI.<br />
(relevance): More focussed on the cognitive foundation for Artificial intelligence environment. Interesting for the Usefulness of our ideas.<br />
<br />
Titel: Introducing the Enhanced Personal Portal Model in a Synchromodal Learning Environment<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: Study that simulated a digital classroom (by placing camera’s students etcetera)<br />
(relevance): Not really relevant for us but interesting to take notice of (perhaps also making a digital environment for our idea)<br />
<br />
Titel: Intelligence Unleashed<br />
Link: https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/innovation/Intelligence-Unleashed-Publication.pdf<br />
Abstract: this short paper has two aims in mind. The first was to explain to a non-specialist, interested reader what AIEd (Artificial Intelligence in Education) is: its goals, how it is built, and how it works. The second aim was to set out the argument for what AIEd can offer learning, both now and in the future, with an eye towards improving learning and life outcomes for all. <br />
(relevance): This is a company who does research in this topic, it works together with teachers and researchers, therefore this might come as a big <br />
<br />
Titel: Web intelligence and artificial intelligence in education.<br />
Link: https://www.researchgate.net/publication/220374721_Web_Intelligence_and_Artificial_Intelligence_in_Education<br />
Abstract: This paper surveys important aspects of Web Intelligence (WI) in the context of Artificial Intelligence in Education (AIED) research. WI explores the fundamental roles as well as practical impacts of Artificial Intelligence (AI) and advanced Information Technology (IT) on the next generation of Web-related products, systems, services, and activities.<br />
(relevance): More information on Web Intelligence and how it works together with AIED, it focusses on practical inpacts and advanced information technology, especially the first part is interesting for us.<br />
<br />
<br />
<br />
Titel: 10 roles for artificial intelligence in education<br />
Link: https://www.teachthought.com/the-future-of-learning/10-roles-for-artificial-intelligence-in-education/<br />
Abstract: This article explores 10 roles for artificial intelligence in education Being:<br />
Automate, such as grading<br />
Adapt to student needs<br />
Point out improvements<br />
Ai tutors.<br />
Helpfull feedback<br />
changes how we find and interact with inforamtion.<br />
change role of teachers<br />
trial and error less intimidating<br />
change how schools find, teach and support students<br />
AI may change where students learn, who teaches them, and how they acquire basic skills.<br />
(relevance): It can show us some new thing AI helps teachers, which we haven’t thought of yet.<br />
<br />
Titel: Exploring the impact of artificial intelligence on teaching and learning in higher education<br />
Link: https://www.researchgate.net/publication/321258756_Exploring_the_impact_of_artificial_intelligence_on_teaching_and_learning_in_higher_education<br />
Abstract: This paper explores the phenomena of the emergence of the use of artificial intelligence in teaching and learning in higher education. It investigates educational implications of emerging technologies on the way students learn and how institutions teach and evolve. Recent technological advancements and the increasing speed of adopting new technologies in higher education are explored in order to predict the future nature of higher education in a world where artificial intelligence is part of the fabric of our universities.<br />
(relevance): It shows the use of Artificial intelligence already in higher education, it might give us some learingpoints while developing our own artificial intelligence.<br />
<br />
Titel: The roles of models in Artificial Intelligence and Education research: a prospective view<br />
<br />
Link: https://telearn.archives-ouvertes.fr/hal-00190395/<br />
Abstract: In this paper I speculate on the near future of research in Artificial Intelligence and Education (AIED), on the basis of three uses of models of educational processes: models as scientific tools, models as components of educational artefacts, and models as bases for design of educational artefacts. In terms of the first role, I claim that the recent shift towards studying collaborative learning situations needs to be accompanied by an evolution of the types of theories and models that are used, beyond computational models of individual cognition. In terms of the second role, I propose that in order to integrate computer-based learning systems into schools, we need to 'open up' the curriculum to educational technology, 'open up' educational technologies to actors in educational systems and 'open up' those actors to the technology (i.e. by training them). In terms of the third role, I propose that models can be bases for design of educational technologies by providing design methodologies and system components, or by constraining the range of tools that are available for learners. In conclusion I propose that a defining characteristic of AIED research is that it is, or should be, concerned with all three roles of models, to a greater or lesser extent in each case.<br />
(relevance): It can be used to explain a model in which our artificial intelligence solution wolud be beneficial to use.<br />
<br />
Titel: Evolution and Revolution in Artificial Intelligence in Education<br />
<br />
Link: https://link.springer.com/article/10.1007/s40593-016-0110-3<br />
Abstract: The field of Artificial Intelligence in Education (AIED) has undergone significant developments over the last twenty-five years. As we reflect on our past and shape our future, we ask two main questions: What are our major strengths? And, what new opportunities lay on the horizon? We analyse 47 papers from three years in the history of the Journal of AIED (1994, 2004, and 2014) to identify the foci and typical scenarios that occupy the field of AIED.<br />
(relevance): It can give us a quick and ordered view of what research has already been done in the form of AI and where there lie some possibilities for us (written in 2016)<br />
<br />
<br />
<br />
Title: '''Towards Emotionally Aware AI Smart Classroom: Current Issues and Directions for Engineering and Education'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/8253436 <br />
<br />
Abstract: Paper about a emotionally-aware AI smart classroom which can take over the role of a teacher.<br />
<br />
<br />
Title: '''AI and education: the importance of teacher and student relations'''<br />
<br />
Link: https://link.springer.com/article/10.1007/s00146-017-0693-8 <br />
<br />
Abstract: Paper about the difference in relationship between student-teacher and student-AI<br />
<br />
<br />
Title: '''Designing educational technologies in the age of AI: A learning sciences‐driven approach'''<br />
<br />
Link: https://doi.org/10.1111/bjet.12861 <br />
<br />
Abstract: How to develop an AI algorithm based on studies about how people learn.<br />
<br />
<br />
Title: '''Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review'''<br />
<br />
Link: https://journals.sagepub.com/doi/10.3102/0034654315581420 <br />
<br />
Abstract: This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems.<br />
<br />
<br />
Title: '''Artificial Intelligence as an Effective Classroom Assistant'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/7742268 <br />
<br />
Abstract: Article about blended learning, wherein the teacher can offload some work to the AI system.<br />
<br />
<br />
Title: '''Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0747563215001120 <br />
<br />
Abstract: Review on how learning styles were integrated into adaptive e-learning systems.<br />
<br />
<br />
Title: '''Learning Computer Networks Using Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ALHLCN <br />
<br />
Abstract: This paper describes an intelligent tutoring system that helps student study computer networks.<br />
<br />
<br />
Title: '''Mathematics Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ABUMIT <br />
<br />
Abstract: Intelligent tutoring system for teaching mathematics that help students understand the basics of math and that helps a lot of students of all ages to understand the <br />
topic.<br />
<br />
<br />
Title: '''TECH8 intelligent and adaptive e-learning system: Integration into Technology and Science classrooms in lower secondary schools'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0360131514002875 <br />
<br />
Abstract: The purpose of this research is to demonstrate the design and evaluation of an adaptive, intelligent and, most important, an individualised intelligent tutoring system <br />
(ITS) based on the cognitive characteristics of the individual learner.<br />
<br />
<br />
'''Other groups'''<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2016_3_Groep18: Elementary school. Made 4 small educational games for children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep14: Elementary school. Made a simple math game for young children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep8: High school. Made an adaptive gamified online learning system using Moodle. The goal of this group is similar to our goal, but they focused more on gamification and less in making the exercises personalized for each student. They used Moodle as an open source online learning system. The big advantage of Moodle is the wide range of plugins that already exist, so it was possible to build further upon those plugins. However creating quizzes and exercises especially mathematical expressions was difficult and time consuming. Many of the plugins they used had no documentation which made it hard to make changes.<br />
<br />
== Users, stakeholders and their requirements ==<br />
<br />
=== Primary users: high school mathematics students ===<br />
<br />
Our primary users will be high school mathematics students (or people who want to study this on their own). The subject of mathematics is a vital one for developing abstract thinking and applied in many ways in technical fields, and the skill of problem solving can be applied in many ways in life. At the same time mathematics is often considered difficult by students. For these reasons we think the subject of mathematics is where good value can be provided with our web-based AI-enhanced learning tool. Additionally, mathematics (like other hard sciences) allows for easier checking of answers than the type of language-based (short) essay answers that are required for social sciences. Vocabulary would be a suitable topic as well, however we are unaware of a shortage in German or French translators, whereas there is a shortage in engineering and in the skilled trades. Since highschool in the bridge between primary and college, that is where our program could be most valuable. The introductory test to assess the mathematics level can incorporate primary school topics, and we could offer such exercises to the slightly more mature student as well, whereas primary school children are less self-directed. <br />
<br />
By estimating the current level of understanding and the learning style (speed, etc.) of the individual student, we can offer a tailored learning experience that will help the student get quick feedback (and hopefully more positive results), which will help with building confidence in tackling (new) mathematics problems and might even make the subject more enjoyable. <br />
Using students to beta-test our program will be a useful way to interact with these users, since they might be less able to communicate exactly what it that is lacking in their mathematics course. The proof of the pudding is in the eating, measuring success and especially engagement over time will show how well our program works. Once the students have an actual product to work with they might give valuable feedback on why they kept using it, or why they stopped using it. Of course here we need to take into account that some students might have learning difficulties that need more direct coaching or are just plainly uninterested in improving their lack of mathematical skill. Our program might help some of these kinds of students, but assuming it will be the mathematics panacea is unwise. We aim to get a prototype early b-test with students done at the end of the project. <br />
<br />
- HAVO/VWO!<br />
<br />
=== Primary users: high school mathematics teachers ===<br />
<br />
Other primary users will be high school mathematics teachers. Students can of course start using the web-program on their own, but if high school teachers find it valuable enough to recommend it to students, that could be a good sign. Of course we will have to consider their biases in didactics and their general mindset in terms of improving education (for some it might be lacking). Nevertheless, their impact can be useful, by for instance finding out what in their experience are the main difficulties students have, and trying to adapt for those thing in our program (content-wise, but also in terms of engagement). We will form a focus group of a few of these teachers to make qualitatitve study on the difficulties of teaching mathematics. Their input will be used to determine the direction and attributes of our prototype. Later on we might get them to evaluate it (in combination with a beta-test on students?). <br />
<br />
=== Secundairy users: Headmasters ===<br />
<br />
Headmasters are stakeholders, since they have a say in the way mathematics is taught in their school. Financial cost will be always be in the back of their minds, and as such they will critically assess the performance, robustness and scalability of the program. But, they are clearly concerned about the rates at which students progress through key-courses like mathematics (in the Netherlands it has certain higher requirements than some other courses in terms of passing classes and graduating). If our program can help with that, this is an opportunity. Maybe, our program’s introductory test can be used as the intro-test for new students, and the program can help bridging the gap (the school may decide to used other ways to help these students as well). Depending on the school the headmasters may also have didactical views that are key to the identity of the school that may or may not match with what we decide to use in our program. Given the diversity in education-land, this simply means there will always be some less enthusiastic headmasters with respect to adopting our program. It could be tempting to go with the majority, but we have to independently assess whether the majority is correct, maybe the majority view is related to the problems in teaching mathematics. <br />
<br />
=== Tertiary users / stakeholders ===<br />
<br />
==== Ministry of Education ====<br />
<br />
At a more distant level the ministry of education has similar concerns as the headmasters in terms of money spend and passing rates, but they also bound to more ideological/didactic points of view that are determined by the parliament and the current minister, tough on the other hand the bureaucracy itself might also have a mainstream point of view that is somewhat different. These views will somewhat affect the chances of our program ultimately getting adopted in individual school, if for instance certain funding is allocated to, or withdrawn from, computer-based mathemathics/learning aids – with certain requirements, etc. However, the ministry does not determine for the school what teaching aids they must use in particular. <br />
<br />
==== (Technical) Universities / STEM departments ====<br />
<br />
Technical universities and STEM departments at others have two stakes, one is a higher level of mathematics ability of incoming students, since it is the basis on which many majors (if not all) depend. This could save money in terms of additional efforts, and can bring in more money (if students progress/graduate quicker). Secondly, the more engaging mathematics program we aim to develop might induce more student to choose to go to a technical university or a STEM major instead of a alpha or gamma major. <br />
<br />
==== (Tech) companies ====<br />
<br />
Given the lack of workers in the skilled trades and in engineering, technical companies have a clear stake in students being better in (applied) mathematical problems solving. And such skills can in fact be useful in many jobs, so companies in general might benefit, although it might sound less interesting than clean-desk or scrum or feng shui.<br />
<br />
== Approach/milestones/deliverables ==<br />
Our approach will look the following. We will start with some up front research, we will make some sort about “didactiek” and how to apply this in our webpage we want to create.<br />
While doing research about these topics we will start working on our webpage. We are planning to build some sort of web page or program. This artifact will have some sort of artificial intelligence which keeps track of the level of skill of the student and gives exercises matching the skill level of the student.<br />
After being done with the research about “didactiek”. We will lay the proposal of our artifact in front of several high school teachers. We want to have their input, as the artifact is build for there purpose. We then apply the given advise in our artifact.<br />
Lastly we plan to test our improved application for use, we will go to the same (or other) high school teachers and ask if we can test them in their classes. We then come up with a conclusion and finish the research.<br />
<br />
Our milestones will be the finish of our research, the alpha version of our application, then the comments of the teachers, then the beta version of our application. The findings of the test subject and finally the final version.<br />
<br />
Our deliverables will be a research about the current AI in education, the findings we got from talking to teachers, the test results found when testing on students and finally our artifact, described on this wiki. Furthermore, we deliver a presentation on our project.<br />
<br />
== Concept ==<br />
<br />
=== Didactics of mathematics === <br />
<br />
==== Desk study: Getal en Ruimte studybook ====<br />
To orient ourselves into the well-established mainstream didactic methodology, we ordered a book from the most used mathematics book-serie in the Netherlands: "Getal and Ruimte". We ordered the first book for VWO 3, since we considered that the to be an interesting class, the one before the choice for the alpha (maatschappij) or beta (wetenschap) direction is made. We decided to focus on the material of the first chapter, since our project ran during the beginning of the school year. This choice would allow us to let some students in that year try our software at the end of the project, to get some user-feedback. The topic of linear equation also lends itself to our purposes, since we do not intent to recreate Wolfram Mathematics-like problem solving tools, but instead we wanted to focus on the development of an adaptive learning program, with mathematics as the subject. <br />
<br />
==== Qualitative study: focus group ====<br />
<br />
In order to understand the problems with teaching highschool math, a focus study will be held with a few teachers. This qualitative approach will give us valuable in-depth knowlegde on the praxis of the didactics of mathematics. In this short time period it is more useful than a small questionnaire with generally even fewer responses. In a focus group the partipants can all add to the discussion, react to each other, and the interviewer can ask more suitable follow-up questions. <br />
<br />
===== The invitation mail =====<br />
On thursday the 12th the following mail was send to 17 secondary HAVO/VWO schools in Eindhoven and area.<br />
<br />
"Uitnodiging focusgroep voor wiskunde software<br />
<br />
Wij zijn een groepje van drie derdejaars bachelor-studenten op de Technische Universiteit van Eindhoven die graag in contact zouden komen met HAVO/VWO wiskunde leraren voor het ontwikkelen van een online wiskunde hulpmiddel. Wij zijn bezig met een project van twee maanden, waarbij de wensen van gebruikers van technologie centraal staan.<br />
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Door middel van een groepsgesprek van ongeveer een uur met enkele wiskundedocenten willen wij bespreken welke problemen zij ervaren in de les en op welke manier individu-gerichte software hen daarbij zou kunnen helpen. Voor dit gesprek komen wij graag naar uw school. <br />
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Met de hulp van deze focusgroep zal het doel van ons prototype worden bepaald. In overleg met de school zouden wij dit prototype enkele weken later (kort) willen laten testen door leerlingen. <br />
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Graag horen wij of een of meerdere wiskunde docenten op uw school interesse hebben in dit gesprek! <br />
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Met vriendelijke groet,<br />
<br />
Peter Visser,<br />
mede namens Tom Verberk en Ruben Haakman"<br />
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===== Responses =====<br />
From four schools (Eckart college, Were Di college, Carolus Borromeus college and Stedelijk college) we have received positive reactions, all with groups of two or more teachers. Due to their full agenda's and time-constraints, we decided it would be easier to have seperate focus-group conversations at each school. In this way the different didactic methods of the schools can be discussed more in depth as well. We could use results from earlier talks in later talks to have some (one-way) feedback between teachers. Two more school reacted, only to indicate that they did not have time, though they found the project interesting. In the case of no positive reactions, these schools would have been called, to follow up on the mail. However, given the positive reactions, this was not necessary. <br />
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Due to some delay between mails, and the busy schedules of the teachers, the two interviews that materialised were held on the 30th of September (4 teachers, Eckart college) and the 1st of October (2 teachers, Were Di college). The contact with Carolus Borromeus took much longer to react, and eventually did not react, so sadly this option had to be removed from our focusgroup. The fourth school reacted only in the second-to-last week of our project, and any feedback from this meeting (likely to occur even later) would not be useful in our prototype-development.<br />
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===== Preparation =====<br />
<br />
A question list has been prepared, with possible follow up aspects, to guide the discussion of the teachers in the focusgroup, and to try to optimize useful information for our design choices. The points will not be checked off like an interview, but are a guide for the discussion. The concept of quantitative studies, and specifically the focus group (or group discussion) format has been studied with the help of a basic textbook (An Introduction to Qualitative Research: Learning in the Field - Rossman & Rallis). The question-points, and sub-points, are shown below, in Dutch, since the subjects and interviewer are Dutch, and this will improve the quality of the discussion. First the interviewer will shortly introduce himself and explain the project and the goal of the discussion. <br />
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Note: Due to the relatively slow process of setting up meetings, due to slow mail-contact and full teacher agenda's) the interviews happened later in our project that we had envisioned. For this reason the nature of the interview changed somewhat. The initial questionlist was still used, but relatively less time was spend on these questions, and that time was used to ask more specific question about the design-decision we had already made (in order to progress in our limited-time project). These questions naturally fitted after the initial questions. <br />
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1. korte introductie van elke docent: opleiding, ervaring (jaren, klassen, niveaus)<br />
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2. didactische methode van school: boek, lesgeven, hulpmiddelen<br />
- pluspunten<br />
- verbeterpunten<br />
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3. individuele methoden van docenten<br />
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4. problemen met wiskunde-overbrengen? <br />
<br> - wat ter tafel komt!<br />
<br>- concentratie? <br />
<br>- hoofdrekenen vs rekenmachine?<br />
<br>- hoeveelheid oefenen (buiten de les)?<br />
<br> - verschillen tussen leerlingen?<br />
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5. Op welke manier probeert men deze problemen het hoofd te bieden, wat werkt wel en niet?<br />
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6. Op welke manier zou een (online) individueel-adaptief programma hieraan kunnen bijdragen?<br />
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7. Wat is jullie ideale voorstelling van zo’n dergelijke programma?<br />
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8. specifieke vragen over doelstelling programma <br />
<br>-- diagnostische toets<br />
<br>-- goede leerlingen: verder werken<br />
<br>-- zwakke leerlingen: extra oefenen<br />
<br>-- vervangen van deel van oefenen met boek<br />
<br>-- klassikaal toetsen (meteen oefenen van hoofdrekenen?)<br />
<br>-- helemaal zelfstandig<br />
<br>-- Herhalen van de theorie in het programma, of juist focus op oefenen?<br />
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9. Manieren om studenten 'engaged' te houden (over langere tijd)?<br />
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10. Het idee van deel-hints voor het helpen oplossen van een probleem (ipv simpelweg het antwoord of de hele uitwerking)?<br />
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11. Gedurende het jaar toetsen over stof van voorgaande hoofdstukken om kennis couranter te houden?<br />
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12. Vooral focus op studenten die meer oefening nodig hebben?<br />
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13. functie: extra oefenmateriaal, op termijn vervanging van de opdrachten in het boek, maar theorieboek en uitleg van docent blijven nodig?<br />
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14. Verdere aspecten die ter tafel komen.<br />
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===== Results =====<br />
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Both interviews were recorded, in order for the interviewer to focus on the conversation instead of note-taking, and also for the ease of listening back to certain parts that afterwards seemed bussy with talk. For the ease of this report, these recordings have been summarised below, with a focus on distilling the general feedback on functionality and requirements. <br />
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''Eckart college (Eindhoven)'': <br />
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Over het algemeen waren de 4 docenten te spreken over het idee.<br />
Ze hebben al wel een soort software, maar zonder hints, en ze moeten zelf de opdrachten inprogrammeren. Ze gebruiken dat niet echt kreeg ik de indruk.<br />
Hoofdrekenen vonden ze niet echt een probleem, omdat ze in de les de rekenmachines niet laten gebruiken, dus leerlingen ontwikkelen de vaardigheid op deze manier al.<br />
Het idee van hints waren ze erg over te spreken, als verbetering op een antwoordboekje (of de hele uitwerking).<br />
Ook het idee dat ze een beter diagnose middel hebben met deze software sprak ze aan. Verder vonden ze het vooral interessant als aanvulling op de les, en (deelse) vervanging van de opdrachten uit het boek. <br />
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Voor de verschillende niveau’s en jaren de problemen nogal verschillend. Specifiek voor VWO 3 speelt dat er een tweedeling is tussen wie waarschijnlijk wiskunde a en wie waarschijnlijk wiskunde b gaan doen. De ene groep heeft meer uitleg nodig, en herhaling van de simplere opdrachten, de andere groep heeft dingen eerder door (en door verveling kunnen die lastig zijn in de les).<br />
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Daarom willen de docenten ook een toepassing voor die betere leerlingen, niet per sé ‘extra’ werk, maar vervangende opdrachten, die interessanter zijn, o.i.d. (Dit hadden we zelf ook bedacht, maar valt dus buiten ons prototype).<br />
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Een andere tip is dat leerlingen de mogelijkheid moeten hebben om een opdracht (of opdrachtsoort) op te slaan, om die vervolgens dan makkelijk te kunnen laten zien aan de docent in de les.<br />
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Verder vonden de docenten het ook een goed idee als leerlingen elkaar (online) kunnen helpen met een opdracht, en daar dan misschien iets van punten voor kunnen krijgen. (Dit lijkt me buiten het prototype vallen, maar kunnen we meenemen in de verbeterpunten)<br />
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Ook nog een tip dat we het goed moeten opdelen in blokjes, zodat het niet te lang duurt, en ervoor moeten zorgen dat leerlingen kunnen zien hoe ver ze zijn, bijv. Een progressie-balkje. <br />
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Een docent wilde ook een soort vragenuurtje organiseren buiten de les, waar leerlingen dan vragen over de software kunnen stellen. De andere drie waren hier niet enthousiast over. Die vinden dat de software vooral moet dienen om de leerling te helpen richting zelfstandig leren te werken. Hetzelfde geld voor mailtjes over vragen in de software.<br />
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Wel vonden ze dat er een feedback middel moet zijn om technische problemen met de software of opdrachten te kunnen aangeven. <br />
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Voor de prototype test zijn er twee docenten met een vwo3 klas. Ze zitten tussen een vakantie en een toetsweek, dus hebben geen tijd om in begin van week 43 het prototype in de klas te proberen. Wel vonden het een goed idee om (nadat ze het zelf hebben bekeken) een link door te sturen. Omdat de toets over hoofdstukken 1 en 2 gaat, is qua prototype vooral handig voor de leerlingen (en dus voor user-feedback) als de invulling voor hoofdstuk 1 dat wij hebben gekozen, vooral een soort uitgebreide diagnostische toets is. De uitbereiding is dan qua het soort vragen, en qua herhaling van vragen bij foute (of pas na hints opgeloste) vragen. <br />
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Verder moeten ipv inlognaam ‘nicknaam’ gebruiken, ipv met privacy van leerlingen die vaak onder de 16 jaar oud zijn. Een vraag over klas of docent zou volgens hen wel kunnen, om het uit elkaar te houden, en omdat dit niet individueel te traceren is. <br />
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Een goede vraag was ook of we wel het huidige aanbod in de markt hebben bestudeerd. Dat is denk ik iets wat wel in de presentatie en/of wiki moet bespreken. <br />
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''Were Di college (Valkenswaard)'':<br />
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Over het algemeen waren de 2 docenten te spreken over het idee.<br />
Ze hebben ook al wel een soort software, maar zonder hints, en ze moeten zelf de opdrachten inprogrammeren. Ze gebruiken dat niet echt kreeg ik de indruk.<br />
Hoofdrekenen vonden ze wel echt een probleem, als onderdeel van een algemeen gebrek aan rekenvaardigheden, als ze van de basisschool afkomen. Hiervoor kan het idee van diagnostische toets voor nieuwe leerlingen dus handig zijn, zodat men sneller en gerichter kan inspringen op gaten in deze vaardigheden. Ook diagnose voor nieuwe klassen (voor een docent nieuw) vonden ze een goed idee. <br />
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Het idee van hints waren ze erg over te spreken, als verbetering op een antwoordboekje (of de hele uitwerking).<br />
Verder vonden ze het vooral interessant als aanvulling op de les, en (deelse) vervanging van de opdrachten uit het boek. <br />
<br />
Daarom willen de docenten ook een toepassing voor die betere leerlingen, niet per sé ‘extra’ werk, maar vervangende opdrachten, die interessanter zijn, o.i.d. (Dit hadden we zelf ook bedacht, maar valt dus buiten ons prototype). Probleem hierbij is hoe groot het de verschillen worden, en in hoeverre één les dan nog toereikend is voor de grote verschillen. <br />
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Het idee om een opdracht (of opdrachtsoort) op te slaan, om die vervolgens dan makkelijk te kunnen laten zien aan de docent in de les, vonden ze erg handig.<br />
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Ook nog een tip dat we het goed moeten opdelen in blokjes, zodat het niet te lang duurt, en ervoor moeten zorgen dat leerlingen kunnen zien hoe ver ze zijn, bijv. Een progressie-balkje. Volgens de docenten zou dit soort ‘gamification’ (er een spelletje van maken) het vooral voor jongens interessanter kunnen maken. <br />
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De docenten hebben allebei niet vwo3 als klas, en op deze school is er binnenkort geen toets over hoofdstuk 1 + 2. Dus hier is het test-idee voor de andere school niet zo nuttig. Wel kunnen we de link van het programma doorsturen aan de ene docent, die het dan wil doorgeven aan de betreffende docenten, maar ik denk dat we hier niet veel van moeten verwachten, omdat het voor de leerlingen dan puur herhalen is zonder ‘noodzaak’ zoals een toets…<br />
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Ook hier was een goede vraag of we wel het huidige aanbod in de markt hebben bestudeerd. Dat is denk ik iets wat wel in de presentatie en/of wiki moet bespreken. Maar zelf hadden ze nog niet van dit soort software gehoord.<br />
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===== Discussion and implementation =====<br />
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The importance of the following requirements has been affirmed with the help of the focusgroup:<br />
<br>- exercise practice tool (as opposed to theory-laden)<br />
<br>- use contextual hints to help students learn (compared to merely showing the answer or the whole derivation)<br />
<br>- repeat exercises until the student has solved a few without hints<br />
<br>- show progress to students<br />
<br>- the diagnostic functionality for teachers: student performance overview and details<br />
<br>- for later: exercises for the faster students so they can use their time in highschool worthwhile <br />
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The following requirements have been added with the help of te focusgroup:<br />
<br>- easy to use for teachers (an end-product, no need to program in questions, etc.)<br />
<br>- use nicknames instead of 'name' with respect to privacy of students under 16.<br />
<br>- keep the (sub)modules short enough, so that student can complete one in a timespan that fits their concentration-arc<br />
<br>- ability to save an exercise, in order to discuss it with students<br />
<br>- feedback option, so students can report problems to the developers<br />
<br>- later on: possibility to discuss problems on an online platform ?<br />
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=== Hierarchy of mathematics modules ===<br />
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In the figure below is a sketch of what the structure of the program can look like. The modules might be related more complexely, this we need to assess. Modules can have sub-modules. The number of exercises is one key aspect in attuning to the individual learner. <br />
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[[File:Hierarchy_AI_learning.png]]<br />
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=== Topic ===<br />
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Linear equations (beginning of VWO 3). We bought this book to study the widely accepted didactic method as an example and stepping stone.<br />
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== Technical aspects ==<br />
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In this part of the wiki the technical aspects of our application will be explained. First the foundations of our application will be discussed, next the database structure of the application will be discussed, thereafter specific methods used in the code will be viewed in more detail and explained in a clear and structured manner, lastly the interface of the application will be discussed.<br />
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=== Foundation === <br />
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Most of our application is programmed using Python 3.0. As a web framework we used Django: an free and open source web application written in python. A framework is nothing more than a collection of modules that make development easier.The official project site describes Django as "a high-level Python Web framework that encourages rapid development and clean, pragmatic design. [LINK TO SITE]. For the interface we used a application wide CSS template, <br />
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The main application can be split into 3 parts: Login module, Question module and Teacher module.<br />
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Login Module:<br />
The login module consists of the actual login mechanism, This includes an register form, a login form, a landing page (page where you "land" when you enter the url) and a home page.<br />
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Question module:<br />
The queston module consists of 2 main parts. The General Question part and the actual question part. The General question part mainly contains method that are used for all modules in general, or are related to routing. (E.G. the select current module module). The actual question part is related to the individual questions.<br />
The genaral questions part contains: current module section, select module section.<br />
The actual question part contains: All the seperate questions, answer pages to all the questions and the "answer next question" part.<br />
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Teacher module:<br />
The teacher module consist of all the teacher functionality. This includes an teacher verification question and the student overview, once the teacher is verified. <br />
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=== Database ===<br />
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An sqlLite database was used to manage our data. To manage the data in the best way possible and without keeping unused data we choose the following database tables in our database<br />
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==== Customuser ====<br />
Customuser is the standard User database table python has, only it is adjusted to serve us the way we want it. We added 3 extra values untop of the values that were standard. The standard data is given in italics, our new data is given in bold. All the data that is in the Customuser table is<br />
''Id'': The Id that is given to a user.<br />
''password'': The password filled in by the user<br />
''last_login'': The last time the user has logged in (NULL if user has not logged in)<br />
''is_superuser'': If a user is able to access all pages (Not used in our website)<br />
''username'': The username the user filled in.<br />
''first_name'': The first name of the user (not used in our application due to privacy reasons, our focusgroup suggested this change for us.)<br />
''last_name'': The last name of the user (also not used).<br />
''email'': The email of the user, filled in during sign up.<br />
''is_staff''<br />
''is_active''<br />
''date_joined''<br />
'''general intelligence'''<br />
'''isTeacher'''<br />
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=== Learner models ===<br />
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niveau (algemeen, en verschillende delen?), leer-tempo, ‘geheugen’ (percentage goed over ‘oudere’ stof ?), leerstijl?<br />
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Possible subjects:<br />
*Simplify equations<br />
*Rewriting equations<br />
*Solve equations (linear/quadratic)<br />
*Find maximum and minimum of a function<br />
*Calculate derivatives<br />
*Calculate integrals<br />
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Use of AI:<br />
*Generates random questions for every student<br />
*Gives small hints<br />
*Gives step by step explanation if needed<br />
*Gives every student detailed feedback and personal questions based on his/her level<br />
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==== Quantatative study: first beta-test ====<br />
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In the beginning of week 43 we hope to do a beta-test of the prototype at the schools of the teachers who are in the focusgroup(s). We will develop some metrics to understand the behavior of users, the students, and can ask for feedback in terms of bugs and suggestions. These first results will be part of the presentation later that week, and will also be discussed on the wiki (afterwards).<br />
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== Conclusion ==<br />
<br />
== References ==<br />
<br />
{{Reflist}}<br />
<br />
== Peer Evaluations ==</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=PRE2019_1_Group3&diff=81169PRE2019 1 Group32019-10-27T15:31:11Z<p>S153905: /* Introduction */</p>
<hr />
<div>'''Artificial intelligence in Education'''<br />
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<br />
== Group Members ==<br />
{| class="wikitable" style="border-style: solid; border-width: 1px;" cellpadding="3"<br />
!style="text-align:left;"| Name<br />
!style="text-align:left"| Study<br />
!style="text-align:left;"| Student ID<br />
|- <br />
| Ruben Haakman || Electrical Engineering || 0993994<br />
|-<br />
| Tom Verberk || Software Science || 1016472<br />
|-<br />
| Peter Visser || Applied Physics || 0877628 <br />
|-<br />
|}<br />
<br />
== Planning ==<br />
Every week we will have 2 meetings, in between the meetings we will work on individual tasks, results of the individual tasks will be examined in the meetings, the tasks dicussed are the time when the tasks has to be done. Once a week a meeting with the tutor(s) is arranged to discuss progress and teamwork. In week 8 we will present our prototype to the class, and afterwards we will finalize the wiki. <br />
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<br />
{| class="wikitable" border=1 style="border-collapse: collapse;"<br />
| '''Week''' || '''Monday (morning)''' || '''Thursday (afternoon)'''<br />
|- <br />
!style="text-align:center;"| '''1'''<br />
| ALL : choose topic <br />
| ALL : <br>literary research <br>problem definition <br>make the planning <br>define structure of the report <br />
|-<br />
!style="text-align:center;"| '''2'''<br />
| Ruben : introduction/problem statement <br>All : wiki page <br>All : state of the art <br>Peter : users/stakeholders <br> Tom: Approach, milestones and deliverables, Who’s doing what<br />
|-<br />
| <br />
|}<br />
<br />
[[File:Planning_1_(12-9).PNG]]<br />
<br />
[[File:Planning_2_(12-9).PNG]]<br />
<br />
Note: The current picture of the planning may not be up to date. The current version can be viewed here: https://docs.google.com/spreadsheets/d/1Mrgz4kAK8DM9imor_zepvkM9XTyXgOXlZZbME7DrzHo/edit#gid=0.<br />
<br />
== Introduction ==<br />
<br />
There has been a big increase of technology in education; smart boards, laptops, tablets and online learning systems are now commonly used in classrooms. A lot of students have troubles with learning mathematics. Recent technologies in online learning software can help those students learn faster and keep them motivated. It also reduces the workload for teachers.<br />
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== Problem Statement ==<br />
<br />
<br />
Currently a teacher makes a set of exercises which is the same for all students. In this way the level of the student is not taken into account resulting in questions which are too simple or too difficult. Using AI it is possible to give a student a personal learning program and give exercises that match the level of the student.<br />
<br />
== Requirements ==<br />
*Gives students individualized support such as hints, feedback, and problem selection<br />
**Hints and feedback based on the learning style of the student (Felder and Silverman model)<br />
**Recognizes common mistakes and gives explanation if those mistakes are made multiple times<br />
**Repeat previously incorrectly made questions<br />
*Simple, intuitive and motivating user interface<br />
**Consistensy across all pages<br />
**No distractive elements<br />
*Motivates students to make exercises<br />
**Shows progress of different modules<br />
**Level of the exercises matches the level of the student<br />
*Collaborative learning<br />
**Students can help each other with exercises<br />
**Competitive gamification<br />
<br />
<br />
Using an adapting collabrative learning system can help students learning the subject and also motivate students<ref>Walker, E., Rummel, N. & Koedinger, K.R. Int J Artif Intell Educ (2014) 24: 33. https://doi.org/10.1007/s40593-013-0001-9</ref>.<br />
<br />
Questions and feedback can be personalised for every students learning style by using the Felder and Silverman model<ref>Felder and Silverman, [https://www.engr.ncsu.edu/wp-content/uploads/drive/1QP6kBI1iQmpQbTXL-08HSl0PwJ5BYnZW/1988-LS-plus-note.pdf "LEARNING AND TEACHING STYLES IN ENGINEERING EDUCATION"], 1988.</ref>. This model describes four learning categories where each category is characterized by two opposite attributes. The Felder and Silverman’s main four categories are the following:<br />
*Sensing versus Intuitive<br />
*Visual versus Verbal <br />
*Active versus Reflective<br />
*Sequential versus Global<br />
<br />
Course satisfaction has a significant effect on performance but performance does not have a strong positive effect on course satisfaction. Previous online learning experience influences self-regulated learning directly. <ref>Chih-Hsuan Wang, David M. Shannon & Margaret E. Ross (2013) Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning, Distance Education, 34:3, 302-323, https://doi.org/10.1080/01587919.2013.835779</ref><br />
<br />
Motivation and emotion significantly influence student learning experiences, including achievement, satisfaction, and passing vs. nonpassing; whereas the use of learning strategies did not.<ref>Moon-Heum Cho & Michele L. Heron (2015) Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course, Distance Education, 36:1, 80-99, https://doi.org/10.1080/01587919.2015.1019963</ref><br />
<br />
== State of the art ==<br />
<br />
Title: '''Math Aversion (State of the Art)''' <br />
<br />
Link: https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/6210554 <br />
<br />
Relevance: incorporate conceptual thinking and illustrations to make students understand mathematical ideas<br />
<br />
Title: '''The Math Wars'''<br />
<br />
Link: https://journals-sagepub-com.dianus.libr.tue.nl/doi/pdf/10.1177/0895904803260042<br />
<br />
Relevance: The article provides an overview of the didactic discussion on math in the past century, as well as the latest controversy, the math war (maybe part of a larger culture war?). It boils down to a fervent discussion between ‘traditionalists’ and ‘modernists’, and their attempts to influence governmental educational policies on math (such as ‘the Standards’ and ‘the Framework’). The text is focussed on the US, but this is likely a trend in the West in general. It is useful to have some knowledge about these philosophical-didactic discussions, although in our limited time we should focus on how to implement the suggested methods of the two groups, not so much on the arguments.<br />
<br />
Title: '''Mathematics is about the world''' - R.E. Knapp<br />
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Link: (book)<br />
<br />
Relevance: A book about the role of mathematics in our lives, and therefore useful for thinking about how to teach the subject. The book claims that mathematics is abstract, but nevertheless is about the world around us, which we try to understand. That discovering quantitative relationships suits our needs for indirect measurement(s), such as the ‘tool’ of establishing geometric relationships. Trying to concretize the notion - that math is a powerful tool for humans - in our program will help to motivate students to engage with the topic, and help them understand new ‘tools’. <br />
<br />
Title: '''Preparation, practice, and performance''': An empirical examination of the impact of Standards-based Instruction on secondary students’ math and science achievement<br />
<br />
Link: https://journals.sagepub.com/doi/pdf/10.7227/RIE.81.5<br />
<br />
Relevance: One set of studies on the impact of ‘SBI’ (standards-based instruction) methods, such as: student self-assessment, inquiry-based activities, group-based projects, hands-on experiences, use of computer technologies, and the use of calculators. ‘Non-SBI practices’: teacher lecture, individual student drill and practice worksheets, and computer drill and practice programmes, etc. <br />
<br />
overview of (SBI) student-centred methods:<br />
- using manipulatives or hands-on materials, such as styrofoam balls and toothpicks for building molecular models, dominoes, base ten blocks, tangrams, spinners, rulers, fraction bars, algebra tiles, coins, and geometric solids.<br />
- incorporating inquiry, discovery, and problem-solving approaches, such as making binoculars out of recycled materials, using scenarios from nature and everyday life events for groups of students to research and investigate using math and science concepts<br />
- applying math and science concepts to real-world contexts, such as banking, energy concerns, environmental issues, and timelines; <br />
- connecting mathematics and science preparation skills to specific careers and occupations<br />
- using calculators and technologies for capturing and analysing original data from original math and science experiments<br />
- communicating math and science concepts, through journal writing, small-group discussions, and laboratory/technical reporting of experiments and results.<br />
<br />
Results:<br />
- SBI practices that were found to be significant contributors to students’ math achievement include the use of manipulatives, self-assessment, co-operative group projects, and computer technology. <br />
- SBI practices that were found to be significant contributors to students’ science achievement include the use of inquiry, self-assessment, co-operative group projects, and computer technology. <br />
- Virtually none of the observed non-SBI practices was found to be a significant contributor to student math or science achievement by gender or ethnic groupings. <br />
<br />
Useful, because looking at effective methods is one way to know which side is right in the math war, or at least what methods we can use in our program. Our program might in a (superficial?) way fit into SBI, although that will ultimately depend on the type of exercises and methods we will include. <br />
<br />
Title: '''Didactic material confronted with the concept of mathematical literacy''' <br />
<br />
Link: https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1023%2FB%3AEDUC.0000017693.32454.01.pdf<br />
<br />
Relevance: this essay is critical of the ‘highly technocratic’ vision ‘from the top’ that aims to let experts device didactic materials to be used by teachers and students, whilst ignoring: <br />
- why is math taught and what is the role of didactic material?, <br />
- how and why do students actually use such materials?, <br />
- In which ways do didactic materials shape the teachers’ activities? <br />
- What does it mean that didactic material is never adopted but always adapted?<br />
<br />
Therefore the author claims it is more useful to focus on ‘valuable mathematical activities’ instead of ‘innovative didactic materials’. <br />
<br />
Furthermore, the author claims that “mathematical literacy” should be the leitmotiv for the teaching and learning of mathematics (up to secondary school). Mathematical literacy conceives “the relationship between mathematics, the surrounding culture, and the curriculum”. He mentions how this should influence didactic materials, and what these materials should look like. He critiques the ‘optimism’ and ‘exclusivity’ approaches of teaching math,and supports the ‘inclusivity’ approach, which presents math as ‘a method to understand the social and economic world we live in. This strategy considers mathematical activity as potentially critical, political, loaded with values, and informative’ and “The cognitive style of daily routine is of high relevance within these mathematical activities, since it is a fundamental aim of the strategy to empower common sense. It is intended to develop the attitude of daily life towards an attitude of critical consciousness.”.<br />
<br />
Useful because it really focuses on the users of didactic material (like our program!), an approach we can use to increase the value students (and teachers) find in our program. We should consider/confirm what mathematical literacy is, and whether it is the right standard to determine what is a valuable mathematical activity. The ‘inclusivity’ approach seems very interesting. However, the author seems very interesting in using math to discuss politics, if not to politicize (young) students, this seems a bad idea.<br />
<br />
Title: '''Geometrical analogies in mathematics lessons'''<br />
<br />
Link: https://academic-oup-com.dianus.libr.tue.nl/teamat/article/26/4/201/1664642<br />
<br />
Relevance: <br />
A summary of possibilities of mathematics lessons regarding the use of analogies in teaching geometry for different age groups. Useful because we might apply this in the exercises to teach users geometry. <br />
<br />
<br />
Title: ''' Open Learner Models: Research Questions''' Special Issue of the IJAIED<br />
<br />
Link: <br />
https://content-iospress-com.dianus.libr.tue.nl/download/international-journal-of-artificial-intelligence-in-education/jai17-2-01?id=international-journal-of-artificial-intelligence-in-education%2Fjai17-2-01<br />
<br />
Relevance: good summary of “learner models” and discussion of relevant aspects , very detailed, but good to use in a brainstorm for concretising the project. <br />
<br />
Title: '''Intelligent Agent-Based e-Learning System for Adaptive Learning'''<br />
<br />
Link: https://www-igi-global-com.dianus.libr.tue.nl/gateway/article/full-text-pdf/58052 <br />
<br />
Relevance:<br />
Adaptive learning approach: support learners to achieve the intended learning outcomes through a personalized way. <br />
<br />
The main idea: to personalize the learning content in a way that can cope with individual differences in aptitude. <br />
NOT: personalizing the presentation style of the learning materials<br />
<br />
model:<br />
- Aptitude-Treatment Interaction theory (ATI): there is a strong bond between the effectiveness of an instructional strategy (i.e. treatment) and the aptitude level of students <br />
-- aptitude: the capability to learn in a specific area either because of having talent or having prior knowledge in this area<br />
- Biggs’ Constructive Alignment Model: (use to operationalize ATI): an effective curriculum depends on adequately describing the educational goals desired. Biggs views curriculum as a teaching system, ultimate goal of system is to guide students towards the desired educational goals. He advocates the alignment of individual components in the system like teaching and learning activities (TLAs) and assessment tasks (ATs). It is a hierarchical framework. <br />
-- inherits the central idea of constructivism that education is a way to train students to be a self-learner<br />
> aim: improving students’ learning outcomes through enhancing their intrinsic motivation<br />
<br />
“Students with lower cognitive skill require highly structured instructional environments than students with higher cognitive skills (Snow, 1989).”<br />
<br />
Title: '''Personalized Adaptive Learner Model in E-Learning System Using FCM and Fuzzy Inference System'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs40815-017-0309-y.pdf<br />
<br />
Relevance: Some new dimensions of adaptivity are discussed here, like automatic and dynamic detection of learning styles. This is more precise and quicker than previous ones. It is a literature-based approach in which a personalized adaptive learner model (PALM) was constructed. This proposed learner model mines learner’s navigational accesses data and finds learner’s behavioural patterns which individualize each learner and provide personalization according to their learning styles in the learning process. Fuzzy cognitive maps and fuzzy inference system, soft computing techniques, were introduced to implement PALM. Result shows that personalized adaptive e-learning system is better and promising than the non-adaptive in terms of benefits to the learners and improvement in overall learning process. Thus, providing adaptivity as per learner’s needs is an important factor for enhancing the efficiency and effectiveness of the entire learning process.<br />
<br />
Title: '''Elo-based learner modeling for the adaptive practice of facts'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs11257-016-9185-7.pdf<br />
<br />
Relevance: <br />
- computerized adaptive system for practicing factual knowledge. <br />
- widely varying degrees of prior knowledge. <br />
- modular approach: 1. an estimation of prior knowledge, 2. an estimation of current knowledge, and 3. the construction of questions. <br />
- detailed discussion of learner models for both estimation steps (1 & 2),<br />
-- a novel use of the Elo rating system for learner modeling. <br />
--- results, and variations in model and effectiveness<br />
<br />
very useful, only change the topic<br />
<br />
Titel: The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects<br />
Link: https://files.eric.ed.gov/fulltext/EJ1068797.pdf<br />
Abstract:<br />
This report begins by summarizing current applications of ideas from artificial intelligence (Al) to education. It then uses that summary to project various future applications of Al--and advanced technology in general--to education, as well as highlighting problems that will confront the wide scale implementation of these technologies in the classroom.<br />
(relevance): This report gives an example of an already thought of algebra learning AI. However the program doesn’t automatically figure the level of the student. These things are called intelligence tutoring systems (or ITS). Overall very useful article.<br />
<br />
Titel: Permutations of Control: Cognitive Considerations for Agent-Based Learning Environments<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: While there has been a significant amount of research on technical issues regarding the development of agent-based learning environments (e.g., see the special issue of Journal of Interactive Learning Research, (1999, v10(3/4)), there is less information regarding cognitive foundations for these environments. The management of control is a prime issue with agent-based computer environments given the relative independence and autonomy of the agent from other system components. This paper presents four dimensions of control that should be considered in designing agent-based learning environments: Instructural purpose, Feedback, relationship, confidence in AI.<br />
(relevance): More focussed on the cognitive foundation for Artificial intelligence environment. Interesting for the Usefulness of our ideas.<br />
<br />
Titel: Introducing the Enhanced Personal Portal Model in a Synchromodal Learning Environment<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: Study that simulated a digital classroom (by placing camera’s students etcetera)<br />
(relevance): Not really relevant for us but interesting to take notice of (perhaps also making a digital environment for our idea)<br />
<br />
Titel: Intelligence Unleashed<br />
Link: https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/innovation/Intelligence-Unleashed-Publication.pdf<br />
Abstract: this short paper has two aims in mind. The first was to explain to a non-specialist, interested reader what AIEd (Artificial Intelligence in Education) is: its goals, how it is built, and how it works. The second aim was to set out the argument for what AIEd can offer learning, both now and in the future, with an eye towards improving learning and life outcomes for all. <br />
(relevance): This is a company who does research in this topic, it works together with teachers and researchers, therefore this might come as a big <br />
<br />
Titel: Web intelligence and artificial intelligence in education.<br />
Link: https://www.researchgate.net/publication/220374721_Web_Intelligence_and_Artificial_Intelligence_in_Education<br />
Abstract: This paper surveys important aspects of Web Intelligence (WI) in the context of Artificial Intelligence in Education (AIED) research. WI explores the fundamental roles as well as practical impacts of Artificial Intelligence (AI) and advanced Information Technology (IT) on the next generation of Web-related products, systems, services, and activities.<br />
(relevance): More information on Web Intelligence and how it works together with AIED, it focusses on practical inpacts and advanced information technology, especially the first part is interesting for us.<br />
<br />
<br />
<br />
Titel: 10 roles for artificial intelligence in education<br />
Link: https://www.teachthought.com/the-future-of-learning/10-roles-for-artificial-intelligence-in-education/<br />
Abstract: This article explores 10 roles for artificial intelligence in education Being:<br />
Automate, such as grading<br />
Adapt to student needs<br />
Point out improvements<br />
Ai tutors.<br />
Helpfull feedback<br />
changes how we find and interact with inforamtion.<br />
change role of teachers<br />
trial and error less intimidating<br />
change how schools find, teach and support students<br />
AI may change where students learn, who teaches them, and how they acquire basic skills.<br />
(relevance): It can show us some new thing AI helps teachers, which we haven’t thought of yet.<br />
<br />
Titel: Exploring the impact of artificial intelligence on teaching and learning in higher education<br />
Link: https://www.researchgate.net/publication/321258756_Exploring_the_impact_of_artificial_intelligence_on_teaching_and_learning_in_higher_education<br />
Abstract: This paper explores the phenomena of the emergence of the use of artificial intelligence in teaching and learning in higher education. It investigates educational implications of emerging technologies on the way students learn and how institutions teach and evolve. Recent technological advancements and the increasing speed of adopting new technologies in higher education are explored in order to predict the future nature of higher education in a world where artificial intelligence is part of the fabric of our universities.<br />
(relevance): It shows the use of Artificial intelligence already in higher education, it might give us some learingpoints while developing our own artificial intelligence.<br />
<br />
Titel: The roles of models in Artificial Intelligence and Education research: a prospective view<br />
<br />
Link: https://telearn.archives-ouvertes.fr/hal-00190395/<br />
Abstract: In this paper I speculate on the near future of research in Artificial Intelligence and Education (AIED), on the basis of three uses of models of educational processes: models as scientific tools, models as components of educational artefacts, and models as bases for design of educational artefacts. In terms of the first role, I claim that the recent shift towards studying collaborative learning situations needs to be accompanied by an evolution of the types of theories and models that are used, beyond computational models of individual cognition. In terms of the second role, I propose that in order to integrate computer-based learning systems into schools, we need to 'open up' the curriculum to educational technology, 'open up' educational technologies to actors in educational systems and 'open up' those actors to the technology (i.e. by training them). In terms of the third role, I propose that models can be bases for design of educational technologies by providing design methodologies and system components, or by constraining the range of tools that are available for learners. In conclusion I propose that a defining characteristic of AIED research is that it is, or should be, concerned with all three roles of models, to a greater or lesser extent in each case.<br />
(relevance): It can be used to explain a model in which our artificial intelligence solution wolud be beneficial to use.<br />
<br />
Titel: Evolution and Revolution in Artificial Intelligence in Education<br />
<br />
Link: https://link.springer.com/article/10.1007/s40593-016-0110-3<br />
Abstract: The field of Artificial Intelligence in Education (AIED) has undergone significant developments over the last twenty-five years. As we reflect on our past and shape our future, we ask two main questions: What are our major strengths? And, what new opportunities lay on the horizon? We analyse 47 papers from three years in the history of the Journal of AIED (1994, 2004, and 2014) to identify the foci and typical scenarios that occupy the field of AIED.<br />
(relevance): It can give us a quick and ordered view of what research has already been done in the form of AI and where there lie some possibilities for us (written in 2016)<br />
<br />
<br />
<br />
Title: '''Towards Emotionally Aware AI Smart Classroom: Current Issues and Directions for Engineering and Education'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/8253436 <br />
<br />
Abstract: Paper about a emotionally-aware AI smart classroom which can take over the role of a teacher.<br />
<br />
<br />
Title: '''AI and education: the importance of teacher and student relations'''<br />
<br />
Link: https://link.springer.com/article/10.1007/s00146-017-0693-8 <br />
<br />
Abstract: Paper about the difference in relationship between student-teacher and student-AI<br />
<br />
<br />
Title: '''Designing educational technologies in the age of AI: A learning sciences‐driven approach'''<br />
<br />
Link: https://doi.org/10.1111/bjet.12861 <br />
<br />
Abstract: How to develop an AI algorithm based on studies about how people learn.<br />
<br />
<br />
Title: '''Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review'''<br />
<br />
Link: https://journals.sagepub.com/doi/10.3102/0034654315581420 <br />
<br />
Abstract: This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems.<br />
<br />
<br />
Title: '''Artificial Intelligence as an Effective Classroom Assistant'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/7742268 <br />
<br />
Abstract: Article about blended learning, wherein the teacher can offload some work to the AI system.<br />
<br />
<br />
Title: '''Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0747563215001120 <br />
<br />
Abstract: Review on how learning styles were integrated into adaptive e-learning systems.<br />
<br />
<br />
Title: '''Learning Computer Networks Using Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ALHLCN <br />
<br />
Abstract: This paper describes an intelligent tutoring system that helps student study computer networks.<br />
<br />
<br />
Title: '''Mathematics Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ABUMIT <br />
<br />
Abstract: Intelligent tutoring system for teaching mathematics that help students understand the basics of math and that helps a lot of students of all ages to understand the <br />
topic.<br />
<br />
<br />
Title: '''TECH8 intelligent and adaptive e-learning system: Integration into Technology and Science classrooms in lower secondary schools'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0360131514002875 <br />
<br />
Abstract: The purpose of this research is to demonstrate the design and evaluation of an adaptive, intelligent and, most important, an individualised intelligent tutoring system <br />
(ITS) based on the cognitive characteristics of the individual learner.<br />
<br />
<br />
'''Other groups'''<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2016_3_Groep18: Elementary school. Made 4 small educational games for children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep14: Elementary school. Made a simple math game for young children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep8: High school. Made an adaptive gamified online learning system using Moodle. The goal of this group is similar to our goal, but they focused more on gamification and less in making the exercises personalized for each student. They used Moodle as an open source online learning system. The big advantage of Moodle is the wide range of plugins that already exist, so it was possible to build further upon those plugins. However creating quizzes and exercises especially mathematical expressions was difficult and time consuming. Many of the plugins they used had no documentation which made it hard to make changes.<br />
<br />
== Users, stakeholders and their requirements ==<br />
<br />
=== Primary users: high school mathematics students ===<br />
<br />
Our primary users will be high school mathematics students (or people who want to study this on their own). The subject of mathematics is a vital one for developing abstract thinking and applied in many ways in technical fields, and the skill of problem solving can be applied in many ways in life. At the same time mathematics is often considered difficult by students. For these reasons we think the subject of mathematics is where good value can be provided with our web-based AI-enhanced learning tool. Additionally, mathematics (like other hard sciences) allows for easier checking of answers than the type of language-based (short) essay answers that are required for social sciences. Vocabulary would be a suitable topic as well, however we are unaware of a shortage in German or French translators, whereas there is a shortage in engineering and in the skilled trades. Since highschool in the bridge between primary and college, that is where our program could be most valuable. The introductory test to assess the mathematics level can incorporate primary school topics, and we could offer such exercises to the slightly more mature student as well, whereas primary school children are less self-directed. <br />
<br />
By estimating the current level of understanding and the learning style (speed, etc.) of the individual student, we can offer a tailored learning experience that will help the student get quick feedback (and hopefully more positive results), which will help with building confidence in tackling (new) mathematics problems and might even make the subject more enjoyable. <br />
Using students to beta-test our program will be a useful way to interact with these users, since they might be less able to communicate exactly what it that is lacking in their mathematics course. The proof of the pudding is in the eating, measuring success and especially engagement over time will show how well our program works. Once the students have an actual product to work with they might give valuable feedback on why they kept using it, or why they stopped using it. Of course here we need to take into account that some students might have learning difficulties that need more direct coaching or are just plainly uninterested in improving their lack of mathematical skill. Our program might help some of these kinds of students, but assuming it will be the mathematics panacea is unwise. We aim to get a prototype early b-test with students done at the end of the project. <br />
<br />
- HAVO/VWO!<br />
<br />
=== Primary users: high school mathematics teachers ===<br />
<br />
Other primary users will be high school mathematics teachers. Students can of course start using the web-program on their own, but if high school teachers find it valuable enough to recommend it to students, that could be a good sign. Of course we will have to consider their biases in didactics and their general mindset in terms of improving education (for some it might be lacking). Nevertheless, their impact can be useful, by for instance finding out what in their experience are the main difficulties students have, and trying to adapt for those thing in our program (content-wise, but also in terms of engagement). We will form a focus group of a few of these teachers to make qualitatitve study on the difficulties of teaching mathematics. Their input will be used to determine the direction and attributes of our prototype. Later on we might get them to evaluate it (in combination with a beta-test on students?). <br />
<br />
=== Secundairy users: Headmasters ===<br />
<br />
Headmasters are stakeholders, since they have a say in the way mathematics is taught in their school. Financial cost will be always be in the back of their minds, and as such they will critically assess the performance, robustness and scalability of the program. But, they are clearly concerned about the rates at which students progress through key-courses like mathematics (in the Netherlands it has certain higher requirements than some other courses in terms of passing classes and graduating). If our program can help with that, this is an opportunity. Maybe, our program’s introductory test can be used as the intro-test for new students, and the program can help bridging the gap (the school may decide to used other ways to help these students as well). Depending on the school the headmasters may also have didactical views that are key to the identity of the school that may or may not match with what we decide to use in our program. Given the diversity in education-land, this simply means there will always be some less enthusiastic headmasters with respect to adopting our program. It could be tempting to go with the majority, but we have to independently assess whether the majority is correct, maybe the majority view is related to the problems in teaching mathematics. <br />
<br />
=== Tertiary users / stakeholders ===<br />
<br />
==== Ministry of Education ====<br />
<br />
At a more distant level the ministry of education has similar concerns as the headmasters in terms of money spend and passing rates, but they also bound to more ideological/didactic points of view that are determined by the parliament and the current minister, tough on the other hand the bureaucracy itself might also have a mainstream point of view that is somewhat different. These views will somewhat affect the chances of our program ultimately getting adopted in individual school, if for instance certain funding is allocated to, or withdrawn from, computer-based mathemathics/learning aids – with certain requirements, etc. However, the ministry does not determine for the school what teaching aids they must use in particular. <br />
<br />
==== (Technical) Universities / STEM departments ====<br />
<br />
Technical universities and STEM departments at others have two stakes, one is a higher level of mathematics ability of incoming students, since it is the basis on which many majors (if not all) depend. This could save money in terms of additional efforts, and can bring in more money (if students progress/graduate quicker). Secondly, the more engaging mathematics program we aim to develop might induce more student to choose to go to a technical university or a STEM major instead of a alpha or gamma major. <br />
<br />
==== (Tech) companies ====<br />
<br />
Given the lack of workers in the skilled trades and in engineering, technical companies have a clear stake in students being better in (applied) mathematical problems solving. And such skills can in fact be useful in many jobs, so companies in general might benefit, although it might sound less interesting than clean-desk or scrum or feng shui.<br />
<br />
== Approach/milestones/deliverables ==<br />
Our approach will look the following. We will start with some up front research, we will make some sort about “didactiek” and how to apply this in our webpage we want to create.<br />
While doing research about these topics we will start working on our webpage. We are planning to build some sort of web page or program. This artifact will have some sort of artificial intelligence which keeps track of the level of skill of the student and gives exercises matching the skill level of the student.<br />
After being done with the research about “didactiek”. We will lay the proposal of our artifact in front of several high school teachers. We want to have their input, as the artifact is build for there purpose. We then apply the given advise in our artifact.<br />
Lastly we plan to test our improved application for use, we will go to the same (or other) high school teachers and ask if we can test them in their classes. We then come up with a conclusion and finish the research.<br />
<br />
Our milestones will be the finish of our research, the alpha version of our application, then the comments of the teachers, then the beta version of our application. The findings of the test subject and finally the final version.<br />
<br />
Our deliverables will be a research about the current AI in education, the findings we got from talking to teachers, the test results found when testing on students and finally our artifact, described on this wiki. Furthermore, we deliver a presentation on our project.<br />
<br />
== Concept ==<br />
<br />
=== Didactics of mathematics === <br />
<br />
==== Desk study: Getal en Ruimte studybook ====<br />
To orient ourselves into the well-established mainstream didactic methodology, we ordered a book from the most used mathematics book-serie in the Netherlands: "Getal and Ruimte". We ordered the first book for VWO 3, since we considered that the to be an interesting class, the one before the choice for the alpha (maatschappij) or beta (wetenschap) direction is made. We decided to focus on the material of the first chapter, since our project ran during the beginning of the school year. This choice would allow us to let some students in that year try our software at the end of the project, to get some user-feedback. The topic of linear equation also lends itself to our purposes, since we do not intent to recreate Wolfram Mathematics-like problem solving tools, but instead we wanted to focus on the development of an adaptive learning program, with mathematics as the subject. <br />
<br />
==== Qualitative study: focus group ====<br />
<br />
In order to understand the problems with teaching highschool math, a focus study will be held with a few teachers. This qualitative approach will give us valuable in-depth knowlegde on the praxis of the didactics of mathematics. In this short time period it is more useful than a small questionnaire with generally even fewer responses. In a focus group the partipants can all add to the discussion, react to each other, and the interviewer can ask more suitable follow-up questions. <br />
<br />
===== The invitation mail =====<br />
On thursday the 12th the following mail was send to 17 secondary HAVO/VWO schools in Eindhoven and area.<br />
<br />
"Uitnodiging focusgroep voor wiskunde software<br />
<br />
Wij zijn een groepje van drie derdejaars bachelor-studenten op de Technische Universiteit van Eindhoven die graag in contact zouden komen met HAVO/VWO wiskunde leraren voor het ontwikkelen van een online wiskunde hulpmiddel. Wij zijn bezig met een project van twee maanden, waarbij de wensen van gebruikers van technologie centraal staan.<br />
<br />
<br />
Door middel van een groepsgesprek van ongeveer een uur met enkele wiskundedocenten willen wij bespreken welke problemen zij ervaren in de les en op welke manier individu-gerichte software hen daarbij zou kunnen helpen. Voor dit gesprek komen wij graag naar uw school. <br />
<br />
<br />
Met de hulp van deze focusgroep zal het doel van ons prototype worden bepaald. In overleg met de school zouden wij dit prototype enkele weken later (kort) willen laten testen door leerlingen. <br />
<br />
Graag horen wij of een of meerdere wiskunde docenten op uw school interesse hebben in dit gesprek! <br />
<br />
<br />
Met vriendelijke groet,<br />
<br />
Peter Visser,<br />
mede namens Tom Verberk en Ruben Haakman"<br />
<br />
===== Responses =====<br />
From four schools (Eckart college, Were Di college, Carolus Borromeus college and Stedelijk college) we have received positive reactions, all with groups of two or more teachers. Due to their full agenda's and time-constraints, we decided it would be easier to have seperate focus-group conversations at each school. In this way the different didactic methods of the schools can be discussed more in depth as well. We could use results from earlier talks in later talks to have some (one-way) feedback between teachers. Two more school reacted, only to indicate that they did not have time, though they found the project interesting. In the case of no positive reactions, these schools would have been called, to follow up on the mail. However, given the positive reactions, this was not necessary. <br />
<br />
Due to some delay between mails, and the busy schedules of the teachers, the two interviews that materialised were held on the 30th of September (4 teachers, Eckart college) and the 1st of October (2 teachers, Were Di college). The contact with Carolus Borromeus took much longer to react, and eventually did not react, so sadly this option had to be removed from our focusgroup. The fourth school reacted only in the second-to-last week of our project, and any feedback from this meeting (likely to occur even later) would not be useful in our prototype-development.<br />
<br />
===== Preparation =====<br />
<br />
A question list has been prepared, with possible follow up aspects, to guide the discussion of the teachers in the focusgroup, and to try to optimize useful information for our design choices. The points will not be checked off like an interview, but are a guide for the discussion. The concept of quantitative studies, and specifically the focus group (or group discussion) format has been studied with the help of a basic textbook (An Introduction to Qualitative Research: Learning in the Field - Rossman & Rallis). The question-points, and sub-points, are shown below, in Dutch, since the subjects and interviewer are Dutch, and this will improve the quality of the discussion. First the interviewer will shortly introduce himself and explain the project and the goal of the discussion. <br />
<br />
Note: Due to the relatively slow process of setting up meetings, due to slow mail-contact and full teacher agenda's) the interviews happened later in our project that we had envisioned. For this reason the nature of the interview changed somewhat. The initial questionlist was still used, but relatively less time was spend on these questions, and that time was used to ask more specific question about the design-decision we had already made (in order to progress in our limited-time project). These questions naturally fitted after the initial questions. <br />
<br />
1. korte introductie van elke docent: opleiding, ervaring (jaren, klassen, niveaus)<br />
<br />
2. didactische methode van school: boek, lesgeven, hulpmiddelen<br />
- pluspunten<br />
- verbeterpunten<br />
<br />
3. individuele methoden van docenten<br />
<br />
4. problemen met wiskunde-overbrengen? <br />
<br> - wat ter tafel komt!<br />
<br>- concentratie? <br />
<br>- hoofdrekenen vs rekenmachine?<br />
<br>- hoeveelheid oefenen (buiten de les)?<br />
<br> - verschillen tussen leerlingen?<br />
<br />
5. Op welke manier probeert men deze problemen het hoofd te bieden, wat werkt wel en niet?<br />
<br />
6. Op welke manier zou een (online) individueel-adaptief programma hieraan kunnen bijdragen?<br />
<br />
7. Wat is jullie ideale voorstelling van zo’n dergelijke programma?<br />
<br />
8. specifieke vragen over doelstelling programma <br />
<br>-- diagnostische toets<br />
<br>-- goede leerlingen: verder werken<br />
<br>-- zwakke leerlingen: extra oefenen<br />
<br>-- vervangen van deel van oefenen met boek<br />
<br>-- klassikaal toetsen (meteen oefenen van hoofdrekenen?)<br />
<br>-- helemaal zelfstandig<br />
<br>-- Herhalen van de theorie in het programma, of juist focus op oefenen?<br />
<br />
9. Manieren om studenten 'engaged' te houden (over langere tijd)?<br />
<br />
10. Het idee van deel-hints voor het helpen oplossen van een probleem (ipv simpelweg het antwoord of de hele uitwerking)?<br />
<br />
11. Gedurende het jaar toetsen over stof van voorgaande hoofdstukken om kennis couranter te houden?<br />
<br />
12. Vooral focus op studenten die meer oefening nodig hebben?<br />
<br />
13. functie: extra oefenmateriaal, op termijn vervanging van de opdrachten in het boek, maar theorieboek en uitleg van docent blijven nodig?<br />
<br />
14. Verdere aspecten die ter tafel komen.<br />
<br />
===== Results =====<br />
<br />
Both interviews were recorded, in order for the interviewer to focus on the conversation instead of note-taking, and also for the ease of listening back to certain parts that afterwards seemed bussy with talk. For the ease of this report, these recordings have been summarised below, with a focus on distilling the general feedback on functionality and requirements. <br />
<br />
''Eckart college (Eindhoven)'': <br />
<br />
Over het algemeen waren de 4 docenten te spreken over het idee.<br />
Ze hebben al wel een soort software, maar zonder hints, en ze moeten zelf de opdrachten inprogrammeren. Ze gebruiken dat niet echt kreeg ik de indruk.<br />
Hoofdrekenen vonden ze niet echt een probleem, omdat ze in de les de rekenmachines niet laten gebruiken, dus leerlingen ontwikkelen de vaardigheid op deze manier al.<br />
Het idee van hints waren ze erg over te spreken, als verbetering op een antwoordboekje (of de hele uitwerking).<br />
Ook het idee dat ze een beter diagnose middel hebben met deze software sprak ze aan. Verder vonden ze het vooral interessant als aanvulling op de les, en (deelse) vervanging van de opdrachten uit het boek. <br />
<br />
Voor de verschillende niveau’s en jaren de problemen nogal verschillend. Specifiek voor VWO 3 speelt dat er een tweedeling is tussen wie waarschijnlijk wiskunde a en wie waarschijnlijk wiskunde b gaan doen. De ene groep heeft meer uitleg nodig, en herhaling van de simplere opdrachten, de andere groep heeft dingen eerder door (en door verveling kunnen die lastig zijn in de les).<br />
<br />
Daarom willen de docenten ook een toepassing voor die betere leerlingen, niet per sé ‘extra’ werk, maar vervangende opdrachten, die interessanter zijn, o.i.d. (Dit hadden we zelf ook bedacht, maar valt dus buiten ons prototype).<br />
<br />
Een andere tip is dat leerlingen de mogelijkheid moeten hebben om een opdracht (of opdrachtsoort) op te slaan, om die vervolgens dan makkelijk te kunnen laten zien aan de docent in de les.<br />
<br />
Verder vonden de docenten het ook een goed idee als leerlingen elkaar (online) kunnen helpen met een opdracht, en daar dan misschien iets van punten voor kunnen krijgen. (Dit lijkt me buiten het prototype vallen, maar kunnen we meenemen in de verbeterpunten)<br />
<br />
Ook nog een tip dat we het goed moeten opdelen in blokjes, zodat het niet te lang duurt, en ervoor moeten zorgen dat leerlingen kunnen zien hoe ver ze zijn, bijv. Een progressie-balkje. <br />
<br />
Een docent wilde ook een soort vragenuurtje organiseren buiten de les, waar leerlingen dan vragen over de software kunnen stellen. De andere drie waren hier niet enthousiast over. Die vinden dat de software vooral moet dienen om de leerling te helpen richting zelfstandig leren te werken. Hetzelfde geld voor mailtjes over vragen in de software.<br />
<br />
Wel vonden ze dat er een feedback middel moet zijn om technische problemen met de software of opdrachten te kunnen aangeven. <br />
<br />
Voor de prototype test zijn er twee docenten met een vwo3 klas. Ze zitten tussen een vakantie en een toetsweek, dus hebben geen tijd om in begin van week 43 het prototype in de klas te proberen. Wel vonden het een goed idee om (nadat ze het zelf hebben bekeken) een link door te sturen. Omdat de toets over hoofdstukken 1 en 2 gaat, is qua prototype vooral handig voor de leerlingen (en dus voor user-feedback) als de invulling voor hoofdstuk 1 dat wij hebben gekozen, vooral een soort uitgebreide diagnostische toets is. De uitbereiding is dan qua het soort vragen, en qua herhaling van vragen bij foute (of pas na hints opgeloste) vragen. <br />
<br />
Verder moeten ipv inlognaam ‘nicknaam’ gebruiken, ipv met privacy van leerlingen die vaak onder de 16 jaar oud zijn. Een vraag over klas of docent zou volgens hen wel kunnen, om het uit elkaar te houden, en omdat dit niet individueel te traceren is. <br />
<br />
Een goede vraag was ook of we wel het huidige aanbod in de markt hebben bestudeerd. Dat is denk ik iets wat wel in de presentatie en/of wiki moet bespreken. <br />
<br />
''Were Di college (Valkenswaard)'':<br />
<br />
Over het algemeen waren de 2 docenten te spreken over het idee.<br />
Ze hebben ook al wel een soort software, maar zonder hints, en ze moeten zelf de opdrachten inprogrammeren. Ze gebruiken dat niet echt kreeg ik de indruk.<br />
Hoofdrekenen vonden ze wel echt een probleem, als onderdeel van een algemeen gebrek aan rekenvaardigheden, als ze van de basisschool afkomen. Hiervoor kan het idee van diagnostische toets voor nieuwe leerlingen dus handig zijn, zodat men sneller en gerichter kan inspringen op gaten in deze vaardigheden. Ook diagnose voor nieuwe klassen (voor een docent nieuw) vonden ze een goed idee. <br />
<br />
Het idee van hints waren ze erg over te spreken, als verbetering op een antwoordboekje (of de hele uitwerking).<br />
Verder vonden ze het vooral interessant als aanvulling op de les, en (deelse) vervanging van de opdrachten uit het boek. <br />
<br />
Daarom willen de docenten ook een toepassing voor die betere leerlingen, niet per sé ‘extra’ werk, maar vervangende opdrachten, die interessanter zijn, o.i.d. (Dit hadden we zelf ook bedacht, maar valt dus buiten ons prototype). Probleem hierbij is hoe groot het de verschillen worden, en in hoeverre één les dan nog toereikend is voor de grote verschillen. <br />
<br />
Het idee om een opdracht (of opdrachtsoort) op te slaan, om die vervolgens dan makkelijk te kunnen laten zien aan de docent in de les, vonden ze erg handig.<br />
<br />
Ook nog een tip dat we het goed moeten opdelen in blokjes, zodat het niet te lang duurt, en ervoor moeten zorgen dat leerlingen kunnen zien hoe ver ze zijn, bijv. Een progressie-balkje. Volgens de docenten zou dit soort ‘gamification’ (er een spelletje van maken) het vooral voor jongens interessanter kunnen maken. <br />
<br />
De docenten hebben allebei niet vwo3 als klas, en op deze school is er binnenkort geen toets over hoofdstuk 1 + 2. Dus hier is het test-idee voor de andere school niet zo nuttig. Wel kunnen we de link van het programma doorsturen aan de ene docent, die het dan wil doorgeven aan de betreffende docenten, maar ik denk dat we hier niet veel van moeten verwachten, omdat het voor de leerlingen dan puur herhalen is zonder ‘noodzaak’ zoals een toets…<br />
<br />
Ook hier was een goede vraag of we wel het huidige aanbod in de markt hebben bestudeerd. Dat is denk ik iets wat wel in de presentatie en/of wiki moet bespreken. Maar zelf hadden ze nog niet van dit soort software gehoord.<br />
<br />
===== Discussion and implementation =====<br />
<br />
The importance of the following requirements has been affirmed with the help of the focusgroup:<br />
<br>- exercise practice tool (as opposed to theory-laden)<br />
<br>- use contextual hints to help students learn (compared to merely showing the answer or the whole derivation)<br />
<br>- repeat exercises until the student has solved a few without hints<br />
<br>- show progress to students<br />
<br>- the diagnostic functionality for teachers: student performance overview and details<br />
<br>- for later: exercises for the faster students so they can use their time in highschool worthwhile <br />
<br />
The following requirements have been added with the help of te focusgroup:<br />
<br>- easy to use for teachers (an end-product, no need to program in questions, etc.)<br />
<br>- use nicknames instead of 'name' with respect to privacy of students under 16.<br />
<br>- keep the (sub)modules short enough, so that student can complete one in a timespan that fits their concentration-arc<br />
<br>- ability to save an exercise, in order to discuss it with students<br />
<br>- feedback option, so students can report problems to the developers<br />
<br>- later on: possibility to discuss problems on an online platform ?<br />
<br />
=== Hierarchy of mathematics modules ===<br />
<br />
In the figure below is a sketch of what the structure of the program can look like. The modules might be related more complexely, this we need to assess. Modules can have sub-modules. The number of exercises is one key aspect in attuning to the individual learner. <br />
<br />
[[File:Hierarchy_AI_learning.png]]<br />
<br />
=== Topic ===<br />
<br />
Linear equations (beginning of VWO 3). We bought this book to study the widely accepted didactic method as an example and stepping stone.<br />
<br />
== Technical aspects ==<br />
<br />
In this part of the wiki the technical aspects of our application will be explained. First the foundations of our application will be discussed, next the database structure of the application will be discussed, thereafter specific methods used in the code will be viewed in more detail and explained in a clear and structured manner, lastly the interface of the application will be discussed.<br />
<br />
=== Foundation === <br />
<br />
Most of our application is programmed using Python 3.0. As a web framework we used Django: an free and open source web application written in python. A framework is nothing more than a collection of modules that make development easier.The official project site describes Django as "a high-level Python Web framework that encourages rapid development and clean, pragmatic design. [LINK TO SITE]. For the interface we used a application wide CSS template, <br />
<br />
The main application can be split into 3 parts: Login module, Question module and Teacher module.<br />
<br />
Login Module:<br />
The login module consists of the actual login mechanism, This includes an register form, a login form, a landing page (page where you "land" when you enter the url) and a home page.<br />
<br />
Question module:<br />
The queston module consists of 2 main parts. The General Question part and the actual question part. The General question part mainly contains method that are used for all modules in general, or are related to routing. (E.G. the select current module module). The actual question part is related to the individual questions.<br />
The genaral questions part contains: current module section, select module section.<br />
The actual question part contains: All the seperate questions, answer pages to all the questions and the "answer next question" part.<br />
<br />
Teacher module:<br />
The teacher module consist of all the teacher functionality. This includes an teacher verification question and the student overview, once the teacher is verified. <br />
<br />
=== Database ===<br />
<br />
An sqlLite database was used to manage our data. To manage the data in the best way possible and without keeping unused data we choose the following database tables in our database<br />
<br />
==== Customuser ====<br />
Customuser is the standard User database table python has, only it is adjusted to serve us the way we want it. We added 3 extra values untop of the values that were standard. The standard data is given in italics, our new data is given in bold. All the data that is in the Customuser table is<br />
''Id'': The Id that is given to a user.<br />
''password'': The password filled in by the user<br />
''last_login'': The last time the user has logged in (NULL if user has not logged in)<br />
''is_superuser'': If a user is able to access all pages (Not used in our website)<br />
''username'': The username the user filled in.<br />
''first_name'': The first name of the user (not used in our application due to privacy reasons, our focusgroup suggested this change for us.)<br />
''last_name'': The last name of the user (also not used).<br />
''email'': The email of the user, filled in during sign up.<br />
''is_staff''<br />
''is_active''<br />
''date_joined''<br />
'''general intelligence'''<br />
'''isTeacher'''<br />
<br />
=== Learner models ===<br />
<br />
niveau (algemeen, en verschillende delen?), leer-tempo, ‘geheugen’ (percentage goed over ‘oudere’ stof ?), leerstijl?<br />
<br />
<br />
Possible subjects:<br />
*Simplify equations<br />
*Rewriting equations<br />
*Solve equations (linear/quadratic)<br />
*Find maximum and minimum of a function<br />
*Calculate derivatives<br />
*Calculate integrals<br />
<br />
<br />
<br />
Use of AI:<br />
*Generates random questions for every student<br />
*Gives small hints<br />
*Gives step by step explanation if needed<br />
*Gives every student detailed feedback and personal questions based on his/her level<br />
<br />
==== Quantatative study: first beta-test ====<br />
<br />
In the beginning of week 43 we hope to do a beta-test of the prototype at the schools of the teachers who are in the focusgroup(s). We will develop some metrics to understand the behavior of users, the students, and can ask for feedback in terms of bugs and suggestions. These first results will be part of the presentation later that week, and will also be discussed on the wiki (afterwards).<br />
<br />
== Conclusion ==<br />
<br />
== References ==<br />
<br />
{{Reflist}}<br />
<br />
== Peer Evaluations ==</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=PRE2019_1_Group3&diff=81035PRE2019 1 Group32019-10-13T14:31:55Z<p>S153905: /* Requirements */</p>
<hr />
<div>'''Artificial intelligence in Education'''<br />
<br />
<br />
== Group Members ==<br />
{| class="wikitable" style="border-style: solid; border-width: 1px;" cellpadding="3"<br />
!style="text-align:left;"| Name<br />
!style="text-align:left"| Study<br />
!style="text-align:left;"| Student ID<br />
|- <br />
| Ruben Haakman || Electrical Engineering || 0993994<br />
|-<br />
| Tom Verberk || Software Science || 1016472<br />
|-<br />
| Peter Visser || Applied Physics || 0877628 <br />
|-<br />
|}<br />
<br />
== Planning ==<br />
Every week we will have 2 meetings, in between the meetings we will work on individual tasks, results of the individual tasks will be examined in the meetings, the tasks dicussed are the time when the tasks has to be done. Once a week a meeting with the tutor(s) is arranged to discuss progress and teamwork. In week 8 we will present our prototype to the class, and afterwards we will finalize the wiki. <br />
<br />
<br />
{| class="wikitable" border=1 style="border-collapse: collapse;"<br />
| '''Week''' || '''Monday (morning)''' || '''Thursday (afternoon)'''<br />
|- <br />
!style="text-align:center;"| '''1'''<br />
| ALL : choose topic <br />
| ALL : <br>literary research <br>problem definition <br>make the planning <br>define structure of the report <br />
|-<br />
!style="text-align:center;"| '''2'''<br />
| Ruben : introduction/problem statement <br>All : wiki page <br>All : state of the art <br>Peter : users/stakeholders <br> Tom: Approach, milestones and deliverables, Who’s doing what<br />
|-<br />
| <br />
|}<br />
<br />
[[File:Planning_1_(12-9).PNG]]<br />
<br />
[[File:Planning_2_(12-9).PNG]]<br />
<br />
Note: The current picture of the planning may not be up to date. The current version can be viewed here: https://docs.google.com/spreadsheets/d/1Mrgz4kAK8DM9imor_zepvkM9XTyXgOXlZZbME7DrzHo/edit#gid=0.<br />
<br />
== Introduction ==<br />
<br />
There has been a big increase of technology in education; smart boards, laptops, tablets and online learning systems are now commonly used in classrooms. Artificial intelligence (AI) is however still new and little used. AI can generate exercises based on individual student’s particular needs to give each student personalized questions. This can help students learn faster and keep them motivated. It also reduces the workload for teachers.<br />
<br />
== Problem Statement ==<br />
<br />
<br />
Currently a teacher makes a set of exercises which is the same for all students. In this way the level of the student is not taken into account resulting in questions which are too simple or too difficult. Using AI it is possible to give a student a personal learning program and give exercises that match the level of the student.<br />
<br />
<br />
== Requirements ==<br />
*Gives students individualized support such as hints, feedback, and problem selection<br />
**Hints and feedback based on the learning style of the student (Felder and Silverman model)<br />
**Recognizes common mistakes and gives explanation if those mistakes are made multiple times<br />
**Repeat previously incorrectly made questions<br />
*Simple, intuitive and motivating user interface<br />
**Consistensy across all pages<br />
**No distractive elements<br />
*Motivates students to make exercises<br />
**Shows progress of different modules<br />
**Level of the exercises matches the level of the student<br />
*Collaborative learning<br />
**Students can help each other with exercises<br />
**Competitive gamification<br />
<br />
<br />
Using an adapting collabrative learning system can help students learning the subject and also motivate students<ref>Walker, E., Rummel, N. & Koedinger, K.R. Int J Artif Intell Educ (2014) 24: 33. https://doi.org/10.1007/s40593-013-0001-9</ref>.<br />
<br />
Questions and feedback can be personalised for every students learning style by using the Felder and Silverman model<ref>Felder and Silverman, [https://www.engr.ncsu.edu/wp-content/uploads/drive/1QP6kBI1iQmpQbTXL-08HSl0PwJ5BYnZW/1988-LS-plus-note.pdf "LEARNING AND TEACHING STYLES IN ENGINEERING EDUCATION"], 1988.</ref>. This model describes four learning categories where each category is characterized by two opposite attributes. The Felder and Silverman’s main four categories are the following:<br />
*Sensing versus Intuitive<br />
*Visual versus Verbal <br />
*Active versus Reflective<br />
*Sequential versus Global<br />
<br />
Course satisfaction has a significant effect on performance but performance does not have a strong positive effect on course satisfaction. Previous online learning experience influences self-regulated learning directly. <ref>Chih-Hsuan Wang, David M. Shannon & Margaret E. Ross (2013) Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning, Distance Education, 34:3, 302-323, https://doi.org/10.1080/01587919.2013.835779</ref><br />
<br />
Motivation and emotion significantly influence student learning experiences, including achievement, satisfaction, and passing vs. nonpassing; whereas the use of learning strategies did not.<ref>Moon-Heum Cho & Michele L. Heron (2015) Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course, Distance Education, 36:1, 80-99, https://doi.org/10.1080/01587919.2015.1019963</ref><br />
<br />
== State of the art ==<br />
<br />
Title: '''Math Aversion (State of the Art)''' <br />
<br />
Link: https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/6210554 <br />
<br />
Relevance: incorporate conceptual thinking and illustrations to make students understand mathematical ideas<br />
<br />
Title: '''The Math Wars'''<br />
<br />
Link: https://journals-sagepub-com.dianus.libr.tue.nl/doi/pdf/10.1177/0895904803260042<br />
<br />
Relevance: The article provides an overview of the didactic discussion on math in the past century, as well as the latest controversy, the math war (maybe part of a larger culture war?). It boils down to a fervent discussion between ‘traditionalists’ and ‘modernists’, and their attempts to influence governmental educational policies on math (such as ‘the Standards’ and ‘the Framework’). The text is focussed on the US, but this is likely a trend in the West in general. It is useful to have some knowledge about these philosophical-didactic discussions, although in our limited time we should focus on how to implement the suggested methods of the two groups, not so much on the arguments.<br />
<br />
Title: '''Mathematics is about the world''' - R.E. Knapp<br />
<br />
Link: (book)<br />
<br />
Relevance: A book about the role of mathematics in our lives, and therefore useful for thinking about how to teach the subject. The book claims that mathematics is abstract, but nevertheless is about the world around us, which we try to understand. That discovering quantitative relationships suits our needs for indirect measurement(s), such as the ‘tool’ of establishing geometric relationships. Trying to concretize the notion - that math is a powerful tool for humans - in our program will help to motivate students to engage with the topic, and help them understand new ‘tools’. <br />
<br />
Title: '''Preparation, practice, and performance''': An empirical examination of the impact of Standards-based Instruction on secondary students’ math and science achievement<br />
<br />
Link: https://journals.sagepub.com/doi/pdf/10.7227/RIE.81.5<br />
<br />
Relevance: One set of studies on the impact of ‘SBI’ (standards-based instruction) methods, such as: student self-assessment, inquiry-based activities, group-based projects, hands-on experiences, use of computer technologies, and the use of calculators. ‘Non-SBI practices’: teacher lecture, individual student drill and practice worksheets, and computer drill and practice programmes, etc. <br />
<br />
overview of (SBI) student-centred methods:<br />
- using manipulatives or hands-on materials, such as styrofoam balls and toothpicks for building molecular models, dominoes, base ten blocks, tangrams, spinners, rulers, fraction bars, algebra tiles, coins, and geometric solids.<br />
- incorporating inquiry, discovery, and problem-solving approaches, such as making binoculars out of recycled materials, using scenarios from nature and everyday life events for groups of students to research and investigate using math and science concepts<br />
- applying math and science concepts to real-world contexts, such as banking, energy concerns, environmental issues, and timelines; <br />
- connecting mathematics and science preparation skills to specific careers and occupations<br />
- using calculators and technologies for capturing and analysing original data from original math and science experiments<br />
- communicating math and science concepts, through journal writing, small-group discussions, and laboratory/technical reporting of experiments and results.<br />
<br />
Results:<br />
- SBI practices that were found to be significant contributors to students’ math achievement include the use of manipulatives, self-assessment, co-operative group projects, and computer technology. <br />
- SBI practices that were found to be significant contributors to students’ science achievement include the use of inquiry, self-assessment, co-operative group projects, and computer technology. <br />
- Virtually none of the observed non-SBI practices was found to be a significant contributor to student math or science achievement by gender or ethnic groupings. <br />
<br />
Useful, because looking at effective methods is one way to know which side is right in the math war, or at least what methods we can use in our program. Our program might in a (superficial?) way fit into SBI, although that will ultimately depend on the type of exercises and methods we will include. <br />
<br />
Title: '''Didactic material confronted with the concept of mathematical literacy''' <br />
<br />
Link: https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1023%2FB%3AEDUC.0000017693.32454.01.pdf<br />
<br />
Relevance: this essay is critical of the ‘highly technocratic’ vision ‘from the top’ that aims to let experts device didactic materials to be used by teachers and students, whilst ignoring: <br />
- why is math taught and what is the role of didactic material?, <br />
- how and why do students actually use such materials?, <br />
- In which ways do didactic materials shape the teachers’ activities? <br />
- What does it mean that didactic material is never adopted but always adapted?<br />
<br />
Therefore the author claims it is more useful to focus on ‘valuable mathematical activities’ instead of ‘innovative didactic materials’. <br />
<br />
Furthermore, the author claims that “mathematical literacy” should be the leitmotiv for the teaching and learning of mathematics (up to secondary school). Mathematical literacy conceives “the relationship between mathematics, the surrounding culture, and the curriculum”. He mentions how this should influence didactic materials, and what these materials should look like. He critiques the ‘optimism’ and ‘exclusivity’ approaches of teaching math,and supports the ‘inclusivity’ approach, which presents math as ‘a method to understand the social and economic world we live in. This strategy considers mathematical activity as potentially critical, political, loaded with values, and informative’ and “The cognitive style of daily routine is of high relevance within these mathematical activities, since it is a fundamental aim of the strategy to empower common sense. It is intended to develop the attitude of daily life towards an attitude of critical consciousness.”.<br />
<br />
Useful because it really focuses on the users of didactic material (like our program!), an approach we can use to increase the value students (and teachers) find in our program. We should consider/confirm what mathematical literacy is, and whether it is the right standard to determine what is a valuable mathematical activity. The ‘inclusivity’ approach seems very interesting. However, the author seems very interesting in using math to discuss politics, if not to politicize (young) students, this seems a bad idea.<br />
<br />
Title: '''Geometrical analogies in mathematics lessons'''<br />
<br />
Link: https://academic-oup-com.dianus.libr.tue.nl/teamat/article/26/4/201/1664642<br />
<br />
Relevance: <br />
A summary of possibilities of mathematics lessons regarding the use of analogies in teaching geometry for different age groups. Useful because we might apply this in the exercises to teach users geometry. <br />
<br />
<br />
Title: ''' Open Learner Models: Research Questions''' Special Issue of the IJAIED<br />
<br />
Link: <br />
https://content-iospress-com.dianus.libr.tue.nl/download/international-journal-of-artificial-intelligence-in-education/jai17-2-01?id=international-journal-of-artificial-intelligence-in-education%2Fjai17-2-01<br />
<br />
Relevance: good summary of “learner models” and discussion of relevant aspects , very detailed, but good to use in a brainstorm for concretising the project. <br />
<br />
Title: '''Intelligent Agent-Based e-Learning System for Adaptive Learning'''<br />
<br />
Link: https://www-igi-global-com.dianus.libr.tue.nl/gateway/article/full-text-pdf/58052 <br />
<br />
Relevance:<br />
Adaptive learning approach: support learners to achieve the intended learning outcomes through a personalized way. <br />
<br />
The main idea: to personalize the learning content in a way that can cope with individual differences in aptitude. <br />
NOT: personalizing the presentation style of the learning materials<br />
<br />
model:<br />
- Aptitude-Treatment Interaction theory (ATI): there is a strong bond between the effectiveness of an instructional strategy (i.e. treatment) and the aptitude level of students <br />
-- aptitude: the capability to learn in a specific area either because of having talent or having prior knowledge in this area<br />
- Biggs’ Constructive Alignment Model: (use to operationalize ATI): an effective curriculum depends on adequately describing the educational goals desired. Biggs views curriculum as a teaching system, ultimate goal of system is to guide students towards the desired educational goals. He advocates the alignment of individual components in the system like teaching and learning activities (TLAs) and assessment tasks (ATs). It is a hierarchical framework. <br />
-- inherits the central idea of constructivism that education is a way to train students to be a self-learner<br />
> aim: improving students’ learning outcomes through enhancing their intrinsic motivation<br />
<br />
“Students with lower cognitive skill require highly structured instructional environments than students with higher cognitive skills (Snow, 1989).”<br />
<br />
Title: '''Personalized Adaptive Learner Model in E-Learning System Using FCM and Fuzzy Inference System'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs40815-017-0309-y.pdf<br />
<br />
Relevance: Some new dimensions of adaptivity are discussed here, like automatic and dynamic detection of learning styles. This is more precise and quicker than previous ones. It is a literature-based approach in which a personalized adaptive learner model (PALM) was constructed. This proposed learner model mines learner’s navigational accesses data and finds learner’s behavioural patterns which individualize each learner and provide personalization according to their learning styles in the learning process. Fuzzy cognitive maps and fuzzy inference system, soft computing techniques, were introduced to implement PALM. Result shows that personalized adaptive e-learning system is better and promising than the non-adaptive in terms of benefits to the learners and improvement in overall learning process. Thus, providing adaptivity as per learner’s needs is an important factor for enhancing the efficiency and effectiveness of the entire learning process.<br />
<br />
Title: '''Elo-based learner modeling for the adaptive practice of facts'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs11257-016-9185-7.pdf<br />
<br />
Relevance: <br />
- computerized adaptive system for practicing factual knowledge. <br />
- widely varying degrees of prior knowledge. <br />
- modular approach: 1. an estimation of prior knowledge, 2. an estimation of current knowledge, and 3. the construction of questions. <br />
- detailed discussion of learner models for both estimation steps (1 & 2),<br />
-- a novel use of the Elo rating system for learner modeling. <br />
--- results, and variations in model and effectiveness<br />
<br />
very useful, only change the topic<br />
<br />
Titel: The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects<br />
Link: https://files.eric.ed.gov/fulltext/EJ1068797.pdf<br />
Abstract:<br />
This report begins by summarizing current applications of ideas from artificial intelligence (Al) to education. It then uses that summary to project various future applications of Al--and advanced technology in general--to education, as well as highlighting problems that will confront the wide scale implementation of these technologies in the classroom.<br />
(relevance): This report gives an example of an already thought of algebra learning AI. However the program doesn’t automatically figure the level of the student. These things are called intelligence tutoring systems (or ITS). Overall very useful article.<br />
<br />
Titel: Permutations of Control: Cognitive Considerations for Agent-Based Learning Environments<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: While there has been a significant amount of research on technical issues regarding the development of agent-based learning environments (e.g., see the special issue of Journal of Interactive Learning Research, (1999, v10(3/4)), there is less information regarding cognitive foundations for these environments. The management of control is a prime issue with agent-based computer environments given the relative independence and autonomy of the agent from other system components. This paper presents four dimensions of control that should be considered in designing agent-based learning environments: Instructural purpose, Feedback, relationship, confidence in AI.<br />
(relevance): More focussed on the cognitive foundation for Artificial intelligence environment. Interesting for the Usefulness of our ideas.<br />
<br />
Titel: Introducing the Enhanced Personal Portal Model in a Synchromodal Learning Environment<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: Study that simulated a digital classroom (by placing camera’s students etcetera)<br />
(relevance): Not really relevant for us but interesting to take notice of (perhaps also making a digital environment for our idea)<br />
<br />
Titel: Intelligence Unleashed<br />
Link: https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/innovation/Intelligence-Unleashed-Publication.pdf<br />
Abstract: this short paper has two aims in mind. The first was to explain to a non-specialist, interested reader what AIEd (Artificial Intelligence in Education) is: its goals, how it is built, and how it works. The second aim was to set out the argument for what AIEd can offer learning, both now and in the future, with an eye towards improving learning and life outcomes for all. <br />
(relevance): This is a company who does research in this topic, it works together with teachers and researchers, therefore this might come as a big <br />
<br />
Titel: Web intelligence and artificial intelligence in education.<br />
Link: https://www.researchgate.net/publication/220374721_Web_Intelligence_and_Artificial_Intelligence_in_Education<br />
Abstract: This paper surveys important aspects of Web Intelligence (WI) in the context of Artificial Intelligence in Education (AIED) research. WI explores the fundamental roles as well as practical impacts of Artificial Intelligence (AI) and advanced Information Technology (IT) on the next generation of Web-related products, systems, services, and activities.<br />
(relevance): More information on Web Intelligence and how it works together with AIED, it focusses on practical inpacts and advanced information technology, especially the first part is interesting for us.<br />
<br />
<br />
<br />
Titel: 10 roles for artificial intelligence in education<br />
Link: https://www.teachthought.com/the-future-of-learning/10-roles-for-artificial-intelligence-in-education/<br />
Abstract: This article explores 10 roles for artificial intelligence in education Being:<br />
Automate, such as grading<br />
Adapt to student needs<br />
Point out improvements<br />
Ai tutors.<br />
Helpfull feedback<br />
changes how we find and interact with inforamtion.<br />
change role of teachers<br />
trial and error less intimidating<br />
change how schools find, teach and support students<br />
AI may change where students learn, who teaches them, and how they acquire basic skills.<br />
(relevance): It can show us some new thing AI helps teachers, which we haven’t thought of yet.<br />
<br />
Titel: Exploring the impact of artificial intelligence on teaching and learning in higher education<br />
Link: https://www.researchgate.net/publication/321258756_Exploring_the_impact_of_artificial_intelligence_on_teaching_and_learning_in_higher_education<br />
Abstract: This paper explores the phenomena of the emergence of the use of artificial intelligence in teaching and learning in higher education. It investigates educational implications of emerging technologies on the way students learn and how institutions teach and evolve. Recent technological advancements and the increasing speed of adopting new technologies in higher education are explored in order to predict the future nature of higher education in a world where artificial intelligence is part of the fabric of our universities.<br />
(relevance): It shows the use of Artificial intelligence already in higher education, it might give us some learingpoints while developing our own artificial intelligence.<br />
<br />
Titel: The roles of models in Artificial Intelligence and Education research: a prospective view<br />
<br />
Link: https://telearn.archives-ouvertes.fr/hal-00190395/<br />
Abstract: In this paper I speculate on the near future of research in Artificial Intelligence and Education (AIED), on the basis of three uses of models of educational processes: models as scientific tools, models as components of educational artefacts, and models as bases for design of educational artefacts. In terms of the first role, I claim that the recent shift towards studying collaborative learning situations needs to be accompanied by an evolution of the types of theories and models that are used, beyond computational models of individual cognition. In terms of the second role, I propose that in order to integrate computer-based learning systems into schools, we need to 'open up' the curriculum to educational technology, 'open up' educational technologies to actors in educational systems and 'open up' those actors to the technology (i.e. by training them). In terms of the third role, I propose that models can be bases for design of educational technologies by providing design methodologies and system components, or by constraining the range of tools that are available for learners. In conclusion I propose that a defining characteristic of AIED research is that it is, or should be, concerned with all three roles of models, to a greater or lesser extent in each case.<br />
(relevance): It can be used to explain a model in which our artificial intelligence solution wolud be beneficial to use.<br />
<br />
Titel: Evolution and Revolution in Artificial Intelligence in Education<br />
<br />
Link: https://link.springer.com/article/10.1007/s40593-016-0110-3<br />
Abstract: The field of Artificial Intelligence in Education (AIED) has undergone significant developments over the last twenty-five years. As we reflect on our past and shape our future, we ask two main questions: What are our major strengths? And, what new opportunities lay on the horizon? We analyse 47 papers from three years in the history of the Journal of AIED (1994, 2004, and 2014) to identify the foci and typical scenarios that occupy the field of AIED.<br />
(relevance): It can give us a quick and ordered view of what research has already been done in the form of AI and where there lie some possibilities for us (written in 2016)<br />
<br />
<br />
<br />
Title: '''Towards Emotionally Aware AI Smart Classroom: Current Issues and Directions for Engineering and Education'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/8253436 <br />
<br />
Abstract: Paper about a emotionally-aware AI smart classroom which can take over the role of a teacher.<br />
<br />
<br />
Title: '''AI and education: the importance of teacher and student relations'''<br />
<br />
Link: https://link.springer.com/article/10.1007/s00146-017-0693-8 <br />
<br />
Abstract: Paper about the difference in relationship between student-teacher and student-AI<br />
<br />
<br />
Title: '''Designing educational technologies in the age of AI: A learning sciences‐driven approach'''<br />
<br />
Link: https://doi.org/10.1111/bjet.12861 <br />
<br />
Abstract: How to develop an AI algorithm based on studies about how people learn.<br />
<br />
<br />
Title: '''Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review'''<br />
<br />
Link: https://journals.sagepub.com/doi/10.3102/0034654315581420 <br />
<br />
Abstract: This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems.<br />
<br />
<br />
Title: '''Artificial Intelligence as an Effective Classroom Assistant'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/7742268 <br />
<br />
Abstract: Article about blended learning, wherein the teacher can offload some work to the AI system.<br />
<br />
<br />
Title: '''Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0747563215001120 <br />
<br />
Abstract: Review on how learning styles were integrated into adaptive e-learning systems.<br />
<br />
<br />
Title: '''Learning Computer Networks Using Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ALHLCN <br />
<br />
Abstract: This paper describes an intelligent tutoring system that helps student study computer networks.<br />
<br />
<br />
Title: '''Mathematics Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ABUMIT <br />
<br />
Abstract: Intelligent tutoring system for teaching mathematics that help students understand the basics of math and that helps a lot of students of all ages to understand the <br />
topic.<br />
<br />
<br />
Title: '''TECH8 intelligent and adaptive e-learning system: Integration into Technology and Science classrooms in lower secondary schools'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0360131514002875 <br />
<br />
Abstract: The purpose of this research is to demonstrate the design and evaluation of an adaptive, intelligent and, most important, an individualised intelligent tutoring system <br />
(ITS) based on the cognitive characteristics of the individual learner.<br />
<br />
<br />
'''Other groups'''<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2016_3_Groep18: Elementary school. Made 4 small educational games for children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep14: Elementary school. Made a simple math game for young children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep8: High school. Made an adaptive gamified online learning system using Moodle. The goal of this group is similar to our goal, but they focused more on gamification and less in making the exercises personalized for each student. They used Moodle as an open source online learning system. The big advantage of Moodle is the wide range of plugins that already exist, so it was possible to build further upon those plugins. However creating quizzes and exercises especially mathematical expressions was difficult and time consuming. Many of the plugins they used had no documentation which made it hard to make changes.<br />
<br />
== Users, stakeholders and their requirements ==<br />
<br />
=== Primary users: high school mathematics students ===<br />
<br />
Our primary users will be high school mathematics students (or people who want to study this on their own). The subject of mathematics is a vital one for developing abstract thinking and applied in many ways in technical fields, and the skill of problem solving can be applied in many ways in life. At the same time mathematics is often considered difficult by students. For these reasons we think the subject of mathematics is where good value can be provided with our web-based AI-enhanced learning tool. Additionally, mathematics (like other hard sciences) allows for easier checking of answers than the type of language-based (short) essay answers that are required for social sciences. Vocabulary would be a suitable topic as well, however we are unaware of a shortage in German or French translators, whereas there is a shortage in engineering and in the skilled trades. Since highschool in the bridge between primary and college, that is where our program could be most valuable. The introductory test to assess the mathematics level can incorporate primary school topics, and we could offer such exercises to the slightly more mature student as well, whereas primary school children are less self-directed. <br />
<br />
By estimating the current level of understanding and the learning style (speed, etc.) of the individual student, we can offer a tailored learning experience that will help the student get quick feedback (and hopefully more positive results), which will help with building confidence in tackling (new) mathematics problems and might even make the subject more enjoyable. <br />
Using students to beta-test our program will be a useful way to interact with these users, since they might be less able to communicate exactly what it that is lacking in their mathematics course. The proof of the pudding is in the eating, measuring success and especially engagement over time will show how well our program works. Once the students have an actual product to work with they might give valuable feedback on why they kept using it, or why they stopped using it. Of course here we need to take into account that some students might have learning difficulties that need more direct coaching or are just plainly uninterested in improving their lack of mathematical skill. Our program might help some of these kinds of students, but assuming it will be the mathematics panacea is unwise. We aim to get a prototype early b-test with students done at the end of the project. <br />
<br />
- HAVO/VWO!<br />
<br />
=== Primary users: high school mathematics teachers ===<br />
<br />
Other primary users will be high school mathematics teachers. Students can of course start using the web-program on their own, but if high school teachers find it valuable enough to recommend it to students, that could be a good sign. Of course we will have to consider their biases in didactics and their general mindset in terms of improving education (for some it might be lacking). Nevertheless, their impact can be useful, by for instance finding out what in their experience are the main difficulties students have, and trying to adapt for those thing in our program (content-wise, but also in terms of engagement). We will form a focus group of a few of these teachers to make qualitatitve study on the difficulties of teaching mathematics. Their input will be used to determine the direction and attributes of our prototype. Later on we might get them to evaluate it (in combination with a beta-test on students?). <br />
<br />
=== Secundairy users: Headmasters ===<br />
<br />
Headmasters are stakeholders, since they have a say in the way mathematics is taught in their school. Financial cost will be always be in the back of their minds, and as such they will critically assess the performance, robustness and scalability of the program. But, they are clearly concerned about the rates at which students progress through key-courses like mathematics (in the Netherlands it has certain higher requirements than some other courses in terms of passing classes and graduating). If our program can help with that, this is an opportunity. Maybe, our program’s introductory test can be used as the intro-test for new students, and the program can help bridging the gap (the school may decide to used other ways to help these students as well). Depending on the school the headmasters may also have didactical views that are key to the identity of the school that may or may not match with what we decide to use in our program. Given the diversity in education-land, this simply means there will always be some less enthusiastic headmasters with respect to adopting our program. It could be tempting to go with the majority, but we have to independently assess whether the majority is correct, maybe the majority view is related to the problems in teaching mathematics. <br />
<br />
=== Tertiary users / stakeholders ===<br />
<br />
==== Ministry of Education ====<br />
<br />
At a more distant level the ministry of education has similar concerns as the headmasters in terms of money spend and passing rates, but they also bound to more ideological/didactic points of view that are determined by the parliament and the current minister, tough on the other hand the bureaucracy itself might also have a mainstream point of view that is somewhat different. These views will somewhat affect the chances of our program ultimately getting adopted in individual school, if for instance certain funding is allocated to, or withdrawn from, computer-based mathemathics/learning aids – with certain requirements, etc. However, the ministry does not determine for the school what teaching aids they must use in particular. <br />
<br />
==== (Technical) Universities / STEM departments ====<br />
<br />
Technical universities and STEM departments at others have two stakes, one is a higher level of mathematics ability of incoming students, since it is the basis on which many majors (if not all) depend. This could save money in terms of additional efforts, and can bring in more money (if students progress/graduate quicker). Secondly, the more engaging mathematics program we aim to develop might induce more student to choose to go to a technical university or a STEM major instead of a alpha or gamma major. <br />
<br />
==== (Tech) companies ====<br />
<br />
Given the lack of workers in the skilled trades and in engineering, technical companies have a clear stake in students being better in (applied) mathematical problems solving. And such skills can in fact be useful in many jobs, so companies in general might benefit, although it might sound less interesting than clean-desk or scrum or feng shui.<br />
<br />
== Approach/milestones/deliverables ==<br />
Our approach will look the following. We will start with some up front research, we will make some sort about “didactiek” and how to apply this in our webpage we want to create.<br />
While doing research about these topics we will start working on our webpage. We are planning to build some sort of web page or program. This artifact will have some sort of artificial intelligence which keeps track of the level of skill of the student and gives exercises matching the skill level of the student.<br />
After being done with the research about “didactiek”. We will lay the proposal of our artifact in front of several high school teachers. We want to have their input, as the artifact is build for there purpose. We then apply the given advise in our artifact.<br />
Lastly we plan to test our improved application for use, we will go to the same (or other) high school teachers and ask if we can test them in their classes. We then come up with a conclusion and finish the research.<br />
<br />
Our milestones will be the finish of our research, the alpha version of our application, then the comments of the teachers, then the beta version of our application. The findings of the test subject and finally the final version.<br />
<br />
Our deliverables will be a research about the current AI in education, the findings we got from talking to teachers, the test results found when testing on students and finally our artifact, described on this wiki. Furthermore, we deliver a presentation on our project.<br />
<br />
== Concept ==<br />
<br />
=== Didactics of mathematics === <br />
<br />
==== Qualitative study: focus group ====<br />
<br />
In order to understand the problems with teaching highschool math, a focus study will be held with a few teachers. This qualitative approach will give us valuable in-depth knowlegde on the praxis of the didactics of mathematics. In this short time period it is more useful than a small questionnaire with generally even fewer responses. In a focus group the partipants can all add to the discussion, react to each other, and the interviewer can ask more suitable follow-up questions. <br />
<br />
===== The invitation mail =====<br />
On thursday the 12th the following mail was send to 17 secondary HAVO/VWO schools in Eindhoven and area.<br />
<br />
"Uitnodiging focusgroep voor wiskunde software<br />
<br />
Wij zijn een groepje van drie derdejaars bachelor-studenten op de Technische Universiteit van Eindhoven die graag in contact zouden komen met HAVO/VWO wiskunde leraren voor het ontwikkelen van een online wiskunde hulpmiddel. Wij zijn bezig met een project van twee maanden, waarbij de wensen van gebruikers van technologie centraal staan.<br />
<br />
<br />
Door middel van een groepsgesprek van ongeveer een uur met enkele wiskundedocenten willen wij bespreken welke problemen zij ervaren in de les en op welke manier individu-gerichte software hen daarbij zou kunnen helpen. Voor dit gesprek komen wij graag naar uw school. <br />
<br />
<br />
Met de hulp van deze focusgroep zal het doel van ons prototype worden bepaald. In overleg met de school zouden wij dit prototype enkele weken later (kort) willen laten testen door leerlingen. <br />
<br />
Graag horen wij of een of meerdere wiskunde docenten op uw school interesse hebben in dit gesprek! <br />
<br />
<br />
Met vriendelijke groet,<br />
<br />
Peter Visser,<br />
mede namens Tom Verberk en Ruben Haakman"<br />
<br />
===== Responses =====<br />
From two schools (Carolus Borromeus college and Eckart college) we have received positive reactions, both from groups of three teachers. Due to their full agenda's and time-constraints, we decided it would be easier to have two seperate focus-group conversations. In this way the different didactic methods of the schools can be discussed more in depth as well. <br />
<br />
Two schools indicated they did not have time, though the found it interesting. Otherwise, we did not receive reactions. In the case of no positive reactions, these schools would have been called, to follow up on the mail. However, given the positive reactions, this was not necessary. On friday, one group had not reacted yet, so a follow-up email was sent to them. The other group did react, but the three teachers in it found it difficult to find a timeslot for the three of them, a provisionairy time is 3:50 pm on tuesday the 24th of September.<br />
<br />
===== Preparation =====<br />
<br />
A question list has been prepared, with possible follow up aspects, to guide the discussion of the teachers in the focusgroup, and to try to optimize useful information for our design choices. The points will not be checked off like an interview, but are a guide for the discussion. The concept of quantitative studies, and specifically the focus group (or group discussion) format has been studied with the help of a basic textbook (An Introduction to Qualitative Research: Learning in the Field - Rossman & Rallis). The question-points, and sub-points, are shown below, in Dutch, since the subjects and interviewer are Dutch, and this will improve the quality of the discussion. First the interviewer will shortly introduce himself and explain the project and the goal of the discussion.<br />
<br />
1. korte introductie van elke docent: opleiding, ervaring (jaren, klassen, niveaus)<br />
<br />
2. didactische methode van school: boek, lesgeven, hulpmiddelen<br />
- pluspunten<br />
- verbeterpunten<br />
<br />
3. individuele methoden van docenten<br />
<br />
4. problemen met wiskunde-overbrengen? <br />
<br> - wat ter tafel komt!<br />
<br>- concentratie? <br />
<br>- hoofdrekenen vs rekenmachine?<br />
<br>- hoeveelheid oefenen (buiten de les)?<br />
<br> - verschillen tussen leerlingen?<br />
<br />
5. Op welke manier probeert men deze problemen het hoofd te bieden, wat werkt wel en niet?<br />
<br />
6. Op welke manier zou een (online) individueel-adaptief programma hieraan kunnen bijdragen?<br />
<br />
7. Wat is jullie ideale voorstelling van zo’n dergelijke programma?<br />
<br />
8. specifieke vragen over doelstelling programma <br />
<br>-- diagnostische toets<br />
<br>-- goede leerlingen: verder werken<br />
<br>-- zwakke leerlingen: extra oefenen<br />
<br>-- vervangen van deel van oefenen met boek<br />
<br>-- klassikaal toetsen (meteen oefenen van hoofdrekenen?)<br />
<br>-- helemaal zelfstandig<br />
<br>-- Herhalen van de theorie in het programma, of juist focus op oefenen?<br />
<br />
===== Results =====<br />
<br />
===== Discussion and implementation =====<br />
<br />
=== Hierarchy of mathematics modules ===<br />
<br />
In the figure below is a sketch of what the structure of the program can look like. The modules might be related more complexely, this we need to assess. Modules can have sub-modules. The number of exercises is one key aspect in attuning to the individual learner. <br />
<br />
[[File:Hierarchy_AI_learning.png]]<br />
<br />
=== Topic ===<br />
<br />
Linear equations (beginning of VWO 3). We bought this book to study the widely accepted didactic method as an example and stepping stone.<br />
<br />
=== Database ===<br />
<br />
=== Web server and web page === <br />
<br />
This is up and running, users have a log-in to access their account. (more info to follow)<br />
<br />
=== Learner models ===<br />
<br />
niveau (algemeen, en verschillende delen?), leer-tempo, ‘geheugen’ (percentage goed over ‘oudere’ stof ?), leerstijl?<br />
<br />
<br />
Possible subjects:<br />
*Simplify equations<br />
*Rewriting equations<br />
*Solve equations (linear/quadratic)<br />
*Find maximum and minimum of a function<br />
*Calculate derivatives<br />
*Calculate integrals<br />
<br />
<br />
<br />
Use of AI:<br />
*Generates random questions for every student<br />
*Gives small hints<br />
*Gives step by step explanation if needed<br />
*Gives every student detailed feedback and personal questions based on his/her level<br />
<br />
==== Quantatative study: first beta-test ====<br />
<br />
In the beginning of week 43 we hope to do a beta-test of the prototype at the schools of the teachers who are in the focusgroup(s). We will develop some metrics to understand the behavior of users, the students, and can ask for feedback in terms of bugs and suggestions. These first results will be part of the presentation later that week, and will also be discussed on the wiki (afterwards).<br />
<br />
== Conclusion ==<br />
<br />
== References ==<br />
<br />
{{Reflist}}<br />
<br />
== Peer Evaluations ==</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=PRE2019_1_Group3&diff=81026PRE2019 1 Group32019-10-13T13:15:51Z<p>S153905: /* Requirements */</p>
<hr />
<div>'''Artificial intelligence in Education'''<br />
<br />
<br />
== Group Members ==<br />
{| class="wikitable" style="border-style: solid; border-width: 1px;" cellpadding="3"<br />
!style="text-align:left;"| Name<br />
!style="text-align:left"| Study<br />
!style="text-align:left;"| Student ID<br />
|- <br />
| Ruben Haakman || Electrical Engineering || 0993994<br />
|-<br />
| Tom Verberk || Software Science || 1016472<br />
|-<br />
| Peter Visser || Applied Physics || 0877628 <br />
|-<br />
|}<br />
<br />
== Planning ==<br />
Every week we will have 2 meetings, in between the meetings we will work on individual tasks, results of the individual tasks will be examined in the meetings, the tasks dicussed are the time when the tasks has to be done. Once a week a meeting with the tutor(s) is arranged to discuss progress and teamwork. In week 8 we will present our prototype to the class, and afterwards we will finalize the wiki. <br />
<br />
<br />
{| class="wikitable" border=1 style="border-collapse: collapse;"<br />
| '''Week''' || '''Monday (morning)''' || '''Thursday (afternoon)'''<br />
|- <br />
!style="text-align:center;"| '''1'''<br />
| ALL : choose topic <br />
| ALL : <br>literary research <br>problem definition <br>make the planning <br>define structure of the report <br />
|-<br />
!style="text-align:center;"| '''2'''<br />
| Ruben : introduction/problem statement <br>All : wiki page <br>All : state of the art <br>Peter : users/stakeholders <br> Tom: Approach, milestones and deliverables, Who’s doing what<br />
|-<br />
| <br />
|}<br />
<br />
[[File:Planning_1_(12-9).PNG]]<br />
<br />
[[File:Planning_2_(12-9).PNG]]<br />
<br />
Note: The current picture of the planning may not be up to date. The current version can be viewed here: https://docs.google.com/spreadsheets/d/1Mrgz4kAK8DM9imor_zepvkM9XTyXgOXlZZbME7DrzHo/edit#gid=0.<br />
<br />
== Introduction ==<br />
<br />
There has been a big increase of technology in education; smart boards, laptops, tablets and online learning systems are now commonly used in classrooms. Artificial intelligence (AI) is however still new and little used. AI can generate exercises based on individual student’s particular needs to give each student personalized questions. This can help students learn faster and keep them motivated. It also reduces the workload for teachers.<br />
<br />
== Problem Statement ==<br />
<br />
<br />
Currently a teacher makes a set of exercises which is the same for all students. In this way the level of the student is not taken into account resulting in questions which are too simple or too difficult. Using AI it is possible to give a student a personal learning program and give exercises that match the level of the student.<br />
<br />
<br />
== Requirements ==<br />
*Gives students individualized support such as hints, feedback, and problem selection<br />
**Hints and feedback based on the learning style of the student<br />
**Recognizes common mistakes and gives explanation if those mistakes are made multiple times<br />
**Repeat previously incorrectly made questions<br />
*Simple, intuitive and motivating user interface<br />
**Consistensy across all pages<br />
**No distractive elements<br />
*Motivates students to make exercises<br />
**Shows progress of different modules<br />
**Level of the exercises matches the level of the student<br />
*Collaborative learning<br />
**Students can help each other with exercises<br />
**Competitive gamification<br />
<br />
<br />
Using an adapting collabrative learning system can help students learning the subject and also motivate students<ref>Walker, E., Rummel, N. & Koedinger, K.R. Int J Artif Intell Educ (2014) 24: 33. https://doi.org/10.1007/s40593-013-0001-9</ref>.<br />
<br />
Questions and feedback can be personalised for every students learning style by using the Felder and Silverman model<ref>Felder and Silverman, [https://www.engr.ncsu.edu/wp-content/uploads/drive/1QP6kBI1iQmpQbTXL-08HSl0PwJ5BYnZW/1988-LS-plus-note.pdf "LEARNING AND TEACHING STYLES IN ENGINEERING EDUCATION"], 1988.</ref>. This model describes four learning categories where each category is characterized by two opposite attributes. The Felder and Silverman’s main four categories are the following:<br />
*Sensing versus Intuitive<br />
*Visual versus Verbal <br />
*Active versus Reflective<br />
*Sequential versus Global<br />
<br />
Course satisfaction has a significant effect on performance but performance does not have a strong positive effect on course satisfaction. Previous online learning experience influences self-regulated learning directly. <ref>Chih-Hsuan Wang, David M. Shannon & Margaret E. Ross (2013) Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning, Distance Education, 34:3, 302-323, https://doi.org/10.1080/01587919.2013.835779</ref><br />
<br />
Motivation and emotion significantly influence student learning experiences, including achievement, satisfaction, and passing vs. nonpassing; whereas the use of learning strategies did not.<ref>Moon-Heum Cho & Michele L. Heron (2015) Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course, Distance Education, 36:1, 80-99, https://doi.org/10.1080/01587919.2015.1019963</ref><br />
<br />
== State of the art ==<br />
<br />
Title: '''Math Aversion (State of the Art)''' <br />
<br />
Link: https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/6210554 <br />
<br />
Relevance: incorporate conceptual thinking and illustrations to make students understand mathematical ideas<br />
<br />
Title: '''The Math Wars'''<br />
<br />
Link: https://journals-sagepub-com.dianus.libr.tue.nl/doi/pdf/10.1177/0895904803260042<br />
<br />
Relevance: The article provides an overview of the didactic discussion on math in the past century, as well as the latest controversy, the math war (maybe part of a larger culture war?). It boils down to a fervent discussion between ‘traditionalists’ and ‘modernists’, and their attempts to influence governmental educational policies on math (such as ‘the Standards’ and ‘the Framework’). The text is focussed on the US, but this is likely a trend in the West in general. It is useful to have some knowledge about these philosophical-didactic discussions, although in our limited time we should focus on how to implement the suggested methods of the two groups, not so much on the arguments.<br />
<br />
Title: '''Mathematics is about the world''' - R.E. Knapp<br />
<br />
Link: (book)<br />
<br />
Relevance: A book about the role of mathematics in our lives, and therefore useful for thinking about how to teach the subject. The book claims that mathematics is abstract, but nevertheless is about the world around us, which we try to understand. That discovering quantitative relationships suits our needs for indirect measurement(s), such as the ‘tool’ of establishing geometric relationships. Trying to concretize the notion - that math is a powerful tool for humans - in our program will help to motivate students to engage with the topic, and help them understand new ‘tools’. <br />
<br />
Title: '''Preparation, practice, and performance''': An empirical examination of the impact of Standards-based Instruction on secondary students’ math and science achievement<br />
<br />
Link: https://journals.sagepub.com/doi/pdf/10.7227/RIE.81.5<br />
<br />
Relevance: One set of studies on the impact of ‘SBI’ (standards-based instruction) methods, such as: student self-assessment, inquiry-based activities, group-based projects, hands-on experiences, use of computer technologies, and the use of calculators. ‘Non-SBI practices’: teacher lecture, individual student drill and practice worksheets, and computer drill and practice programmes, etc. <br />
<br />
overview of (SBI) student-centred methods:<br />
- using manipulatives or hands-on materials, such as styrofoam balls and toothpicks for building molecular models, dominoes, base ten blocks, tangrams, spinners, rulers, fraction bars, algebra tiles, coins, and geometric solids.<br />
- incorporating inquiry, discovery, and problem-solving approaches, such as making binoculars out of recycled materials, using scenarios from nature and everyday life events for groups of students to research and investigate using math and science concepts<br />
- applying math and science concepts to real-world contexts, such as banking, energy concerns, environmental issues, and timelines; <br />
- connecting mathematics and science preparation skills to specific careers and occupations<br />
- using calculators and technologies for capturing and analysing original data from original math and science experiments<br />
- communicating math and science concepts, through journal writing, small-group discussions, and laboratory/technical reporting of experiments and results.<br />
<br />
Results:<br />
- SBI practices that were found to be significant contributors to students’ math achievement include the use of manipulatives, self-assessment, co-operative group projects, and computer technology. <br />
- SBI practices that were found to be significant contributors to students’ science achievement include the use of inquiry, self-assessment, co-operative group projects, and computer technology. <br />
- Virtually none of the observed non-SBI practices was found to be a significant contributor to student math or science achievement by gender or ethnic groupings. <br />
<br />
Useful, because looking at effective methods is one way to know which side is right in the math war, or at least what methods we can use in our program. Our program might in a (superficial?) way fit into SBI, although that will ultimately depend on the type of exercises and methods we will include. <br />
<br />
Title: '''Didactic material confronted with the concept of mathematical literacy''' <br />
<br />
Link: https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1023%2FB%3AEDUC.0000017693.32454.01.pdf<br />
<br />
Relevance: this essay is critical of the ‘highly technocratic’ vision ‘from the top’ that aims to let experts device didactic materials to be used by teachers and students, whilst ignoring: <br />
- why is math taught and what is the role of didactic material?, <br />
- how and why do students actually use such materials?, <br />
- In which ways do didactic materials shape the teachers’ activities? <br />
- What does it mean that didactic material is never adopted but always adapted?<br />
<br />
Therefore the author claims it is more useful to focus on ‘valuable mathematical activities’ instead of ‘innovative didactic materials’. <br />
<br />
Furthermore, the author claims that “mathematical literacy” should be the leitmotiv for the teaching and learning of mathematics (up to secondary school). Mathematical literacy conceives “the relationship between mathematics, the surrounding culture, and the curriculum”. He mentions how this should influence didactic materials, and what these materials should look like. He critiques the ‘optimism’ and ‘exclusivity’ approaches of teaching math,and supports the ‘inclusivity’ approach, which presents math as ‘a method to understand the social and economic world we live in. This strategy considers mathematical activity as potentially critical, political, loaded with values, and informative’ and “The cognitive style of daily routine is of high relevance within these mathematical activities, since it is a fundamental aim of the strategy to empower common sense. It is intended to develop the attitude of daily life towards an attitude of critical consciousness.”.<br />
<br />
Useful because it really focuses on the users of didactic material (like our program!), an approach we can use to increase the value students (and teachers) find in our program. We should consider/confirm what mathematical literacy is, and whether it is the right standard to determine what is a valuable mathematical activity. The ‘inclusivity’ approach seems very interesting. However, the author seems very interesting in using math to discuss politics, if not to politicize (young) students, this seems a bad idea.<br />
<br />
Title: '''Geometrical analogies in mathematics lessons'''<br />
<br />
Link: https://academic-oup-com.dianus.libr.tue.nl/teamat/article/26/4/201/1664642<br />
<br />
Relevance: <br />
A summary of possibilities of mathematics lessons regarding the use of analogies in teaching geometry for different age groups. Useful because we might apply this in the exercises to teach users geometry. <br />
<br />
<br />
Title: ''' Open Learner Models: Research Questions''' Special Issue of the IJAIED<br />
<br />
Link: <br />
https://content-iospress-com.dianus.libr.tue.nl/download/international-journal-of-artificial-intelligence-in-education/jai17-2-01?id=international-journal-of-artificial-intelligence-in-education%2Fjai17-2-01<br />
<br />
Relevance: good summary of “learner models” and discussion of relevant aspects , very detailed, but good to use in a brainstorm for concretising the project. <br />
<br />
Title: '''Intelligent Agent-Based e-Learning System for Adaptive Learning'''<br />
<br />
Link: https://www-igi-global-com.dianus.libr.tue.nl/gateway/article/full-text-pdf/58052 <br />
<br />
Relevance:<br />
Adaptive learning approach: support learners to achieve the intended learning outcomes through a personalized way. <br />
<br />
The main idea: to personalize the learning content in a way that can cope with individual differences in aptitude. <br />
NOT: personalizing the presentation style of the learning materials<br />
<br />
model:<br />
- Aptitude-Treatment Interaction theory (ATI): there is a strong bond between the effectiveness of an instructional strategy (i.e. treatment) and the aptitude level of students <br />
-- aptitude: the capability to learn in a specific area either because of having talent or having prior knowledge in this area<br />
- Biggs’ Constructive Alignment Model: (use to operationalize ATI): an effective curriculum depends on adequately describing the educational goals desired. Biggs views curriculum as a teaching system, ultimate goal of system is to guide students towards the desired educational goals. He advocates the alignment of individual components in the system like teaching and learning activities (TLAs) and assessment tasks (ATs). It is a hierarchical framework. <br />
-- inherits the central idea of constructivism that education is a way to train students to be a self-learner<br />
> aim: improving students’ learning outcomes through enhancing their intrinsic motivation<br />
<br />
“Students with lower cognitive skill require highly structured instructional environments than students with higher cognitive skills (Snow, 1989).”<br />
<br />
Title: '''Personalized Adaptive Learner Model in E-Learning System Using FCM and Fuzzy Inference System'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs40815-017-0309-y.pdf<br />
<br />
Relevance: Some new dimensions of adaptivity are discussed here, like automatic and dynamic detection of learning styles. This is more precise and quicker than previous ones. It is a literature-based approach in which a personalized adaptive learner model (PALM) was constructed. This proposed learner model mines learner’s navigational accesses data and finds learner’s behavioural patterns which individualize each learner and provide personalization according to their learning styles in the learning process. Fuzzy cognitive maps and fuzzy inference system, soft computing techniques, were introduced to implement PALM. Result shows that personalized adaptive e-learning system is better and promising than the non-adaptive in terms of benefits to the learners and improvement in overall learning process. Thus, providing adaptivity as per learner’s needs is an important factor for enhancing the efficiency and effectiveness of the entire learning process.<br />
<br />
Title: '''Elo-based learner modeling for the adaptive practice of facts'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs11257-016-9185-7.pdf<br />
<br />
Relevance: <br />
- computerized adaptive system for practicing factual knowledge. <br />
- widely varying degrees of prior knowledge. <br />
- modular approach: 1. an estimation of prior knowledge, 2. an estimation of current knowledge, and 3. the construction of questions. <br />
- detailed discussion of learner models for both estimation steps (1 & 2),<br />
-- a novel use of the Elo rating system for learner modeling. <br />
--- results, and variations in model and effectiveness<br />
<br />
very useful, only change the topic<br />
<br />
Titel: The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects<br />
Link: https://files.eric.ed.gov/fulltext/EJ1068797.pdf<br />
Abstract:<br />
This report begins by summarizing current applications of ideas from artificial intelligence (Al) to education. It then uses that summary to project various future applications of Al--and advanced technology in general--to education, as well as highlighting problems that will confront the wide scale implementation of these technologies in the classroom.<br />
(relevance): This report gives an example of an already thought of algebra learning AI. However the program doesn’t automatically figure the level of the student. These things are called intelligence tutoring systems (or ITS). Overall very useful article.<br />
<br />
Titel: Permutations of Control: Cognitive Considerations for Agent-Based Learning Environments<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: While there has been a significant amount of research on technical issues regarding the development of agent-based learning environments (e.g., see the special issue of Journal of Interactive Learning Research, (1999, v10(3/4)), there is less information regarding cognitive foundations for these environments. The management of control is a prime issue with agent-based computer environments given the relative independence and autonomy of the agent from other system components. This paper presents four dimensions of control that should be considered in designing agent-based learning environments: Instructural purpose, Feedback, relationship, confidence in AI.<br />
(relevance): More focussed on the cognitive foundation for Artificial intelligence environment. Interesting for the Usefulness of our ideas.<br />
<br />
Titel: Introducing the Enhanced Personal Portal Model in a Synchromodal Learning Environment<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: Study that simulated a digital classroom (by placing camera’s students etcetera)<br />
(relevance): Not really relevant for us but interesting to take notice of (perhaps also making a digital environment for our idea)<br />
<br />
Titel: Intelligence Unleashed<br />
Link: https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/innovation/Intelligence-Unleashed-Publication.pdf<br />
Abstract: this short paper has two aims in mind. The first was to explain to a non-specialist, interested reader what AIEd (Artificial Intelligence in Education) is: its goals, how it is built, and how it works. The second aim was to set out the argument for what AIEd can offer learning, both now and in the future, with an eye towards improving learning and life outcomes for all. <br />
(relevance): This is a company who does research in this topic, it works together with teachers and researchers, therefore this might come as a big <br />
<br />
Titel: Web intelligence and artificial intelligence in education.<br />
Link: https://www.researchgate.net/publication/220374721_Web_Intelligence_and_Artificial_Intelligence_in_Education<br />
Abstract: This paper surveys important aspects of Web Intelligence (WI) in the context of Artificial Intelligence in Education (AIED) research. WI explores the fundamental roles as well as practical impacts of Artificial Intelligence (AI) and advanced Information Technology (IT) on the next generation of Web-related products, systems, services, and activities.<br />
(relevance): More information on Web Intelligence and how it works together with AIED, it focusses on practical inpacts and advanced information technology, especially the first part is interesting for us.<br />
<br />
<br />
<br />
Titel: 10 roles for artificial intelligence in education<br />
Link: https://www.teachthought.com/the-future-of-learning/10-roles-for-artificial-intelligence-in-education/<br />
Abstract: This article explores 10 roles for artificial intelligence in education Being:<br />
Automate, such as grading<br />
Adapt to student needs<br />
Point out improvements<br />
Ai tutors.<br />
Helpfull feedback<br />
changes how we find and interact with inforamtion.<br />
change role of teachers<br />
trial and error less intimidating<br />
change how schools find, teach and support students<br />
AI may change where students learn, who teaches them, and how they acquire basic skills.<br />
(relevance): It can show us some new thing AI helps teachers, which we haven’t thought of yet.<br />
<br />
Titel: Exploring the impact of artificial intelligence on teaching and learning in higher education<br />
Link: https://www.researchgate.net/publication/321258756_Exploring_the_impact_of_artificial_intelligence_on_teaching_and_learning_in_higher_education<br />
Abstract: This paper explores the phenomena of the emergence of the use of artificial intelligence in teaching and learning in higher education. It investigates educational implications of emerging technologies on the way students learn and how institutions teach and evolve. Recent technological advancements and the increasing speed of adopting new technologies in higher education are explored in order to predict the future nature of higher education in a world where artificial intelligence is part of the fabric of our universities.<br />
(relevance): It shows the use of Artificial intelligence already in higher education, it might give us some learingpoints while developing our own artificial intelligence.<br />
<br />
Titel: The roles of models in Artificial Intelligence and Education research: a prospective view<br />
<br />
Link: https://telearn.archives-ouvertes.fr/hal-00190395/<br />
Abstract: In this paper I speculate on the near future of research in Artificial Intelligence and Education (AIED), on the basis of three uses of models of educational processes: models as scientific tools, models as components of educational artefacts, and models as bases for design of educational artefacts. In terms of the first role, I claim that the recent shift towards studying collaborative learning situations needs to be accompanied by an evolution of the types of theories and models that are used, beyond computational models of individual cognition. In terms of the second role, I propose that in order to integrate computer-based learning systems into schools, we need to 'open up' the curriculum to educational technology, 'open up' educational technologies to actors in educational systems and 'open up' those actors to the technology (i.e. by training them). In terms of the third role, I propose that models can be bases for design of educational technologies by providing design methodologies and system components, or by constraining the range of tools that are available for learners. In conclusion I propose that a defining characteristic of AIED research is that it is, or should be, concerned with all three roles of models, to a greater or lesser extent in each case.<br />
(relevance): It can be used to explain a model in which our artificial intelligence solution wolud be beneficial to use.<br />
<br />
Titel: Evolution and Revolution in Artificial Intelligence in Education<br />
<br />
Link: https://link.springer.com/article/10.1007/s40593-016-0110-3<br />
Abstract: The field of Artificial Intelligence in Education (AIED) has undergone significant developments over the last twenty-five years. As we reflect on our past and shape our future, we ask two main questions: What are our major strengths? And, what new opportunities lay on the horizon? We analyse 47 papers from three years in the history of the Journal of AIED (1994, 2004, and 2014) to identify the foci and typical scenarios that occupy the field of AIED.<br />
(relevance): It can give us a quick and ordered view of what research has already been done in the form of AI and where there lie some possibilities for us (written in 2016)<br />
<br />
<br />
<br />
Title: '''Towards Emotionally Aware AI Smart Classroom: Current Issues and Directions for Engineering and Education'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/8253436 <br />
<br />
Abstract: Paper about a emotionally-aware AI smart classroom which can take over the role of a teacher.<br />
<br />
<br />
Title: '''AI and education: the importance of teacher and student relations'''<br />
<br />
Link: https://link.springer.com/article/10.1007/s00146-017-0693-8 <br />
<br />
Abstract: Paper about the difference in relationship between student-teacher and student-AI<br />
<br />
<br />
Title: '''Designing educational technologies in the age of AI: A learning sciences‐driven approach'''<br />
<br />
Link: https://doi.org/10.1111/bjet.12861 <br />
<br />
Abstract: How to develop an AI algorithm based on studies about how people learn.<br />
<br />
<br />
Title: '''Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review'''<br />
<br />
Link: https://journals.sagepub.com/doi/10.3102/0034654315581420 <br />
<br />
Abstract: This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems.<br />
<br />
<br />
Title: '''Artificial Intelligence as an Effective Classroom Assistant'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/7742268 <br />
<br />
Abstract: Article about blended learning, wherein the teacher can offload some work to the AI system.<br />
<br />
<br />
Title: '''Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0747563215001120 <br />
<br />
Abstract: Review on how learning styles were integrated into adaptive e-learning systems.<br />
<br />
<br />
Title: '''Learning Computer Networks Using Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ALHLCN <br />
<br />
Abstract: This paper describes an intelligent tutoring system that helps student study computer networks.<br />
<br />
<br />
Title: '''Mathematics Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ABUMIT <br />
<br />
Abstract: Intelligent tutoring system for teaching mathematics that help students understand the basics of math and that helps a lot of students of all ages to understand the <br />
topic.<br />
<br />
<br />
Title: '''TECH8 intelligent and adaptive e-learning system: Integration into Technology and Science classrooms in lower secondary schools'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0360131514002875 <br />
<br />
Abstract: The purpose of this research is to demonstrate the design and evaluation of an adaptive, intelligent and, most important, an individualised intelligent tutoring system <br />
(ITS) based on the cognitive characteristics of the individual learner.<br />
<br />
<br />
'''Other groups'''<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2016_3_Groep18: Elementary school. Made 4 small educational games for children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep14: Elementary school. Made a simple math game for young children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep8: High school. Made an adaptive gamified online learning system using Moodle. The goal of this group is similar to our goal, but they focused more on gamification and less in making the exercises personalized for each student. They used Moodle as an open source online learning system. The big advantage of Moodle is the wide range of plugins that already exist, so it was possible to build further upon those plugins. However creating quizzes and exercises especially mathematical expressions was difficult and time consuming. Many of the plugins they used had no documentation which made it hard to make changes.<br />
<br />
== Users, stakeholders and their requirements ==<br />
<br />
=== Primary users: high school mathematics students ===<br />
<br />
Our primary users will be high school mathematics students (or people who want to study this on their own). The subject of mathematics is a vital one for developing abstract thinking and applied in many ways in technical fields, and the skill of problem solving can be applied in many ways in life. At the same time mathematics is often considered difficult by students. For these reasons we think the subject of mathematics is where good value can be provided with our web-based AI-enhanced learning tool. Additionally, mathematics (like other hard sciences) allows for easier checking of answers than the type of language-based (short) essay answers that are required for social sciences. Vocabulary would be a suitable topic as well, however we are unaware of a shortage in German or French translators, whereas there is a shortage in engineering and in the skilled trades. Since highschool in the bridge between primary and college, that is where our program could be most valuable. The introductory test to assess the mathematics level can incorporate primary school topics, and we could offer such exercises to the slightly more mature student as well, whereas primary school children are less self-directed. <br />
<br />
By estimating the current level of understanding and the learning style (speed, etc.) of the individual student, we can offer a tailored learning experience that will help the student get quick feedback (and hopefully more positive results), which will help with building confidence in tackling (new) mathematics problems and might even make the subject more enjoyable. <br />
Using students to beta-test our program will be a useful way to interact with these users, since they might be less able to communicate exactly what it that is lacking in their mathematics course. The proof of the pudding is in the eating, measuring success and especially engagement over time will show how well our program works. Once the students have an actual product to work with they might give valuable feedback on why they kept using it, or why they stopped using it. Of course here we need to take into account that some students might have learning difficulties that need more direct coaching or are just plainly uninterested in improving their lack of mathematical skill. Our program might help some of these kinds of students, but assuming it will be the mathematics panacea is unwise. We aim to get a prototype early b-test with students done at the end of the project. <br />
<br />
- HAVO/VWO!<br />
<br />
=== Primary users: high school mathematics teachers ===<br />
<br />
Other primary users will be high school mathematics teachers. Students can of course start using the web-program on their own, but if high school teachers find it valuable enough to recommend it to students, that could be a good sign. Of course we will have to consider their biases in didactics and their general mindset in terms of improving education (for some it might be lacking). Nevertheless, their impact can be useful, by for instance finding out what in their experience are the main difficulties students have, and trying to adapt for those thing in our program (content-wise, but also in terms of engagement). We will form a focus group of a few of these teachers to make qualitatitve study on the difficulties of teaching mathematics. Their input will be used to determine the direction and attributes of our prototype. Later on we might get them to evaluate it (in combination with a beta-test on students?). <br />
<br />
=== Secundairy users: Headmasters ===<br />
<br />
Headmasters are stakeholders, since they have a say in the way mathematics is taught in their school. Financial cost will be always be in the back of their minds, and as such they will critically assess the performance, robustness and scalability of the program. But, they are clearly concerned about the rates at which students progress through key-courses like mathematics (in the Netherlands it has certain higher requirements than some other courses in terms of passing classes and graduating). If our program can help with that, this is an opportunity. Maybe, our program’s introductory test can be used as the intro-test for new students, and the program can help bridging the gap (the school may decide to used other ways to help these students as well). Depending on the school the headmasters may also have didactical views that are key to the identity of the school that may or may not match with what we decide to use in our program. Given the diversity in education-land, this simply means there will always be some less enthusiastic headmasters with respect to adopting our program. It could be tempting to go with the majority, but we have to independently assess whether the majority is correct, maybe the majority view is related to the problems in teaching mathematics. <br />
<br />
=== Tertiary users / stakeholders ===<br />
<br />
==== Ministry of Education ====<br />
<br />
At a more distant level the ministry of education has similar concerns as the headmasters in terms of money spend and passing rates, but they also bound to more ideological/didactic points of view that are determined by the parliament and the current minister, tough on the other hand the bureaucracy itself might also have a mainstream point of view that is somewhat different. These views will somewhat affect the chances of our program ultimately getting adopted in individual school, if for instance certain funding is allocated to, or withdrawn from, computer-based mathemathics/learning aids – with certain requirements, etc. However, the ministry does not determine for the school what teaching aids they must use in particular. <br />
<br />
==== (Technical) Universities / STEM departments ====<br />
<br />
Technical universities and STEM departments at others have two stakes, one is a higher level of mathematics ability of incoming students, since it is the basis on which many majors (if not all) depend. This could save money in terms of additional efforts, and can bring in more money (if students progress/graduate quicker). Secondly, the more engaging mathematics program we aim to develop might induce more student to choose to go to a technical university or a STEM major instead of a alpha or gamma major. <br />
<br />
==== (Tech) companies ====<br />
<br />
Given the lack of workers in the skilled trades and in engineering, technical companies have a clear stake in students being better in (applied) mathematical problems solving. And such skills can in fact be useful in many jobs, so companies in general might benefit, although it might sound less interesting than clean-desk or scrum or feng shui.<br />
<br />
== Approach/milestones/deliverables ==<br />
Our approach will look the following. We will start with some up front research, we will make some sort about “didactiek” and how to apply this in our webpage we want to create.<br />
While doing research about these topics we will start working on our webpage. We are planning to build some sort of web page or program. This artifact will have some sort of artificial intelligence which keeps track of the level of skill of the student and gives exercises matching the skill level of the student.<br />
After being done with the research about “didactiek”. We will lay the proposal of our artifact in front of several high school teachers. We want to have their input, as the artifact is build for there purpose. We then apply the given advise in our artifact.<br />
Lastly we plan to test our improved application for use, we will go to the same (or other) high school teachers and ask if we can test them in their classes. We then come up with a conclusion and finish the research.<br />
<br />
Our milestones will be the finish of our research, the alpha version of our application, then the comments of the teachers, then the beta version of our application. The findings of the test subject and finally the final version.<br />
<br />
Our deliverables will be a research about the current AI in education, the findings we got from talking to teachers, the test results found when testing on students and finally our artifact, described on this wiki. Furthermore, we deliver a presentation on our project.<br />
<br />
== Concept ==<br />
<br />
=== Didactics of mathematics === <br />
<br />
==== Qualitative study: focus group ====<br />
<br />
In order to understand the problems with teaching highschool math, a focus study will be held with a few teachers. This qualitative approach will give us valuable in-depth knowlegde on the praxis of the didactics of mathematics. In this short time period it is more useful than a small questionnaire with generally even fewer responses. In a focus group the partipants can all add to the discussion, react to each other, and the interviewer can ask more suitable follow-up questions. <br />
<br />
===== The invitation mail =====<br />
On thursday the 12th the following mail was send to 17 secondary HAVO/VWO schools in Eindhoven and area.<br />
<br />
"Uitnodiging focusgroep voor wiskunde software<br />
<br />
Wij zijn een groepje van drie derdejaars bachelor-studenten op de Technische Universiteit van Eindhoven die graag in contact zouden komen met HAVO/VWO wiskunde leraren voor het ontwikkelen van een online wiskunde hulpmiddel. Wij zijn bezig met een project van twee maanden, waarbij de wensen van gebruikers van technologie centraal staan.<br />
<br />
<br />
Door middel van een groepsgesprek van ongeveer een uur met enkele wiskundedocenten willen wij bespreken welke problemen zij ervaren in de les en op welke manier individu-gerichte software hen daarbij zou kunnen helpen. Voor dit gesprek komen wij graag naar uw school. <br />
<br />
<br />
Met de hulp van deze focusgroep zal het doel van ons prototype worden bepaald. In overleg met de school zouden wij dit prototype enkele weken later (kort) willen laten testen door leerlingen. <br />
<br />
Graag horen wij of een of meerdere wiskunde docenten op uw school interesse hebben in dit gesprek! <br />
<br />
<br />
Met vriendelijke groet,<br />
<br />
Peter Visser,<br />
mede namens Tom Verberk en Ruben Haakman"<br />
<br />
===== Responses =====<br />
From two schools (Carolus Borromeus college and Eckart college) we have received positive reactions, both from groups of three teachers. Due to their full agenda's and time-constraints, we decided it would be easier to have two seperate focus-group conversations. In this way the different didactic methods of the schools can be discussed more in depth as well. <br />
<br />
Two schools indicated they did not have time, though the found it interesting. Otherwise, we did not receive reactions. In the case of no positive reactions, these schools would have been called, to follow up on the mail. However, given the positive reactions, this was not necessary. On friday, one group had not reacted yet, so a follow-up email was sent to them. The other group did react, but the three teachers in it found it difficult to find a timeslot for the three of them, a provisionairy time is 3:50 pm on tuesday the 24th of September.<br />
<br />
===== Preparation =====<br />
<br />
A question list has been prepared, with possible follow up aspects, to guide the discussion of the teachers in the focusgroup, and to try to optimize useful information for our design choices. The points will not be checked off like an interview, but are a guide for the discussion. The concept of quantitative studies, and specifically the focus group (or group discussion) format has been studied with the help of a basic textbook (An Introduction to Qualitative Research: Learning in the Field - Rossman & Rallis). The question-points, and sub-points, are shown below, in Dutch, since the subjects and interviewer are Dutch, and this will improve the quality of the discussion. First the interviewer will shortly introduce himself and explain the project and the goal of the discussion.<br />
<br />
1. korte introductie van elke docent: opleiding, ervaring (jaren, klassen, niveaus)<br />
<br />
2. didactische methode van school: boek, lesgeven, hulpmiddelen<br />
- pluspunten<br />
- verbeterpunten<br />
<br />
3. individuele methoden van docenten<br />
<br />
4. problemen met wiskunde-overbrengen? <br />
<br> - wat ter tafel komt!<br />
<br>- concentratie? <br />
<br>- hoofdrekenen vs rekenmachine?<br />
<br>- hoeveelheid oefenen (buiten de les)?<br />
<br> - verschillen tussen leerlingen?<br />
<br />
5. Op welke manier probeert men deze problemen het hoofd te bieden, wat werkt wel en niet?<br />
<br />
6. Op welke manier zou een (online) individueel-adaptief programma hieraan kunnen bijdragen?<br />
<br />
7. Wat is jullie ideale voorstelling van zo’n dergelijke programma?<br />
<br />
8. specifieke vragen over doelstelling programma <br />
<br>-- diagnostische toets<br />
<br>-- goede leerlingen: verder werken<br />
<br>-- zwakke leerlingen: extra oefenen<br />
<br>-- vervangen van deel van oefenen met boek<br />
<br>-- klassikaal toetsen (meteen oefenen van hoofdrekenen?)<br />
<br>-- helemaal zelfstandig<br />
<br>-- Herhalen van de theorie in het programma, of juist focus op oefenen?<br />
<br />
===== Results =====<br />
<br />
===== Discussion and implementation =====<br />
<br />
=== Hierarchy of mathematics modules ===<br />
<br />
In the figure below is a sketch of what the structure of the program can look like. The modules might be related more complexely, this we need to assess. Modules can have sub-modules. The number of exercises is one key aspect in attuning to the individual learner. <br />
<br />
[[File:Hierarchy_AI_learning.png]]<br />
<br />
=== Topic ===<br />
<br />
Linear equations (beginning of VWO 3). We bought this book to study the widely accepted didactic method as an example and stepping stone.<br />
<br />
=== Database ===<br />
<br />
=== Web server and web page === <br />
<br />
This is up and running, users have a log-in to access their account. (more info to follow)<br />
<br />
=== Learner models ===<br />
<br />
niveau (algemeen, en verschillende delen?), leer-tempo, ‘geheugen’ (percentage goed over ‘oudere’ stof ?), leerstijl?<br />
<br />
<br />
Possible subjects:<br />
*Simplify equations<br />
*Rewriting equations<br />
*Solve equations (linear/quadratic)<br />
*Find maximum and minimum of a function<br />
*Calculate derivatives<br />
*Calculate integrals<br />
<br />
<br />
<br />
Use of AI:<br />
*Generates random questions for every student<br />
*Gives small hints<br />
*Gives step by step explanation if needed<br />
*Gives every student detailed feedback and personal questions based on his/her level<br />
<br />
==== Quantatative study: first beta-test ====<br />
<br />
In the beginning of week 43 we hope to do a beta-test of the prototype at the schools of the teachers who are in the focusgroup(s). We will develop some metrics to understand the behavior of users, the students, and can ask for feedback in terms of bugs and suggestions. These first results will be part of the presentation later that week, and will also be discussed on the wiki (afterwards).<br />
<br />
== Conclusion ==<br />
<br />
== References ==<br />
<br />
{{Reflist}}<br />
<br />
== Peer Evaluations ==</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=PRE2019_1_Group3&diff=81025PRE2019 1 Group32019-10-13T12:55:43Z<p>S153905: /* Problem Statement */</p>
<hr />
<div>'''Artificial intelligence in Education'''<br />
<br />
<br />
== Group Members ==<br />
{| class="wikitable" style="border-style: solid; border-width: 1px;" cellpadding="3"<br />
!style="text-align:left;"| Name<br />
!style="text-align:left"| Study<br />
!style="text-align:left;"| Student ID<br />
|- <br />
| Ruben Haakman || Electrical Engineering || 0993994<br />
|-<br />
| Tom Verberk || Software Science || 1016472<br />
|-<br />
| Peter Visser || Applied Physics || 0877628 <br />
|-<br />
|}<br />
<br />
== Planning ==<br />
Every week we will have 2 meetings, in between the meetings we will work on individual tasks, results of the individual tasks will be examined in the meetings, the tasks dicussed are the time when the tasks has to be done. Once a week a meeting with the tutor(s) is arranged to discuss progress and teamwork. In week 8 we will present our prototype to the class, and afterwards we will finalize the wiki. <br />
<br />
<br />
{| class="wikitable" border=1 style="border-collapse: collapse;"<br />
| '''Week''' || '''Monday (morning)''' || '''Thursday (afternoon)'''<br />
|- <br />
!style="text-align:center;"| '''1'''<br />
| ALL : choose topic <br />
| ALL : <br>literary research <br>problem definition <br>make the planning <br>define structure of the report <br />
|-<br />
!style="text-align:center;"| '''2'''<br />
| Ruben : introduction/problem statement <br>All : wiki page <br>All : state of the art <br>Peter : users/stakeholders <br> Tom: Approach, milestones and deliverables, Who’s doing what<br />
|-<br />
| <br />
|}<br />
<br />
[[File:Planning_1_(12-9).PNG]]<br />
<br />
[[File:Planning_2_(12-9).PNG]]<br />
<br />
Note: The current picture of the planning may not be up to date. The current version can be viewed here: https://docs.google.com/spreadsheets/d/1Mrgz4kAK8DM9imor_zepvkM9XTyXgOXlZZbME7DrzHo/edit#gid=0.<br />
<br />
== Introduction ==<br />
<br />
There has been a big increase of technology in education; smart boards, laptops, tablets and online learning systems are now commonly used in classrooms. Artificial intelligence (AI) is however still new and little used. AI can generate exercises based on individual student’s particular needs to give each student personalized questions. This can help students learn faster and keep them motivated. It also reduces the workload for teachers.<br />
<br />
== Problem Statement ==<br />
<br />
<br />
Currently a teacher makes a set of exercises which is the same for all students. In this way the level of the student is not taken into account resulting in questions which are too simple or too difficult. Using AI it is possible to give a student a personal learning program and give exercises that match the level of the student.<br />
<br />
<br />
== Requirements ==<br />
*Gives students individualized support such as hints, feedback, and problem selection<br />
**Hints and feedback based on the learning style of the student<br />
**Recognizes common mistakes and gives explanation if those mistakes are made multiple times<br />
**Repeat previously incorrectly made questions<br />
*Simple, intuitive and motivating user interface<br />
*Motivates students to make exercises<br />
**Shows progress of different modules<br />
**Level of the exercises matches the level of the student<br />
*Collaborative learning<br />
**Students can help each other with exercises<br />
**Competitive gamification<br />
<br />
<br />
Using an adapting collabrative learning system can help students learning the subject and also motivate students<ref>Walker, E., Rummel, N. & Koedinger, K.R. Int J Artif Intell Educ (2014) 24: 33. https://doi.org/10.1007/s40593-013-0001-9</ref>.<br />
<br />
Questions and feedback can be personalised for every students learning style by using the Felder and Silverman model<ref>Felder and Silverman, [https://www.engr.ncsu.edu/wp-content/uploads/drive/1QP6kBI1iQmpQbTXL-08HSl0PwJ5BYnZW/1988-LS-plus-note.pdf "LEARNING AND TEACHING STYLES IN ENGINEERING EDUCATION"], 1988.</ref>. This model describes four learning categories where each category is characterized by two opposite attributes. The Felder and Silverman’s main four categories are the following:<br />
*Sensing versus Intuitive<br />
*Visual versus Verbal <br />
*Active versus Reflective<br />
*Sequential versus Global<br />
<br />
Course satisfaction has a significant effect on performance but performance does not have a strong positive effect on course satisfaction. Previous online learning experience influences self-regulated learning directly. <ref>Chih-Hsuan Wang, David M. Shannon & Margaret E. Ross (2013) Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning, Distance Education, 34:3, 302-323, https://doi.org/10.1080/01587919.2013.835779</ref><br />
<br />
Motivation and emotion significantly influence student learning experiences, including achievement, satisfaction, and passing vs. nonpassing; whereas the use of learning strategies did not.<ref>Moon-Heum Cho & Michele L. Heron (2015) Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course, Distance Education, 36:1, 80-99, https://doi.org/10.1080/01587919.2015.1019963</ref><br />
<br />
== State of the art ==<br />
<br />
Title: '''Math Aversion (State of the Art)''' <br />
<br />
Link: https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/6210554 <br />
<br />
Relevance: incorporate conceptual thinking and illustrations to make students understand mathematical ideas<br />
<br />
Title: '''The Math Wars'''<br />
<br />
Link: https://journals-sagepub-com.dianus.libr.tue.nl/doi/pdf/10.1177/0895904803260042<br />
<br />
Relevance: The article provides an overview of the didactic discussion on math in the past century, as well as the latest controversy, the math war (maybe part of a larger culture war?). It boils down to a fervent discussion between ‘traditionalists’ and ‘modernists’, and their attempts to influence governmental educational policies on math (such as ‘the Standards’ and ‘the Framework’). The text is focussed on the US, but this is likely a trend in the West in general. It is useful to have some knowledge about these philosophical-didactic discussions, although in our limited time we should focus on how to implement the suggested methods of the two groups, not so much on the arguments.<br />
<br />
Title: '''Mathematics is about the world''' - R.E. Knapp<br />
<br />
Link: (book)<br />
<br />
Relevance: A book about the role of mathematics in our lives, and therefore useful for thinking about how to teach the subject. The book claims that mathematics is abstract, but nevertheless is about the world around us, which we try to understand. That discovering quantitative relationships suits our needs for indirect measurement(s), such as the ‘tool’ of establishing geometric relationships. Trying to concretize the notion - that math is a powerful tool for humans - in our program will help to motivate students to engage with the topic, and help them understand new ‘tools’. <br />
<br />
Title: '''Preparation, practice, and performance''': An empirical examination of the impact of Standards-based Instruction on secondary students’ math and science achievement<br />
<br />
Link: https://journals.sagepub.com/doi/pdf/10.7227/RIE.81.5<br />
<br />
Relevance: One set of studies on the impact of ‘SBI’ (standards-based instruction) methods, such as: student self-assessment, inquiry-based activities, group-based projects, hands-on experiences, use of computer technologies, and the use of calculators. ‘Non-SBI practices’: teacher lecture, individual student drill and practice worksheets, and computer drill and practice programmes, etc. <br />
<br />
overview of (SBI) student-centred methods:<br />
- using manipulatives or hands-on materials, such as styrofoam balls and toothpicks for building molecular models, dominoes, base ten blocks, tangrams, spinners, rulers, fraction bars, algebra tiles, coins, and geometric solids.<br />
- incorporating inquiry, discovery, and problem-solving approaches, such as making binoculars out of recycled materials, using scenarios from nature and everyday life events for groups of students to research and investigate using math and science concepts<br />
- applying math and science concepts to real-world contexts, such as banking, energy concerns, environmental issues, and timelines; <br />
- connecting mathematics and science preparation skills to specific careers and occupations<br />
- using calculators and technologies for capturing and analysing original data from original math and science experiments<br />
- communicating math and science concepts, through journal writing, small-group discussions, and laboratory/technical reporting of experiments and results.<br />
<br />
Results:<br />
- SBI practices that were found to be significant contributors to students’ math achievement include the use of manipulatives, self-assessment, co-operative group projects, and computer technology. <br />
- SBI practices that were found to be significant contributors to students’ science achievement include the use of inquiry, self-assessment, co-operative group projects, and computer technology. <br />
- Virtually none of the observed non-SBI practices was found to be a significant contributor to student math or science achievement by gender or ethnic groupings. <br />
<br />
Useful, because looking at effective methods is one way to know which side is right in the math war, or at least what methods we can use in our program. Our program might in a (superficial?) way fit into SBI, although that will ultimately depend on the type of exercises and methods we will include. <br />
<br />
Title: '''Didactic material confronted with the concept of mathematical literacy''' <br />
<br />
Link: https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1023%2FB%3AEDUC.0000017693.32454.01.pdf<br />
<br />
Relevance: this essay is critical of the ‘highly technocratic’ vision ‘from the top’ that aims to let experts device didactic materials to be used by teachers and students, whilst ignoring: <br />
- why is math taught and what is the role of didactic material?, <br />
- how and why do students actually use such materials?, <br />
- In which ways do didactic materials shape the teachers’ activities? <br />
- What does it mean that didactic material is never adopted but always adapted?<br />
<br />
Therefore the author claims it is more useful to focus on ‘valuable mathematical activities’ instead of ‘innovative didactic materials’. <br />
<br />
Furthermore, the author claims that “mathematical literacy” should be the leitmotiv for the teaching and learning of mathematics (up to secondary school). Mathematical literacy conceives “the relationship between mathematics, the surrounding culture, and the curriculum”. He mentions how this should influence didactic materials, and what these materials should look like. He critiques the ‘optimism’ and ‘exclusivity’ approaches of teaching math,and supports the ‘inclusivity’ approach, which presents math as ‘a method to understand the social and economic world we live in. This strategy considers mathematical activity as potentially critical, political, loaded with values, and informative’ and “The cognitive style of daily routine is of high relevance within these mathematical activities, since it is a fundamental aim of the strategy to empower common sense. It is intended to develop the attitude of daily life towards an attitude of critical consciousness.”.<br />
<br />
Useful because it really focuses on the users of didactic material (like our program!), an approach we can use to increase the value students (and teachers) find in our program. We should consider/confirm what mathematical literacy is, and whether it is the right standard to determine what is a valuable mathematical activity. The ‘inclusivity’ approach seems very interesting. However, the author seems very interesting in using math to discuss politics, if not to politicize (young) students, this seems a bad idea.<br />
<br />
Title: '''Geometrical analogies in mathematics lessons'''<br />
<br />
Link: https://academic-oup-com.dianus.libr.tue.nl/teamat/article/26/4/201/1664642<br />
<br />
Relevance: <br />
A summary of possibilities of mathematics lessons regarding the use of analogies in teaching geometry for different age groups. Useful because we might apply this in the exercises to teach users geometry. <br />
<br />
<br />
Title: ''' Open Learner Models: Research Questions''' Special Issue of the IJAIED<br />
<br />
Link: <br />
https://content-iospress-com.dianus.libr.tue.nl/download/international-journal-of-artificial-intelligence-in-education/jai17-2-01?id=international-journal-of-artificial-intelligence-in-education%2Fjai17-2-01<br />
<br />
Relevance: good summary of “learner models” and discussion of relevant aspects , very detailed, but good to use in a brainstorm for concretising the project. <br />
<br />
Title: '''Intelligent Agent-Based e-Learning System for Adaptive Learning'''<br />
<br />
Link: https://www-igi-global-com.dianus.libr.tue.nl/gateway/article/full-text-pdf/58052 <br />
<br />
Relevance:<br />
Adaptive learning approach: support learners to achieve the intended learning outcomes through a personalized way. <br />
<br />
The main idea: to personalize the learning content in a way that can cope with individual differences in aptitude. <br />
NOT: personalizing the presentation style of the learning materials<br />
<br />
model:<br />
- Aptitude-Treatment Interaction theory (ATI): there is a strong bond between the effectiveness of an instructional strategy (i.e. treatment) and the aptitude level of students <br />
-- aptitude: the capability to learn in a specific area either because of having talent or having prior knowledge in this area<br />
- Biggs’ Constructive Alignment Model: (use to operationalize ATI): an effective curriculum depends on adequately describing the educational goals desired. Biggs views curriculum as a teaching system, ultimate goal of system is to guide students towards the desired educational goals. He advocates the alignment of individual components in the system like teaching and learning activities (TLAs) and assessment tasks (ATs). It is a hierarchical framework. <br />
-- inherits the central idea of constructivism that education is a way to train students to be a self-learner<br />
> aim: improving students’ learning outcomes through enhancing their intrinsic motivation<br />
<br />
“Students with lower cognitive skill require highly structured instructional environments than students with higher cognitive skills (Snow, 1989).”<br />
<br />
Title: '''Personalized Adaptive Learner Model in E-Learning System Using FCM and Fuzzy Inference System'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs40815-017-0309-y.pdf<br />
<br />
Relevance: Some new dimensions of adaptivity are discussed here, like automatic and dynamic detection of learning styles. This is more precise and quicker than previous ones. It is a literature-based approach in which a personalized adaptive learner model (PALM) was constructed. This proposed learner model mines learner’s navigational accesses data and finds learner’s behavioural patterns which individualize each learner and provide personalization according to their learning styles in the learning process. Fuzzy cognitive maps and fuzzy inference system, soft computing techniques, were introduced to implement PALM. Result shows that personalized adaptive e-learning system is better and promising than the non-adaptive in terms of benefits to the learners and improvement in overall learning process. Thus, providing adaptivity as per learner’s needs is an important factor for enhancing the efficiency and effectiveness of the entire learning process.<br />
<br />
Title: '''Elo-based learner modeling for the adaptive practice of facts'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs11257-016-9185-7.pdf<br />
<br />
Relevance: <br />
- computerized adaptive system for practicing factual knowledge. <br />
- widely varying degrees of prior knowledge. <br />
- modular approach: 1. an estimation of prior knowledge, 2. an estimation of current knowledge, and 3. the construction of questions. <br />
- detailed discussion of learner models for both estimation steps (1 & 2),<br />
-- a novel use of the Elo rating system for learner modeling. <br />
--- results, and variations in model and effectiveness<br />
<br />
very useful, only change the topic<br />
<br />
Titel: The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects<br />
Link: https://files.eric.ed.gov/fulltext/EJ1068797.pdf<br />
Abstract:<br />
This report begins by summarizing current applications of ideas from artificial intelligence (Al) to education. It then uses that summary to project various future applications of Al--and advanced technology in general--to education, as well as highlighting problems that will confront the wide scale implementation of these technologies in the classroom.<br />
(relevance): This report gives an example of an already thought of algebra learning AI. However the program doesn’t automatically figure the level of the student. These things are called intelligence tutoring systems (or ITS). Overall very useful article.<br />
<br />
Titel: Permutations of Control: Cognitive Considerations for Agent-Based Learning Environments<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: While there has been a significant amount of research on technical issues regarding the development of agent-based learning environments (e.g., see the special issue of Journal of Interactive Learning Research, (1999, v10(3/4)), there is less information regarding cognitive foundations for these environments. The management of control is a prime issue with agent-based computer environments given the relative independence and autonomy of the agent from other system components. This paper presents four dimensions of control that should be considered in designing agent-based learning environments: Instructural purpose, Feedback, relationship, confidence in AI.<br />
(relevance): More focussed on the cognitive foundation for Artificial intelligence environment. Interesting for the Usefulness of our ideas.<br />
<br />
Titel: Introducing the Enhanced Personal Portal Model in a Synchromodal Learning Environment<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: Study that simulated a digital classroom (by placing camera’s students etcetera)<br />
(relevance): Not really relevant for us but interesting to take notice of (perhaps also making a digital environment for our idea)<br />
<br />
Titel: Intelligence Unleashed<br />
Link: https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/innovation/Intelligence-Unleashed-Publication.pdf<br />
Abstract: this short paper has two aims in mind. The first was to explain to a non-specialist, interested reader what AIEd (Artificial Intelligence in Education) is: its goals, how it is built, and how it works. The second aim was to set out the argument for what AIEd can offer learning, both now and in the future, with an eye towards improving learning and life outcomes for all. <br />
(relevance): This is a company who does research in this topic, it works together with teachers and researchers, therefore this might come as a big <br />
<br />
Titel: Web intelligence and artificial intelligence in education.<br />
Link: https://www.researchgate.net/publication/220374721_Web_Intelligence_and_Artificial_Intelligence_in_Education<br />
Abstract: This paper surveys important aspects of Web Intelligence (WI) in the context of Artificial Intelligence in Education (AIED) research. WI explores the fundamental roles as well as practical impacts of Artificial Intelligence (AI) and advanced Information Technology (IT) on the next generation of Web-related products, systems, services, and activities.<br />
(relevance): More information on Web Intelligence and how it works together with AIED, it focusses on practical inpacts and advanced information technology, especially the first part is interesting for us.<br />
<br />
<br />
<br />
Titel: 10 roles for artificial intelligence in education<br />
Link: https://www.teachthought.com/the-future-of-learning/10-roles-for-artificial-intelligence-in-education/<br />
Abstract: This article explores 10 roles for artificial intelligence in education Being:<br />
Automate, such as grading<br />
Adapt to student needs<br />
Point out improvements<br />
Ai tutors.<br />
Helpfull feedback<br />
changes how we find and interact with inforamtion.<br />
change role of teachers<br />
trial and error less intimidating<br />
change how schools find, teach and support students<br />
AI may change where students learn, who teaches them, and how they acquire basic skills.<br />
(relevance): It can show us some new thing AI helps teachers, which we haven’t thought of yet.<br />
<br />
Titel: Exploring the impact of artificial intelligence on teaching and learning in higher education<br />
Link: https://www.researchgate.net/publication/321258756_Exploring_the_impact_of_artificial_intelligence_on_teaching_and_learning_in_higher_education<br />
Abstract: This paper explores the phenomena of the emergence of the use of artificial intelligence in teaching and learning in higher education. It investigates educational implications of emerging technologies on the way students learn and how institutions teach and evolve. Recent technological advancements and the increasing speed of adopting new technologies in higher education are explored in order to predict the future nature of higher education in a world where artificial intelligence is part of the fabric of our universities.<br />
(relevance): It shows the use of Artificial intelligence already in higher education, it might give us some learingpoints while developing our own artificial intelligence.<br />
<br />
Titel: The roles of models in Artificial Intelligence and Education research: a prospective view<br />
<br />
Link: https://telearn.archives-ouvertes.fr/hal-00190395/<br />
Abstract: In this paper I speculate on the near future of research in Artificial Intelligence and Education (AIED), on the basis of three uses of models of educational processes: models as scientific tools, models as components of educational artefacts, and models as bases for design of educational artefacts. In terms of the first role, I claim that the recent shift towards studying collaborative learning situations needs to be accompanied by an evolution of the types of theories and models that are used, beyond computational models of individual cognition. In terms of the second role, I propose that in order to integrate computer-based learning systems into schools, we need to 'open up' the curriculum to educational technology, 'open up' educational technologies to actors in educational systems and 'open up' those actors to the technology (i.e. by training them). In terms of the third role, I propose that models can be bases for design of educational technologies by providing design methodologies and system components, or by constraining the range of tools that are available for learners. In conclusion I propose that a defining characteristic of AIED research is that it is, or should be, concerned with all three roles of models, to a greater or lesser extent in each case.<br />
(relevance): It can be used to explain a model in which our artificial intelligence solution wolud be beneficial to use.<br />
<br />
Titel: Evolution and Revolution in Artificial Intelligence in Education<br />
<br />
Link: https://link.springer.com/article/10.1007/s40593-016-0110-3<br />
Abstract: The field of Artificial Intelligence in Education (AIED) has undergone significant developments over the last twenty-five years. As we reflect on our past and shape our future, we ask two main questions: What are our major strengths? And, what new opportunities lay on the horizon? We analyse 47 papers from three years in the history of the Journal of AIED (1994, 2004, and 2014) to identify the foci and typical scenarios that occupy the field of AIED.<br />
(relevance): It can give us a quick and ordered view of what research has already been done in the form of AI and where there lie some possibilities for us (written in 2016)<br />
<br />
<br />
<br />
Title: '''Towards Emotionally Aware AI Smart Classroom: Current Issues and Directions for Engineering and Education'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/8253436 <br />
<br />
Abstract: Paper about a emotionally-aware AI smart classroom which can take over the role of a teacher.<br />
<br />
<br />
Title: '''AI and education: the importance of teacher and student relations'''<br />
<br />
Link: https://link.springer.com/article/10.1007/s00146-017-0693-8 <br />
<br />
Abstract: Paper about the difference in relationship between student-teacher and student-AI<br />
<br />
<br />
Title: '''Designing educational technologies in the age of AI: A learning sciences‐driven approach'''<br />
<br />
Link: https://doi.org/10.1111/bjet.12861 <br />
<br />
Abstract: How to develop an AI algorithm based on studies about how people learn.<br />
<br />
<br />
Title: '''Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review'''<br />
<br />
Link: https://journals.sagepub.com/doi/10.3102/0034654315581420 <br />
<br />
Abstract: This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems.<br />
<br />
<br />
Title: '''Artificial Intelligence as an Effective Classroom Assistant'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/7742268 <br />
<br />
Abstract: Article about blended learning, wherein the teacher can offload some work to the AI system.<br />
<br />
<br />
Title: '''Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0747563215001120 <br />
<br />
Abstract: Review on how learning styles were integrated into adaptive e-learning systems.<br />
<br />
<br />
Title: '''Learning Computer Networks Using Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ALHLCN <br />
<br />
Abstract: This paper describes an intelligent tutoring system that helps student study computer networks.<br />
<br />
<br />
Title: '''Mathematics Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ABUMIT <br />
<br />
Abstract: Intelligent tutoring system for teaching mathematics that help students understand the basics of math and that helps a lot of students of all ages to understand the <br />
topic.<br />
<br />
<br />
Title: '''TECH8 intelligent and adaptive e-learning system: Integration into Technology and Science classrooms in lower secondary schools'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0360131514002875 <br />
<br />
Abstract: The purpose of this research is to demonstrate the design and evaluation of an adaptive, intelligent and, most important, an individualised intelligent tutoring system <br />
(ITS) based on the cognitive characteristics of the individual learner.<br />
<br />
<br />
'''Other groups'''<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2016_3_Groep18: Elementary school. Made 4 small educational games for children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep14: Elementary school. Made a simple math game for young children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep8: High school. Made an adaptive gamified online learning system using Moodle. The goal of this group is similar to our goal, but they focused more on gamification and less in making the exercises personalized for each student. They used Moodle as an open source online learning system. The big advantage of Moodle is the wide range of plugins that already exist, so it was possible to build further upon those plugins. However creating quizzes and exercises especially mathematical expressions was difficult and time consuming. Many of the plugins they used had no documentation which made it hard to make changes.<br />
<br />
== Users, stakeholders and their requirements ==<br />
<br />
=== Primary users: high school mathematics students ===<br />
<br />
Our primary users will be high school mathematics students (or people who want to study this on their own). The subject of mathematics is a vital one for developing abstract thinking and applied in many ways in technical fields, and the skill of problem solving can be applied in many ways in life. At the same time mathematics is often considered difficult by students. For these reasons we think the subject of mathematics is where good value can be provided with our web-based AI-enhanced learning tool. Additionally, mathematics (like other hard sciences) allows for easier checking of answers than the type of language-based (short) essay answers that are required for social sciences. Vocabulary would be a suitable topic as well, however we are unaware of a shortage in German or French translators, whereas there is a shortage in engineering and in the skilled trades. Since highschool in the bridge between primary and college, that is where our program could be most valuable. The introductory test to assess the mathematics level can incorporate primary school topics, and we could offer such exercises to the slightly more mature student as well, whereas primary school children are less self-directed. <br />
<br />
By estimating the current level of understanding and the learning style (speed, etc.) of the individual student, we can offer a tailored learning experience that will help the student get quick feedback (and hopefully more positive results), which will help with building confidence in tackling (new) mathematics problems and might even make the subject more enjoyable. <br />
Using students to beta-test our program will be a useful way to interact with these users, since they might be less able to communicate exactly what it that is lacking in their mathematics course. The proof of the pudding is in the eating, measuring success and especially engagement over time will show how well our program works. Once the students have an actual product to work with they might give valuable feedback on why they kept using it, or why they stopped using it. Of course here we need to take into account that some students might have learning difficulties that need more direct coaching or are just plainly uninterested in improving their lack of mathematical skill. Our program might help some of these kinds of students, but assuming it will be the mathematics panacea is unwise. We aim to get a prototype early b-test with students done at the end of the project. <br />
<br />
- HAVO/VWO!<br />
<br />
=== Primary users: high school mathematics teachers ===<br />
<br />
Other primary users will be high school mathematics teachers. Students can of course start using the web-program on their own, but if high school teachers find it valuable enough to recommend it to students, that could be a good sign. Of course we will have to consider their biases in didactics and their general mindset in terms of improving education (for some it might be lacking). Nevertheless, their impact can be useful, by for instance finding out what in their experience are the main difficulties students have, and trying to adapt for those thing in our program (content-wise, but also in terms of engagement). We will form a focus group of a few of these teachers to make qualitatitve study on the difficulties of teaching mathematics. Their input will be used to determine the direction and attributes of our prototype. Later on we might get them to evaluate it (in combination with a beta-test on students?). <br />
<br />
=== Secundairy users: Headmasters ===<br />
<br />
Headmasters are stakeholders, since they have a say in the way mathematics is taught in their school. Financial cost will be always be in the back of their minds, and as such they will critically assess the performance, robustness and scalability of the program. But, they are clearly concerned about the rates at which students progress through key-courses like mathematics (in the Netherlands it has certain higher requirements than some other courses in terms of passing classes and graduating). If our program can help with that, this is an opportunity. Maybe, our program’s introductory test can be used as the intro-test for new students, and the program can help bridging the gap (the school may decide to used other ways to help these students as well). Depending on the school the headmasters may also have didactical views that are key to the identity of the school that may or may not match with what we decide to use in our program. Given the diversity in education-land, this simply means there will always be some less enthusiastic headmasters with respect to adopting our program. It could be tempting to go with the majority, but we have to independently assess whether the majority is correct, maybe the majority view is related to the problems in teaching mathematics. <br />
<br />
=== Tertiary users / stakeholders ===<br />
<br />
==== Ministry of Education ====<br />
<br />
At a more distant level the ministry of education has similar concerns as the headmasters in terms of money spend and passing rates, but they also bound to more ideological/didactic points of view that are determined by the parliament and the current minister, tough on the other hand the bureaucracy itself might also have a mainstream point of view that is somewhat different. These views will somewhat affect the chances of our program ultimately getting adopted in individual school, if for instance certain funding is allocated to, or withdrawn from, computer-based mathemathics/learning aids – with certain requirements, etc. However, the ministry does not determine for the school what teaching aids they must use in particular. <br />
<br />
==== (Technical) Universities / STEM departments ====<br />
<br />
Technical universities and STEM departments at others have two stakes, one is a higher level of mathematics ability of incoming students, since it is the basis on which many majors (if not all) depend. This could save money in terms of additional efforts, and can bring in more money (if students progress/graduate quicker). Secondly, the more engaging mathematics program we aim to develop might induce more student to choose to go to a technical university or a STEM major instead of a alpha or gamma major. <br />
<br />
==== (Tech) companies ====<br />
<br />
Given the lack of workers in the skilled trades and in engineering, technical companies have a clear stake in students being better in (applied) mathematical problems solving. And such skills can in fact be useful in many jobs, so companies in general might benefit, although it might sound less interesting than clean-desk or scrum or feng shui.<br />
<br />
== Approach/milestones/deliverables ==<br />
Our approach will look the following. We will start with some up front research, we will make some sort about “didactiek” and how to apply this in our webpage we want to create.<br />
While doing research about these topics we will start working on our webpage. We are planning to build some sort of web page or program. This artifact will have some sort of artificial intelligence which keeps track of the level of skill of the student and gives exercises matching the skill level of the student.<br />
After being done with the research about “didactiek”. We will lay the proposal of our artifact in front of several high school teachers. We want to have their input, as the artifact is build for there purpose. We then apply the given advise in our artifact.<br />
Lastly we plan to test our improved application for use, we will go to the same (or other) high school teachers and ask if we can test them in their classes. We then come up with a conclusion and finish the research.<br />
<br />
Our milestones will be the finish of our research, the alpha version of our application, then the comments of the teachers, then the beta version of our application. The findings of the test subject and finally the final version.<br />
<br />
Our deliverables will be a research about the current AI in education, the findings we got from talking to teachers, the test results found when testing on students and finally our artifact, described on this wiki. Furthermore, we deliver a presentation on our project.<br />
<br />
== Concept ==<br />
<br />
=== Didactics of mathematics === <br />
<br />
==== Qualitative study: focus group ====<br />
<br />
In order to understand the problems with teaching highschool math, a focus study will be held with a few teachers. This qualitative approach will give us valuable in-depth knowlegde on the praxis of the didactics of mathematics. In this short time period it is more useful than a small questionnaire with generally even fewer responses. In a focus group the partipants can all add to the discussion, react to each other, and the interviewer can ask more suitable follow-up questions. <br />
<br />
===== The invitation mail =====<br />
On thursday the 12th the following mail was send to 17 secondary HAVO/VWO schools in Eindhoven and area.<br />
<br />
"Uitnodiging focusgroep voor wiskunde software<br />
<br />
Wij zijn een groepje van drie derdejaars bachelor-studenten op de Technische Universiteit van Eindhoven die graag in contact zouden komen met HAVO/VWO wiskunde leraren voor het ontwikkelen van een online wiskunde hulpmiddel. Wij zijn bezig met een project van twee maanden, waarbij de wensen van gebruikers van technologie centraal staan.<br />
<br />
<br />
Door middel van een groepsgesprek van ongeveer een uur met enkele wiskundedocenten willen wij bespreken welke problemen zij ervaren in de les en op welke manier individu-gerichte software hen daarbij zou kunnen helpen. Voor dit gesprek komen wij graag naar uw school. <br />
<br />
<br />
Met de hulp van deze focusgroep zal het doel van ons prototype worden bepaald. In overleg met de school zouden wij dit prototype enkele weken later (kort) willen laten testen door leerlingen. <br />
<br />
Graag horen wij of een of meerdere wiskunde docenten op uw school interesse hebben in dit gesprek! <br />
<br />
<br />
Met vriendelijke groet,<br />
<br />
Peter Visser,<br />
mede namens Tom Verberk en Ruben Haakman"<br />
<br />
===== Responses =====<br />
From two schools (Carolus Borromeus college and Eckart college) we have received positive reactions, both from groups of three teachers. Due to their full agenda's and time-constraints, we decided it would be easier to have two seperate focus-group conversations. In this way the different didactic methods of the schools can be discussed more in depth as well. <br />
<br />
Two schools indicated they did not have time, though the found it interesting. Otherwise, we did not receive reactions. In the case of no positive reactions, these schools would have been called, to follow up on the mail. However, given the positive reactions, this was not necessary. On friday, one group had not reacted yet, so a follow-up email was sent to them. The other group did react, but the three teachers in it found it difficult to find a timeslot for the three of them, a provisionairy time is 3:50 pm on tuesday the 24th of September.<br />
<br />
===== Preparation =====<br />
<br />
A question list has been prepared, with possible follow up aspects, to guide the discussion of the teachers in the focusgroup, and to try to optimize useful information for our design choices. The points will not be checked off like an interview, but are a guide for the discussion. The concept of quantitative studies, and specifically the focus group (or group discussion) format has been studied with the help of a basic textbook (An Introduction to Qualitative Research: Learning in the Field - Rossman & Rallis). The question-points, and sub-points, are shown below, in Dutch, since the subjects and interviewer are Dutch, and this will improve the quality of the discussion. First the interviewer will shortly introduce himself and explain the project and the goal of the discussion.<br />
<br />
1. korte introductie van elke docent: opleiding, ervaring (jaren, klassen, niveaus)<br />
<br />
2. didactische methode van school: boek, lesgeven, hulpmiddelen<br />
- pluspunten<br />
- verbeterpunten<br />
<br />
3. individuele methoden van docenten<br />
<br />
4. problemen met wiskunde-overbrengen? <br />
<br> - wat ter tafel komt!<br />
<br>- concentratie? <br />
<br>- hoofdrekenen vs rekenmachine?<br />
<br>- hoeveelheid oefenen (buiten de les)?<br />
<br> - verschillen tussen leerlingen?<br />
<br />
5. Op welke manier probeert men deze problemen het hoofd te bieden, wat werkt wel en niet?<br />
<br />
6. Op welke manier zou een (online) individueel-adaptief programma hieraan kunnen bijdragen?<br />
<br />
7. Wat is jullie ideale voorstelling van zo’n dergelijke programma?<br />
<br />
8. specifieke vragen over doelstelling programma <br />
<br>-- diagnostische toets<br />
<br>-- goede leerlingen: verder werken<br />
<br>-- zwakke leerlingen: extra oefenen<br />
<br>-- vervangen van deel van oefenen met boek<br />
<br>-- klassikaal toetsen (meteen oefenen van hoofdrekenen?)<br />
<br>-- helemaal zelfstandig<br />
<br>-- Herhalen van de theorie in het programma, of juist focus op oefenen?<br />
<br />
===== Results =====<br />
<br />
===== Discussion and implementation =====<br />
<br />
=== Hierarchy of mathematics modules ===<br />
<br />
In the figure below is a sketch of what the structure of the program can look like. The modules might be related more complexely, this we need to assess. Modules can have sub-modules. The number of exercises is one key aspect in attuning to the individual learner. <br />
<br />
[[File:Hierarchy_AI_learning.png]]<br />
<br />
=== Topic ===<br />
<br />
Linear equations (beginning of VWO 3). We bought this book to study the widely accepted didactic method as an example and stepping stone.<br />
<br />
=== Database ===<br />
<br />
=== Web server and web page === <br />
<br />
This is up and running, users have a log-in to access their account. (more info to follow)<br />
<br />
=== Learner models ===<br />
<br />
niveau (algemeen, en verschillende delen?), leer-tempo, ‘geheugen’ (percentage goed over ‘oudere’ stof ?), leerstijl?<br />
<br />
<br />
Possible subjects:<br />
*Simplify equations<br />
*Rewriting equations<br />
*Solve equations (linear/quadratic)<br />
*Find maximum and minimum of a function<br />
*Calculate derivatives<br />
*Calculate integrals<br />
<br />
<br />
<br />
Use of AI:<br />
*Generates random questions for every student<br />
*Gives small hints<br />
*Gives step by step explanation if needed<br />
*Gives every student detailed feedback and personal questions based on his/her level<br />
<br />
==== Quantatative study: first beta-test ====<br />
<br />
In the beginning of week 43 we hope to do a beta-test of the prototype at the schools of the teachers who are in the focusgroup(s). We will develop some metrics to understand the behavior of users, the students, and can ask for feedback in terms of bugs and suggestions. These first results will be part of the presentation later that week, and will also be discussed on the wiki (afterwards).<br />
<br />
== Conclusion ==<br />
<br />
== References ==<br />
<br />
{{Reflist}}<br />
<br />
== Peer Evaluations ==</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=PRE2019_1_Group3&diff=80964PRE2019 1 Group32019-09-30T10:18:07Z<p>S153905: </p>
<hr />
<div>'''Artificial intelligence in Education'''<br />
<br />
<br />
== Group Members ==<br />
{| class="wikitable" style="border-style: solid; border-width: 1px;" cellpadding="3"<br />
!style="text-align:left;"| Name<br />
!style="text-align:left"| Study<br />
!style="text-align:left;"| Student ID<br />
|- <br />
| Ruben Haakman || Electrical Engineering || 0993994<br />
|-<br />
| Tom Verberk || Software Science || 1016472<br />
|-<br />
| Peter Visser || Applied Physics || 0877628 <br />
|-<br />
|}<br />
<br />
== Planning ==<br />
Every week we will have 2 meetings, in between the meetings we will work on individual tasks, results of the individual tasks will be examined in the meetings, the tasks dicussed are the time when the tasks has to be done. Once a week a meeting with the tutor(s) is arranged to discuss progress and teamwork. In week 8 we will present our prototype to the class, and afterwards we will finalize the wiki. <br />
<br />
<br />
{| class="wikitable" border=1 style="border-collapse: collapse;"<br />
| '''Week''' || '''Monday (morning)''' || '''Thursday (afternoon)'''<br />
|- <br />
!style="text-align:center;"| '''1'''<br />
| ALL : choose topic <br />
| ALL : <br>literary research <br>problem definition <br>make the planning <br>define structure of the report <br />
|-<br />
!style="text-align:center;"| '''2'''<br />
| Ruben : introduction/problem statement <br>All : wiki page <br>All : state of the art <br>Peter : users/stakeholders <br> Tom: Approach, milestones and deliverables, Who’s doing what<br />
|-<br />
| <br />
|}<br />
<br />
[[File:Planning_1_(12-9).PNG]]<br />
<br />
[[File:Planning_2_(12-9).PNG]]<br />
<br />
Note: The current picture of the planning may not be up to date. The current version can be viewed here: https://docs.google.com/spreadsheets/d/1Mrgz4kAK8DM9imor_zepvkM9XTyXgOXlZZbME7DrzHo/edit#gid=0.<br />
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== Introduction ==<br />
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There has been a big increase of technology in education; smart boards, laptops, tablets and online learning systems are now commonly used in classrooms. Artificial intelligence (AI) is however still new and little used. AI can generate exercises based on individual student’s particular needs to give each student personalized questions. This can help students learn faster and keep them motivated. It also reduces the workload for teachers.<br />
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== Problem Statement ==<br />
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Currently a teacher makes a set of exercises which is the same for all students. In this way the level of the student is not taken into account resulting in questions which are too simple or too difficult. Using AI it is possible to give a student a personal learning program and give exercises that match the level of the student.<br />
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Requirements:<br />
*Gives students individualized support such as hints, feedback, and problem selection<br />
*Recognizes common mistakes and gives explanation if those mistakes are made multiple times<br />
*Gives feedback based on previous mistakes and level of the student<br />
*Simple, intuitive and motivating user interface<br />
*Motivates students to make exercises<br />
*Collaborative learning<br />
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Using an adapting collabrative learning system can help students learning the subject and also motivate students<ref>Walker, E., Rummel, N. & Koedinger, K.R. Int J Artif Intell Educ (2014) 24: 33. https://doi.org/10.1007/s40593-013-0001-9</ref>.<br />
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Questions and feedback can be personalised for every students learning style by using the Felder and Silverman model<ref>Felder and Silverman, [https://www.engr.ncsu.edu/wp-content/uploads/drive/1QP6kBI1iQmpQbTXL-08HSl0PwJ5BYnZW/1988-LS-plus-note.pdf "LEARNING AND TEACHING STYLES IN ENGINEERING EDUCATION"], 1988.</ref>. This model describes four learning categories where each category is characterized by two opposite attributes. The Felder and Silverman’s main four categories are the following:<br />
*Sensing versus Intuitive<br />
*Visual versus Verbal <br />
*Active versus Reflective<br />
*Sequential versus Global<br />
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Course satisfaction has a significant effect on performance but performance does not have a strong positive effect on course satisfaction. Previous online learning experience influences self-regulated learning directly. <ref>Chih-Hsuan Wang, David M. Shannon & Margaret E. Ross (2013) Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning, Distance Education, 34:3, 302-323, https://doi.org/10.1080/01587919.2013.835779</ref><br />
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Motivation and emotion significantly influence student learning experiences, including achievement, satisfaction, and passing vs. nonpassing; whereas the use of learning strategies did not.<ref>Moon-Heum Cho & Michele L. Heron (2015) Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course, Distance Education, 36:1, 80-99, https://doi.org/10.1080/01587919.2015.1019963</ref><br />
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<br />
== State of the art ==<br />
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Title: '''Math Aversion (State of the Art)''' <br />
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Link: https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/6210554 <br />
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Relevance: incorporate conceptual thinking and illustrations to make students understand mathematical ideas<br />
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Title: '''The Math Wars'''<br />
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Link: https://journals-sagepub-com.dianus.libr.tue.nl/doi/pdf/10.1177/0895904803260042<br />
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Relevance: The article provides an overview of the didactic discussion on math in the past century, as well as the latest controversy, the math war (maybe part of a larger culture war?). It boils down to a fervent discussion between ‘traditionalists’ and ‘modernists’, and their attempts to influence governmental educational policies on math (such as ‘the Standards’ and ‘the Framework’). The text is focussed on the US, but this is likely a trend in the West in general. It is useful to have some knowledge about these philosophical-didactic discussions, although in our limited time we should focus on how to implement the suggested methods of the two groups, not so much on the arguments.<br />
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Title: '''Mathematics is about the world''' - R.E. Knapp<br />
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Link: (book)<br />
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Relevance: A book about the role of mathematics in our lives, and therefore useful for thinking about how to teach the subject. The book claims that mathematics is abstract, but nevertheless is about the world around us, which we try to understand. That discovering quantitative relationships suits our needs for indirect measurement(s), such as the ‘tool’ of establishing geometric relationships. Trying to concretize the notion - that math is a powerful tool for humans - in our program will help to motivate students to engage with the topic, and help them understand new ‘tools’. <br />
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Title: '''Preparation, practice, and performance''': An empirical examination of the impact of Standards-based Instruction on secondary students’ math and science achievement<br />
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Link: https://journals.sagepub.com/doi/pdf/10.7227/RIE.81.5<br />
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Relevance: One set of studies on the impact of ‘SBI’ (standards-based instruction) methods, such as: student self-assessment, inquiry-based activities, group-based projects, hands-on experiences, use of computer technologies, and the use of calculators. ‘Non-SBI practices’: teacher lecture, individual student drill and practice worksheets, and computer drill and practice programmes, etc. <br />
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overview of (SBI) student-centred methods:<br />
- using manipulatives or hands-on materials, such as styrofoam balls and toothpicks for building molecular models, dominoes, base ten blocks, tangrams, spinners, rulers, fraction bars, algebra tiles, coins, and geometric solids.<br />
- incorporating inquiry, discovery, and problem-solving approaches, such as making binoculars out of recycled materials, using scenarios from nature and everyday life events for groups of students to research and investigate using math and science concepts<br />
- applying math and science concepts to real-world contexts, such as banking, energy concerns, environmental issues, and timelines; <br />
- connecting mathematics and science preparation skills to specific careers and occupations<br />
- using calculators and technologies for capturing and analysing original data from original math and science experiments<br />
- communicating math and science concepts, through journal writing, small-group discussions, and laboratory/technical reporting of experiments and results.<br />
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Results:<br />
- SBI practices that were found to be significant contributors to students’ math achievement include the use of manipulatives, self-assessment, co-operative group projects, and computer technology. <br />
- SBI practices that were found to be significant contributors to students’ science achievement include the use of inquiry, self-assessment, co-operative group projects, and computer technology. <br />
- Virtually none of the observed non-SBI practices was found to be a significant contributor to student math or science achievement by gender or ethnic groupings. <br />
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Useful, because looking at effective methods is one way to know which side is right in the math war, or at least what methods we can use in our program. Our program might in a (superficial?) way fit into SBI, although that will ultimately depend on the type of exercises and methods we will include. <br />
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Title: '''Didactic material confronted with the concept of mathematical literacy''' <br />
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Link: https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1023%2FB%3AEDUC.0000017693.32454.01.pdf<br />
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Relevance: this essay is critical of the ‘highly technocratic’ vision ‘from the top’ that aims to let experts device didactic materials to be used by teachers and students, whilst ignoring: <br />
- why is math taught and what is the role of didactic material?, <br />
- how and why do students actually use such materials?, <br />
- In which ways do didactic materials shape the teachers’ activities? <br />
- What does it mean that didactic material is never adopted but always adapted?<br />
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Therefore the author claims it is more useful to focus on ‘valuable mathematical activities’ instead of ‘innovative didactic materials’. <br />
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Furthermore, the author claims that “mathematical literacy” should be the leitmotiv for the teaching and learning of mathematics (up to secondary school). Mathematical literacy conceives “the relationship between mathematics, the surrounding culture, and the curriculum”. He mentions how this should influence didactic materials, and what these materials should look like. He critiques the ‘optimism’ and ‘exclusivity’ approaches of teaching math,and supports the ‘inclusivity’ approach, which presents math as ‘a method to understand the social and economic world we live in. This strategy considers mathematical activity as potentially critical, political, loaded with values, and informative’ and “The cognitive style of daily routine is of high relevance within these mathematical activities, since it is a fundamental aim of the strategy to empower common sense. It is intended to develop the attitude of daily life towards an attitude of critical consciousness.”.<br />
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Useful because it really focuses on the users of didactic material (like our program!), an approach we can use to increase the value students (and teachers) find in our program. We should consider/confirm what mathematical literacy is, and whether it is the right standard to determine what is a valuable mathematical activity. The ‘inclusivity’ approach seems very interesting. However, the author seems very interesting in using math to discuss politics, if not to politicize (young) students, this seems a bad idea.<br />
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Title: '''Geometrical analogies in mathematics lessons'''<br />
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Link: https://academic-oup-com.dianus.libr.tue.nl/teamat/article/26/4/201/1664642<br />
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Relevance: <br />
A summary of possibilities of mathematics lessons regarding the use of analogies in teaching geometry for different age groups. Useful because we might apply this in the exercises to teach users geometry. <br />
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Title: ''' Open Learner Models: Research Questions''' Special Issue of the IJAIED<br />
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Link: <br />
https://content-iospress-com.dianus.libr.tue.nl/download/international-journal-of-artificial-intelligence-in-education/jai17-2-01?id=international-journal-of-artificial-intelligence-in-education%2Fjai17-2-01<br />
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Relevance: good summary of “learner models” and discussion of relevant aspects , very detailed, but good to use in a brainstorm for concretising the project. <br />
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Title: '''Intelligent Agent-Based e-Learning System for Adaptive Learning'''<br />
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Link: https://www-igi-global-com.dianus.libr.tue.nl/gateway/article/full-text-pdf/58052 <br />
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Relevance:<br />
Adaptive learning approach: support learners to achieve the intended learning outcomes through a personalized way. <br />
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The main idea: to personalize the learning content in a way that can cope with individual differences in aptitude. <br />
NOT: personalizing the presentation style of the learning materials<br />
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model:<br />
- Aptitude-Treatment Interaction theory (ATI): there is a strong bond between the effectiveness of an instructional strategy (i.e. treatment) and the aptitude level of students <br />
-- aptitude: the capability to learn in a specific area either because of having talent or having prior knowledge in this area<br />
- Biggs’ Constructive Alignment Model: (use to operationalize ATI): an effective curriculum depends on adequately describing the educational goals desired. Biggs views curriculum as a teaching system, ultimate goal of system is to guide students towards the desired educational goals. He advocates the alignment of individual components in the system like teaching and learning activities (TLAs) and assessment tasks (ATs). It is a hierarchical framework. <br />
-- inherits the central idea of constructivism that education is a way to train students to be a self-learner<br />
> aim: improving students’ learning outcomes through enhancing their intrinsic motivation<br />
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“Students with lower cognitive skill require highly structured instructional environments than students with higher cognitive skills (Snow, 1989).”<br />
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Title: '''Personalized Adaptive Learner Model in E-Learning System Using FCM and Fuzzy Inference System'''<br />
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Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs40815-017-0309-y.pdf<br />
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Relevance: Some new dimensions of adaptivity are discussed here, like automatic and dynamic detection of learning styles. This is more precise and quicker than previous ones. It is a literature-based approach in which a personalized adaptive learner model (PALM) was constructed. This proposed learner model mines learner’s navigational accesses data and finds learner’s behavioural patterns which individualize each learner and provide personalization according to their learning styles in the learning process. Fuzzy cognitive maps and fuzzy inference system, soft computing techniques, were introduced to implement PALM. Result shows that personalized adaptive e-learning system is better and promising than the non-adaptive in terms of benefits to the learners and improvement in overall learning process. Thus, providing adaptivity as per learner’s needs is an important factor for enhancing the efficiency and effectiveness of the entire learning process.<br />
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Title: '''Elo-based learner modeling for the adaptive practice of facts'''<br />
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Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs11257-016-9185-7.pdf<br />
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Relevance: <br />
- computerized adaptive system for practicing factual knowledge. <br />
- widely varying degrees of prior knowledge. <br />
- modular approach: 1. an estimation of prior knowledge, 2. an estimation of current knowledge, and 3. the construction of questions. <br />
- detailed discussion of learner models for both estimation steps (1 & 2),<br />
-- a novel use of the Elo rating system for learner modeling. <br />
--- results, and variations in model and effectiveness<br />
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very useful, only change the topic<br />
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Titel: The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects<br />
Link: https://files.eric.ed.gov/fulltext/EJ1068797.pdf<br />
Abstract:<br />
This report begins by summarizing current applications of ideas from artificial intelligence (Al) to education. It then uses that summary to project various future applications of Al--and advanced technology in general--to education, as well as highlighting problems that will confront the wide scale implementation of these technologies in the classroom.<br />
(relevance): This report gives an example of an already thought of algebra learning AI. However the program doesn’t automatically figure the level of the student. These things are called intelligence tutoring systems (or ITS). Overall very useful article.<br />
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Titel: Permutations of Control: Cognitive Considerations for Agent-Based Learning Environments<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: While there has been a significant amount of research on technical issues regarding the development of agent-based learning environments (e.g., see the special issue of Journal of Interactive Learning Research, (1999, v10(3/4)), there is less information regarding cognitive foundations for these environments. The management of control is a prime issue with agent-based computer environments given the relative independence and autonomy of the agent from other system components. This paper presents four dimensions of control that should be considered in designing agent-based learning environments: Instructural purpose, Feedback, relationship, confidence in AI.<br />
(relevance): More focussed on the cognitive foundation for Artificial intelligence environment. Interesting for the Usefulness of our ideas.<br />
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Titel: Introducing the Enhanced Personal Portal Model in a Synchromodal Learning Environment<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: Study that simulated a digital classroom (by placing camera’s students etcetera)<br />
(relevance): Not really relevant for us but interesting to take notice of (perhaps also making a digital environment for our idea)<br />
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Titel: Intelligence Unleashed<br />
Link: https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/innovation/Intelligence-Unleashed-Publication.pdf<br />
Abstract: this short paper has two aims in mind. The first was to explain to a non-specialist, interested reader what AIEd (Artificial Intelligence in Education) is: its goals, how it is built, and how it works. The second aim was to set out the argument for what AIEd can offer learning, both now and in the future, with an eye towards improving learning and life outcomes for all. <br />
(relevance): This is a company who does research in this topic, it works together with teachers and researchers, therefore this might come as a big <br />
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Titel: Web intelligence and artificial intelligence in education.<br />
Link: https://www.researchgate.net/publication/220374721_Web_Intelligence_and_Artificial_Intelligence_in_Education<br />
Abstract: This paper surveys important aspects of Web Intelligence (WI) in the context of Artificial Intelligence in Education (AIED) research. WI explores the fundamental roles as well as practical impacts of Artificial Intelligence (AI) and advanced Information Technology (IT) on the next generation of Web-related products, systems, services, and activities.<br />
(relevance): More information on Web Intelligence and how it works together with AIED, it focusses on practical inpacts and advanced information technology, especially the first part is interesting for us.<br />
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Titel: 10 roles for artificial intelligence in education<br />
Link: https://www.teachthought.com/the-future-of-learning/10-roles-for-artificial-intelligence-in-education/<br />
Abstract: This article explores 10 roles for artificial intelligence in education Being:<br />
Automate, such as grading<br />
Adapt to student needs<br />
Point out improvements<br />
Ai tutors.<br />
Helpfull feedback<br />
changes how we find and interact with inforamtion.<br />
change role of teachers<br />
trial and error less intimidating<br />
change how schools find, teach and support students<br />
AI may change where students learn, who teaches them, and how they acquire basic skills.<br />
(relevance): It can show us some new thing AI helps teachers, which we haven’t thought of yet.<br />
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Titel: Exploring the impact of artificial intelligence on teaching and learning in higher education<br />
Link: https://www.researchgate.net/publication/321258756_Exploring_the_impact_of_artificial_intelligence_on_teaching_and_learning_in_higher_education<br />
Abstract: This paper explores the phenomena of the emergence of the use of artificial intelligence in teaching and learning in higher education. It investigates educational implications of emerging technologies on the way students learn and how institutions teach and evolve. Recent technological advancements and the increasing speed of adopting new technologies in higher education are explored in order to predict the future nature of higher education in a world where artificial intelligence is part of the fabric of our universities.<br />
(relevance): It shows the use of Artificial intelligence already in higher education, it might give us some learingpoints while developing our own artificial intelligence.<br />
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Titel: The roles of models in Artificial Intelligence and Education research: a prospective view<br />
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Link: https://telearn.archives-ouvertes.fr/hal-00190395/<br />
Abstract: In this paper I speculate on the near future of research in Artificial Intelligence and Education (AIED), on the basis of three uses of models of educational processes: models as scientific tools, models as components of educational artefacts, and models as bases for design of educational artefacts. In terms of the first role, I claim that the recent shift towards studying collaborative learning situations needs to be accompanied by an evolution of the types of theories and models that are used, beyond computational models of individual cognition. In terms of the second role, I propose that in order to integrate computer-based learning systems into schools, we need to 'open up' the curriculum to educational technology, 'open up' educational technologies to actors in educational systems and 'open up' those actors to the technology (i.e. by training them). In terms of the third role, I propose that models can be bases for design of educational technologies by providing design methodologies and system components, or by constraining the range of tools that are available for learners. In conclusion I propose that a defining characteristic of AIED research is that it is, or should be, concerned with all three roles of models, to a greater or lesser extent in each case.<br />
(relevance): It can be used to explain a model in which our artificial intelligence solution wolud be beneficial to use.<br />
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Titel: Evolution and Revolution in Artificial Intelligence in Education<br />
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Link: https://link.springer.com/article/10.1007/s40593-016-0110-3<br />
Abstract: The field of Artificial Intelligence in Education (AIED) has undergone significant developments over the last twenty-five years. As we reflect on our past and shape our future, we ask two main questions: What are our major strengths? And, what new opportunities lay on the horizon? We analyse 47 papers from three years in the history of the Journal of AIED (1994, 2004, and 2014) to identify the foci and typical scenarios that occupy the field of AIED.<br />
(relevance): It can give us a quick and ordered view of what research has already been done in the form of AI and where there lie some possibilities for us (written in 2016)<br />
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Title: '''Towards Emotionally Aware AI Smart Classroom: Current Issues and Directions for Engineering and Education'''<br />
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Link: https://ieeexplore.ieee.org/abstract/document/8253436 <br />
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Abstract: Paper about a emotionally-aware AI smart classroom which can take over the role of a teacher.<br />
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Title: '''AI and education: the importance of teacher and student relations'''<br />
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Link: https://link.springer.com/article/10.1007/s00146-017-0693-8 <br />
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Abstract: Paper about the difference in relationship between student-teacher and student-AI<br />
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Title: '''Designing educational technologies in the age of AI: A learning sciences‐driven approach'''<br />
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Link: https://doi.org/10.1111/bjet.12861 <br />
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Abstract: How to develop an AI algorithm based on studies about how people learn.<br />
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Title: '''Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review'''<br />
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Link: https://journals.sagepub.com/doi/10.3102/0034654315581420 <br />
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Abstract: This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems.<br />
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Title: '''Artificial Intelligence as an Effective Classroom Assistant'''<br />
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Link: https://ieeexplore.ieee.org/abstract/document/7742268 <br />
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Abstract: Article about blended learning, wherein the teacher can offload some work to the AI system.<br />
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Title: '''Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities'''<br />
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Link: https://www.sciencedirect.com/science/article/pii/S0747563215001120 <br />
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Abstract: Review on how learning styles were integrated into adaptive e-learning systems.<br />
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Title: '''Learning Computer Networks Using Intelligent Tutoring System'''<br />
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Link: https://philpapers.org/rec/ALHLCN <br />
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Abstract: This paper describes an intelligent tutoring system that helps student study computer networks.<br />
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Title: '''Mathematics Intelligent Tutoring System'''<br />
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Link: https://philpapers.org/rec/ABUMIT <br />
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Abstract: Intelligent tutoring system for teaching mathematics that help students understand the basics of math and that helps a lot of students of all ages to understand the <br />
topic.<br />
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Title: '''TECH8 intelligent and adaptive e-learning system: Integration into Technology and Science classrooms in lower secondary schools'''<br />
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Link: https://www.sciencedirect.com/science/article/pii/S0360131514002875 <br />
<br />
Abstract: The purpose of this research is to demonstrate the design and evaluation of an adaptive, intelligent and, most important, an individualised intelligent tutoring system <br />
(ITS) based on the cognitive characteristics of the individual learner.<br />
<br />
<br />
'''Other groups'''<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2016_3_Groep18: Elementary school. Made 4 small educational games for children.<br />
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http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep14: Elementary school. Made a simple math game for young children.<br />
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http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep8: High school. Made an adaptive gamified online learning system using Moodle. The goal of this group is similar to our goal, but they focused more on gamification and less in making the exercises personalized for each student. They used Moodle as an open source online learning system. The big advantage of Moodle is the wide range of plugins that already exist, so it was possible to build further upon those plugins. However creating quizzes and exercises especially mathematical expressions was difficult and time consuming. Many of the plugins they used had no documentation which made it hard to make changes.<br />
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== Users, stakeholders and their requirements ==<br />
<br />
=== Primary users: high school mathematics students ===<br />
<br />
Our primary users will be high school mathematics students (or people who want to study this on their own). The subject of mathematics is a vital one for developing abstract thinking and applied in many ways in technical fields, and the skill of problem solving can be applied in many ways in life. At the same time mathematics is often considered difficult by students. For these reasons we think the subject of mathematics is where good value can be provided with our web-based AI-enhanced learning tool. Additionally, mathematics (like other hard sciences) allows for easier checking of answers than the type of language-based (short) essay answers that are required for social sciences. Vocabulary would be a suitable topic as well, however we are unaware of a shortage in German or French translators, whereas there is a shortage in engineering and in the skilled trades. Since highschool in the bridge between primary and college, that is where our program could be most valuable. The introductory test to assess the mathematics level can incorporate primary school topics, and we could offer such exercises to the slightly more mature student as well, whereas primary school children are less self-directed. <br />
<br />
By estimating the current level of understanding and the learning style (speed, etc.) of the individual student, we can offer a tailored learning experience that will help the student get quick feedback (and hopefully more positive results), which will help with building confidence in tackling (new) mathematics problems and might even make the subject more enjoyable. <br />
Using students to beta-test our program will be a useful way to interact with these users, since they might be less able to communicate exactly what it that is lacking in their mathematics course. The proof of the pudding is in the eating, measuring success and especially engagement over time will show how well our program works. Once the students have an actual product to work with they might give valuable feedback on why they kept using it, or why they stopped using it. Of course here we need to take into account that some students might have learning difficulties that need more direct coaching or are just plainly uninterested in improving their lack of mathematical skill. Our program might help some of these kinds of students, but assuming it will be the mathematics panacea is unwise. We aim to get a prototype early b-test with students done at the end of the project. <br />
<br />
- HAVO/VWO!<br />
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=== Primary users: high school mathematics teachers ===<br />
<br />
Other primary users will be high school mathematics teachers. Students can of course start using the web-program on their own, but if high school teachers find it valuable enough to recommend it to students, that could be a good sign. Of course we will have to consider their biases in didactics and their general mindset in terms of improving education (for some it might be lacking). Nevertheless, their impact can be useful, by for instance finding out what in their experience are the main difficulties students have, and trying to adapt for those thing in our program (content-wise, but also in terms of engagement). We will form a focus group of a few of these teachers to make qualitatitve study on the difficulties of teaching mathematics. Their input will be used to determine the direction and attributes of our prototype. Later on we might get them to evaluate it (in combination with a beta-test on students?). <br />
<br />
=== Secundairy users: Headmasters ===<br />
<br />
Headmasters are stakeholders, since they have a say in the way mathematics is taught in their school. Financial cost will be always be in the back of their minds, and as such they will critically assess the performance, robustness and scalability of the program. But, they are clearly concerned about the rates at which students progress through key-courses like mathematics (in the Netherlands it has certain higher requirements than some other courses in terms of passing classes and graduating). If our program can help with that, this is an opportunity. Maybe, our program’s introductory test can be used as the intro-test for new students, and the program can help bridging the gap (the school may decide to used other ways to help these students as well). Depending on the school the headmasters may also have didactical views that are key to the identity of the school that may or may not match with what we decide to use in our program. Given the diversity in education-land, this simply means there will always be some less enthusiastic headmasters with respect to adopting our program. It could be tempting to go with the majority, but we have to independently assess whether the majority is correct, maybe the majority view is related to the problems in teaching mathematics. <br />
<br />
=== Tertiary users / stakeholders ===<br />
<br />
==== Ministry of Education ====<br />
<br />
At a more distant level the ministry of education has similar concerns as the headmasters in terms of money spend and passing rates, but they also bound to more ideological/didactic points of view that are determined by the parliament and the current minister, tough on the other hand the bureaucracy itself might also have a mainstream point of view that is somewhat different. These views will somewhat affect the chances of our program ultimately getting adopted in individual school, if for instance certain funding is allocated to, or withdrawn from, computer-based mathemathics/learning aids – with certain requirements, etc. However, the ministry does not determine for the school what teaching aids they must use in particular. <br />
<br />
==== (Technical) Universities / STEM departments ====<br />
<br />
Technical universities and STEM departments at others have two stakes, one is a higher level of mathematics ability of incoming students, since it is the basis on which many majors (if not all) depend. This could save money in terms of additional efforts, and can bring in more money (if students progress/graduate quicker). Secondly, the more engaging mathematics program we aim to develop might induce more student to choose to go to a technical university or a STEM major instead of a alpha or gamma major. <br />
<br />
==== (Tech) companies ====<br />
<br />
Given the lack of workers in the skilled trades and in engineering, technical companies have a clear stake in students being better in (applied) mathematical problems solving. And such skills can in fact be useful in many jobs, so companies in general might benefit, although it might sound less interesting than clean-desk or scrum or feng shui.<br />
<br />
== Approach/milestones/deliverables ==<br />
Our approach will look the following. We will start with some up front research, we will make some sort about “didactiek” and how to apply this in our webpage we want to create.<br />
While doing research about these topics we will start working on our webpage. We are planning to build some sort of web page or program. This artifact will have some sort of artificial intelligence which keeps track of the level of skill of the student and gives exercises matching the skill level of the student.<br />
After being done with the research about “didactiek”. We will lay the proposal of our artifact in front of several high school teachers. We want to have their input, as the artifact is build for there purpose. We then apply the given advise in our artifact.<br />
Lastly we plan to test our improved application for use, we will go to the same (or other) high school teachers and ask if we can test them in their classes. We then come up with a conclusion and finish the research.<br />
<br />
Our milestones will be the finish of our research, the alpha version of our application, then the comments of the teachers, then the beta version of our application. The findings of the test subject and finally the final version.<br />
<br />
Our deliverables will be a research about the current AI in education, the findings we got from talking to teachers, the test results found when testing on students and finally our artifact.<br />
<br />
== Concept ==<br />
<br />
=== Didactics of mathematics === <br />
<br />
==== Qualitative study: focus group ====<br />
<br />
In order to understand the problems with teaching highschool math, a focus study will be held with a few teachers. This qualitative approach will give us valuable in-depth knowlegde on the praxis of the didactics of mathematics. In this short time period it is more useful than a small questionnaire with generally even fewer responses. In a focus group the partipants can all add to the discussion, react to each other, and the interviewer can ask more suitable follow-up questions. <br />
<br />
===== The invitation mail =====<br />
On thursday the 12th the following mail was send to 17 secondary HAVO/VWO schools in Eindhoven and area.<br />
<br />
"Uitnodiging focusgroep voor wiskunde software<br />
<br />
Wij zijn een groepje van drie derdejaars bachelor-studenten op de Technische Universiteit van Eindhoven die graag in contact zouden komen met HAVO/VWO wiskunde leraren voor het ontwikkelen van een online wiskunde hulpmiddel. Wij zijn bezig met een project van twee maanden, waarbij de wensen van gebruikers van technologie centraal staan.<br />
<br />
<br />
Door middel van een groepsgesprek van ongeveer een uur met enkele wiskundedocenten willen wij bespreken welke problemen zij ervaren in de les en op welke manier individu-gerichte software hen daarbij zou kunnen helpen. Voor dit gesprek komen wij graag naar uw school. <br />
<br />
<br />
Met de hulp van deze focusgroep zal het doel van ons prototype worden bepaald. In overleg met de school zouden wij dit prototype enkele weken later (kort) willen laten testen door leerlingen. <br />
<br />
Graag horen wij of een of meerdere wiskunde docenten op uw school interesse hebben in dit gesprek! <br />
<br />
<br />
Met vriendelijke groet,<br />
<br />
Peter Visser,<br />
mede namens Tom Verberk en Ruben Haakman"<br />
<br />
===== Responses =====<br />
From two schools (Carolus Borromeus college and Eckart college) we have received positive reactions, both from groups of three teachers. Due to their full agenda's and time-constraints, we decided it would be easier to have two seperate focus-group conversations. In this way the different didactic methods of the schools can be discussed more in depth as well. <br />
<br />
Two schools indicated they did not have time, though the found it interesting. Otherwise, we did not receive reactions. In the case of no positive reactions, these schools would have been called, to follow up on the mail. However, given the positive reactions, this was not necessary. On friday, one group had not reacted yet, so a follow-up email was sent to them. The other group did react, but the three teachers in it found it difficult to find a timeslot for the three of them, a provisionairy time is 3:50 pm on tuesday the 24th of September.<br />
<br />
===== Preparation =====<br />
<br />
A question list has been prepared, with possible follow up aspects, to guide the discussion of the teachers in the focusgroup, and to try to optimize useful information for our design choices. The points will not be checked off like an interview, but are a guide for the discussion. The concept of quantitative studies, and specifically the focus group (or group discussion) format has been studied with the help of a basic textbook (An Introduction to Qualitative Research: Learning in the Field - Rossman & Rallis). The question-points, and sub-points, are shown below, in Dutch, since the subjects and interviewer are Dutch, and this will improve the quality of the discussion. First the interviewer will shortly introduce himself and explain the project and the goal of the discussion.<br />
<br />
1. korte introductie van elke docent: opleiding, ervaring (jaren, klassen, niveaus)<br />
<br />
2. didactische methode van school: boek, lesgeven, hulpmiddelen<br />
- pluspunten<br />
- verbeterpunten<br />
<br />
3. individuele methoden van docenten<br />
<br />
4. problemen met wiskunde-overbrengen? <br />
<br> - wat ter tafel komt!<br />
<br>- concentratie? <br />
<br>- hoofdrekenen vs rekenmachine?<br />
<br>- hoeveelheid oefenen (buiten de les)?<br />
<br> - verschillen tussen leerlingen?<br />
<br />
5. Op welke manier probeert men deze problemen het hoofd te bieden, wat werkt wel en niet?<br />
<br />
6. Op welke manier zou een (online) individueel-adaptief programma hieraan kunnen bijdragen?<br />
<br />
7. Wat is jullie ideale voorstelling van zo’n dergelijke programma?<br />
<br />
8. specifieke vragen over doelstelling programma <br />
<br>-- diagnostische toets<br />
<br>-- goede leerlingen: verder werken<br />
<br>-- zwakke leerlingen: extra oefenen<br />
<br>-- vervangen van deel van oefenen met boek<br />
<br>-- klassikaal toetsen (meteen oefenen van hoofdrekenen?)<br />
<br>-- helemaal zelfstandig<br />
<br>-- Herhalen van de theorie in het programma, of juist focus op oefenen?<br />
<br />
===== Results =====<br />
<br />
===== Discussion and implementation =====<br />
<br />
=== Hierarchy of mathematics modules ===<br />
<br />
In the figure below is a sketch of what the structure of the program can look like. The modules might be related more complexely, this we need to assess. Modules can have sub-modules. The number of exercises is one key aspect in attuning to the individual learner. <br />
<br />
[[File:Hierarchy_AI_learning.png]]<br />
<br />
=== Topic ===<br />
<br />
Linear equations (beginning of VWO 3). We bought this book to study the widely accepted didactic method as an example and stepping stone.<br />
<br />
=== Database ===<br />
<br />
=== Web server and web page === <br />
<br />
This is up and running, users have a log-in to access their account. (more info to follow)<br />
<br />
=== Learner models ===<br />
<br />
niveau (algemeen, en verschillende delen?), leer-tempo, ‘geheugen’ (percentage goed over ‘oudere’ stof ?), leerstijl?<br />
<br />
<br />
Possible subjects:<br />
*Simplify equations<br />
*Rewriting equations<br />
*Solve equations (linear/quadratic)<br />
*Find maximum and minimum of a function<br />
*Calculate derivatives<br />
*Calculate integrals<br />
<br />
<br />
<br />
Use of AI:<br />
*Generates random questions for every student<br />
*Gives small hints<br />
*Gives step by step explanation if needed<br />
*Gives every student detailed feedback and personal questions based on his/her level<br />
<br />
==== Quantatative study: first beta-test ====<br />
<br />
In the beginning of week 43 we hope to do a beta-test of the prototype at the schools of the teachers who are in the focusgroup(s). We will develop some metrics to understand the behavior of users, the students, and can ask for feedback in terms of bugs and suggestions. These first results will be part of the presentation later that week, and will also be discussed on the wiki (afterwards).<br />
<br />
== Conclusion ==<br />
<br />
== References ==<br />
<br />
{{Reflist}}<br />
<br />
== Peer Evaluations ==</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=PRE2019_1_Group3&diff=80846PRE2019 1 Group32019-09-17T18:55:19Z<p>S153905: /* Learner models */</p>
<hr />
<div>'''Artificial intelligence in Education'''<br />
<br />
<br />
== Group Members ==<br />
{| class="wikitable" style="border-style: solid; border-width: 1px;" cellpadding="3"<br />
!style="text-align:left;"| Name<br />
!style="text-align:left"| Study<br />
!style="text-align:left;"| Student ID<br />
|- <br />
| Ruben Haakman || Electrical Engineering || 0993994<br />
|-<br />
| Tom Verberk || Software Science || 1016472<br />
|-<br />
| Peter Visser || Applied Physics || 0877628 <br />
|-<br />
|}<br />
<br />
== Planning ==<br />
Every week we will have 2 meetings, in between the meetings we will work on individual tasks, results of the individual tasks will be examined in the meetings, the tasks dicussed are the time when the tasks has to be done. Once a week a meeting with the tutor(s) is arranged to discuss progress and teamwork. In week 8 we will present our prototype to the class, and afterwards we will finalize the wiki. <br />
<br />
<br />
{| class="wikitable" border=1 style="border-collapse: collapse;"<br />
| '''Week''' || '''Monday (morning)''' || '''Thursday (afternoon)'''<br />
|- <br />
!style="text-align:center;"| '''1'''<br />
| ALL : choose topic <br />
| ALL : <br>literary research <br>problem definition <br>make the planning <br>define structure of the report <br />
|-<br />
!style="text-align:center;"| '''2'''<br />
| Ruben : introduction/problem statement <br>All : wiki page <br>All : state of the art <br>Peter : users/stakeholders <br> Tom: Approach, milestones and deliverables, Who’s doing what<br />
|-<br />
| <br />
|}<br />
<br />
[[File:Planning_1_(12-9).PNG]]<br />
<br />
[[File:Planning_2_(12-9).PNG]]<br />
<br />
Note: The current picture of the planning may not be up to date. The current version can be viewed here: https://docs.google.com/spreadsheets/d/1Mrgz4kAK8DM9imor_zepvkM9XTyXgOXlZZbME7DrzHo/edit#gid=0.<br />
<br />
== Introduction ==<br />
<br />
There has been a big increase of technology in education; smart boards, laptops, tablets and online learning systems are now commonly used in classrooms. Artificial intelligence (AI) is however still new and little used. AI can generate exercises based on individual student’s particular needs to give each student personalized questions. This can help students learn faster and keep them motivated. It also reduces the workload for teachers.<br />
<br />
== Problem Statement ==<br />
<br />
<br />
Currently a teacher makes a set of exercises which is the same for all students. In this way the level of the student is not taken into account resulting in questions which are too simple or too difficult. Using AI it is possible to give a student a personal learning program and give exercises that match the level of the student.<br />
<br />
<br />
== State of the art ==<br />
<br />
Title: '''Math Aversion (State of the Art)''' <br />
<br />
Link: https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/6210554 <br />
<br />
Relevance: incorporate conceptual thinking and illustrations to make students understand mathematical ideas<br />
<br />
Title: '''The Math Wars'''<br />
<br />
Link: https://journals-sagepub-com.dianus.libr.tue.nl/doi/pdf/10.1177/0895904803260042<br />
<br />
Relevance: The article provides an overview of the didactic discussion on math in the past century, as well as the latest controversy, the math war (maybe part of a larger culture war?). It boils down to a fervent discussion between ‘traditionalists’ and ‘modernists’, and their attempts to influence governmental educational policies on math (such as ‘the Standards’ and ‘the Framework’). The text is focussed on the US, but this is likely a trend in the West in general. It is useful to have some knowledge about these philosophical-didactic discussions, although in our limited time we should focus on how to implement the suggested methods of the two groups, not so much on the arguments.<br />
<br />
Title: '''Mathematics is about the world''' - R.E. Knapp<br />
<br />
Link: (book)<br />
<br />
Relevance: A book about the role of mathematics in our lives, and therefore useful for thinking about how to teach the subject. The book claims that mathematics is abstract, but nevertheless is about the world around us, which we try to understand. That discovering quantitative relationships suits our needs for indirect measurement(s), such as the ‘tool’ of establishing geometric relationships. Trying to concretize the notion - that math is a powerful tool for humans - in our program will help to motivate students to engage with the topic, and help them understand new ‘tools’. <br />
<br />
Title: '''Preparation, practice, and performance''': An empirical examination of the impact of Standards-based Instruction on secondary students’ math and science achievement<br />
<br />
Link: https://journals.sagepub.com/doi/pdf/10.7227/RIE.81.5<br />
<br />
Relevance: One set of studies on the impact of ‘SBI’ (standards-based instruction) methods, such as: student self-assessment, inquiry-based activities, group-based projects, hands-on experiences, use of computer technologies, and the use of calculators. ‘Non-SBI practices’: teacher lecture, individual student drill and practice worksheets, and computer drill and practice programmes, etc. <br />
<br />
overview of (SBI) student-centred methods:<br />
- using manipulatives or hands-on materials, such as styrofoam balls and toothpicks for building molecular models, dominoes, base ten blocks, tangrams, spinners, rulers, fraction bars, algebra tiles, coins, and geometric solids.<br />
- incorporating inquiry, discovery, and problem-solving approaches, such as making binoculars out of recycled materials, using scenarios from nature and everyday life events for groups of students to research and investigate using math and science concepts<br />
- applying math and science concepts to real-world contexts, such as banking, energy concerns, environmental issues, and timelines; <br />
- connecting mathematics and science preparation skills to specific careers and occupations<br />
- using calculators and technologies for capturing and analysing original data from original math and science experiments<br />
- communicating math and science concepts, through journal writing, small-group discussions, and laboratory/technical reporting of experiments and results.<br />
<br />
Results:<br />
- SBI practices that were found to be significant contributors to students’ math achievement include the use of manipulatives, self-assessment, co-operative group projects, and computer technology. <br />
- SBI practices that were found to be significant contributors to students’ science achievement include the use of inquiry, self-assessment, co-operative group projects, and computer technology. <br />
- Virtually none of the observed non-SBI practices was found to be a significant contributor to student math or science achievement by gender or ethnic groupings. <br />
<br />
Useful, because looking at effective methods is one way to know which side is right in the math war, or at least what methods we can use in our program. Our program might in a (superficial?) way fit into SBI, although that will ultimately depend on the type of exercises and methods we will include. <br />
<br />
Title: '''Didactic material confronted with the concept of mathematical literacy''' <br />
<br />
Link: https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1023%2FB%3AEDUC.0000017693.32454.01.pdf<br />
<br />
Relevance: this essay is critical of the ‘highly technocratic’ vision ‘from the top’ that aims to let experts device didactic materials to be used by teachers and students, whilst ignoring: <br />
- why is math taught and what is the role of didactic material?, <br />
- how and why do students actually use such materials?, <br />
- In which ways do didactic materials shape the teachers’ activities? <br />
- What does it mean that didactic material is never adopted but always adapted?<br />
<br />
Therefore the author claims it is more useful to focus on ‘valuable mathematical activities’ instead of ‘innovative didactic materials’. <br />
<br />
Furthermore, the author claims that “mathematical literacy” should be the leitmotiv for the teaching and learning of mathematics (up to secondary school). Mathematical literacy conceives “the relationship between mathematics, the surrounding culture, and the curriculum”. He mentions how this should influence didactic materials, and what these materials should look like. He critiques the ‘optimism’ and ‘exclusivity’ approaches of teaching math,and supports the ‘inclusivity’ approach, which presents math as ‘a method to understand the social and economic world we live in. This strategy considers mathematical activity as potentially critical, political, loaded with values, and informative’ and “The cognitive style of daily routine is of high relevance within these mathematical activities, since it is a fundamental aim of the strategy to empower common sense. It is intended to develop the attitude of daily life towards an attitude of critical consciousness.”.<br />
<br />
Useful because it really focuses on the users of didactic material (like our program!), an approach we can use to increase the value students (and teachers) find in our program. We should consider/confirm what mathematical literacy is, and whether it is the right standard to determine what is a valuable mathematical activity. The ‘inclusivity’ approach seems very interesting. However, the author seems very interesting in using math to discuss politics, if not to politicize (young) students, this seems a bad idea.<br />
<br />
Title: '''Geometrical analogies in mathematics lessons'''<br />
<br />
Link: https://academic-oup-com.dianus.libr.tue.nl/teamat/article/26/4/201/1664642<br />
<br />
Relevance: <br />
A summary of possibilities of mathematics lessons regarding the use of analogies in teaching geometry for different age groups. Useful because we might apply this in the exercises to teach users geometry. <br />
<br />
<br />
Title: ''' Open Learner Models: Research Questions''' Special Issue of the IJAIED<br />
<br />
Link: <br />
https://content-iospress-com.dianus.libr.tue.nl/download/international-journal-of-artificial-intelligence-in-education/jai17-2-01?id=international-journal-of-artificial-intelligence-in-education%2Fjai17-2-01<br />
<br />
Relevance: good summary of “learner models” and discussion of relevant aspects , very detailed, but good to use in a brainstorm for concretising the project. <br />
<br />
Title: '''Intelligent Agent-Based e-Learning System for Adaptive Learning'''<br />
<br />
Link: https://www-igi-global-com.dianus.libr.tue.nl/gateway/article/full-text-pdf/58052 <br />
<br />
Relevance:<br />
Adaptive learning approach: support learners to achieve the intended learning outcomes through a personalized way. <br />
<br />
The main idea: to personalize the learning content in a way that can cope with individual differences in aptitude. <br />
NOT: personalizing the presentation style of the learning materials<br />
<br />
model:<br />
- Aptitude-Treatment Interaction theory (ATI): there is a strong bond between the effectiveness of an instructional strategy (i.e. treatment) and the aptitude level of students <br />
-- aptitude: the capability to learn in a specific area either because of having talent or having prior knowledge in this area<br />
- Biggs’ Constructive Alignment Model: (use to operationalize ATI): an effective curriculum depends on adequately describing the educational goals desired. Biggs views curriculum as a teaching system, ultimate goal of system is to guide students towards the desired educational goals. He advocates the alignment of individual components in the system like teaching and learning activities (TLAs) and assessment tasks (ATs). It is a hierarchical framework. <br />
-- inherits the central idea of constructivism that education is a way to train students to be a self-learner<br />
> aim: improving students’ learning outcomes through enhancing their intrinsic motivation<br />
<br />
“Students with lower cognitive skill require highly structured instructional environments than students with higher cognitive skills (Snow, 1989).”<br />
<br />
Title: '''Personalized Adaptive Learner Model in E-Learning System Using FCM and Fuzzy Inference System'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs40815-017-0309-y.pdf<br />
<br />
Relevance: Some new dimensions of adaptivity are discussed here, like automatic and dynamic detection of learning styles. This is more precise and quicker than previous ones. It is a literature-based approach in which a personalized adaptive learner model (PALM) was constructed. This proposed learner model mines learner’s navigational accesses data and finds learner’s behavioural patterns which individualize each learner and provide personalization according to their learning styles in the learning process. Fuzzy cognitive maps and fuzzy inference system, soft computing techniques, were introduced to implement PALM. Result shows that personalized adaptive e-learning system is better and promising than the non-adaptive in terms of benefits to the learners and improvement in overall learning process. Thus, providing adaptivity as per learner’s needs is an important factor for enhancing the efficiency and effectiveness of the entire learning process.<br />
<br />
Title: '''Elo-based learner modeling for the adaptive practice of facts'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs11257-016-9185-7.pdf<br />
<br />
Relevance: <br />
- computerized adaptive system for practicing factual knowledge. <br />
- widely varying degrees of prior knowledge. <br />
- modular approach: 1. an estimation of prior knowledge, 2. an estimation of current knowledge, and 3. the construction of questions. <br />
- detailed discussion of learner models for both estimation steps (1 & 2),<br />
-- a novel use of the Elo rating system for learner modeling. <br />
--- results, and variations in model and effectiveness<br />
<br />
very useful, only change the topic<br />
<br />
Titel: The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects<br />
Link: https://files.eric.ed.gov/fulltext/EJ1068797.pdf<br />
Abstract:<br />
This report begins by summarizing current applications of ideas from artificial intelligence (Al) to education. It then uses that summary to project various future applications of Al--and advanced technology in general--to education, as well as highlighting problems that will confront the wide scale implementation of these technologies in the classroom.<br />
(relevance): This report gives an example of an already thought of algebra learning AI. However the program doesn’t automatically figure the level of the student. These things are called intelligence tutoring systems (or ITS). Overall very useful article.<br />
<br />
Titel: Permutations of Control: Cognitive Considerations for Agent-Based Learning Environments<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: While there has been a significant amount of research on technical issues regarding the development of agent-based learning environments (e.g., see the special issue of Journal of Interactive Learning Research, (1999, v10(3/4)), there is less information regarding cognitive foundations for these environments. The management of control is a prime issue with agent-based computer environments given the relative independence and autonomy of the agent from other system components. This paper presents four dimensions of control that should be considered in designing agent-based learning environments: Instructural purpose, Feedback, relationship, confidence in AI.<br />
(relevance): More focussed on the cognitive foundation for Artificial intelligence environment. Interesting for the Usefulness of our ideas.<br />
<br />
Titel: Introducing the Enhanced Personal Portal Model in a Synchromodal Learning Environment<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: Study that simulated a digital classroom (by placing camera’s students etcetera)<br />
(relevance): Not really relevant for us but interesting to take notice of (perhaps also making a digital environment for our idea)<br />
<br />
Titel: Intelligence Unleashed<br />
Link: https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/innovation/Intelligence-Unleashed-Publication.pdf<br />
Abstract: this short paper has two aims in mind. The first was to explain to a non-specialist, interested reader what AIEd (Artificial Intelligence in Education) is: its goals, how it is built, and how it works. The second aim was to set out the argument for what AIEd can offer learning, both now and in the future, with an eye towards improving learning and life outcomes for all. <br />
(relevance): This is a company who does research in this topic, it works together with teachers and researchers, therefore this might come as a big <br />
<br />
Titel: Web intelligence and artificial intelligence in education.<br />
Link: https://www.researchgate.net/publication/220374721_Web_Intelligence_and_Artificial_Intelligence_in_Education<br />
Abstract: This paper surveys important aspects of Web Intelligence (WI) in the context of Artificial Intelligence in Education (AIED) research. WI explores the fundamental roles as well as practical impacts of Artificial Intelligence (AI) and advanced Information Technology (IT) on the next generation of Web-related products, systems, services, and activities.<br />
(relevance): More information on Web Intelligence and how it works together with AIED, it focusses on practical inpacts and advanced information technology, especially the first part is interesting for us.<br />
<br />
<br />
<br />
Titel: 10 roles for artificial intelligence in education<br />
Link: https://www.teachthought.com/the-future-of-learning/10-roles-for-artificial-intelligence-in-education/<br />
Abstract: This article explores 10 roles for artificial intelligence in education Being:<br />
Automate, such as grading<br />
Adapt to student needs<br />
Point out improvements<br />
Ai tutors.<br />
Helpfull feedback<br />
changes how we find and interact with inforamtion.<br />
change role of teachers<br />
trial and error less intimidating<br />
change how schools find, teach and support students<br />
AI may change where students learn, who teaches them, and how they acquire basic skills.<br />
(relevance): It can show us some new thing AI helps teachers, which we haven’t thought of yet.<br />
<br />
Titel: Exploring the impact of artificial intelligence on teaching and learning in higher education<br />
Link: https://www.researchgate.net/publication/321258756_Exploring_the_impact_of_artificial_intelligence_on_teaching_and_learning_in_higher_education<br />
Abstract: This paper explores the phenomena of the emergence of the use of artificial intelligence in teaching and learning in higher education. It investigates educational implications of emerging technologies on the way students learn and how institutions teach and evolve. Recent technological advancements and the increasing speed of adopting new technologies in higher education are explored in order to predict the future nature of higher education in a world where artificial intelligence is part of the fabric of our universities.<br />
(relevance): It shows the use of Artificial intelligence already in higher education, it might give us some learingpoints while developing our own artificial intelligence.<br />
<br />
Titel: The roles of models in Artificial Intelligence and Education research: a prospective view<br />
<br />
Link: https://telearn.archives-ouvertes.fr/hal-00190395/<br />
Abstract: In this paper I speculate on the near future of research in Artificial Intelligence and Education (AIED), on the basis of three uses of models of educational processes: models as scientific tools, models as components of educational artefacts, and models as bases for design of educational artefacts. In terms of the first role, I claim that the recent shift towards studying collaborative learning situations needs to be accompanied by an evolution of the types of theories and models that are used, beyond computational models of individual cognition. In terms of the second role, I propose that in order to integrate computer-based learning systems into schools, we need to 'open up' the curriculum to educational technology, 'open up' educational technologies to actors in educational systems and 'open up' those actors to the technology (i.e. by training them). In terms of the third role, I propose that models can be bases for design of educational technologies by providing design methodologies and system components, or by constraining the range of tools that are available for learners. In conclusion I propose that a defining characteristic of AIED research is that it is, or should be, concerned with all three roles of models, to a greater or lesser extent in each case.<br />
(relevance): It can be used to explain a model in which our artificial intelligence solution wolud be beneficial to use.<br />
<br />
Titel: Evolution and Revolution in Artificial Intelligence in Education<br />
<br />
Link: https://link.springer.com/article/10.1007/s40593-016-0110-3<br />
Abstract: The field of Artificial Intelligence in Education (AIED) has undergone significant developments over the last twenty-five years. As we reflect on our past and shape our future, we ask two main questions: What are our major strengths? And, what new opportunities lay on the horizon? We analyse 47 papers from three years in the history of the Journal of AIED (1994, 2004, and 2014) to identify the foci and typical scenarios that occupy the field of AIED.<br />
(relevance): It can give us a quick and ordered view of what research has already been done in the form of AI and where there lie some possibilities for us (written in 2016)<br />
<br />
<br />
<br />
Title: '''Towards Emotionally Aware AI Smart Classroom: Current Issues and Directions for Engineering and Education'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/8253436 <br />
<br />
Abstract: Paper about a emotionally-aware AI smart classroom which can take over the role of a teacher.<br />
<br />
<br />
Title: '''AI and education: the importance of teacher and student relations'''<br />
<br />
Link: https://link.springer.com/article/10.1007/s00146-017-0693-8 <br />
<br />
Abstract: Paper about the difference in relationship between student-teacher and student-AI<br />
<br />
<br />
Title: '''Designing educational technologies in the age of AI: A learning sciences‐driven approach'''<br />
<br />
Link: https://doi.org/10.1111/bjet.12861 <br />
<br />
Abstract: How to develop an AI algorithm based on studies about how people learn.<br />
<br />
<br />
Title: '''Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review'''<br />
<br />
Link: https://journals.sagepub.com/doi/10.3102/0034654315581420 <br />
<br />
Abstract: This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems.<br />
<br />
<br />
Title: '''Artificial Intelligence as an Effective Classroom Assistant'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/7742268 <br />
<br />
Abstract: Article about blended learning, wherein the teacher can offload some work to the AI system.<br />
<br />
<br />
Title: '''Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0747563215001120 <br />
<br />
Abstract: Review on how learning styles were integrated into adaptive e-learning systems.<br />
<br />
<br />
Title: '''Learning Computer Networks Using Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ALHLCN <br />
<br />
Abstract: This paper describes an intelligent tutoring system that helps student study computer networks.<br />
<br />
<br />
Title: '''Mathematics Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ABUMIT <br />
<br />
Abstract: Intelligent tutoring system for teaching mathematics that help students understand the basics of math and that helps a lot of students of all ages to understand the <br />
topic.<br />
<br />
<br />
Title: '''TECH8 intelligent and adaptive e-learning system: Integration into Technology and Science classrooms in lower secondary schools'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0360131514002875 <br />
<br />
Abstract: The purpose of this research is to demonstrate the design and evaluation of an adaptive, intelligent and, most important, an individualised intelligent tutoring system <br />
(ITS) based on the cognitive characteristics of the individual learner.<br />
<br />
<br />
'''Other groups'''<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2016_3_Groep18: Elementary school. Made 4 small educational games for children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep14: Elementary school. Made a simple math game for young children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep8: High school. Made an adaptive gamified online learning system using Moodle. The goal of this group is similar to our goal, but they focused more on gamification and less in making the exercises personalized for each student. They used Moodle as an open source online learning system. The big advantage of Moodle is the wide range of plugins that already exist, so it was possible to build further upon those plugins. However creating quizzes and exercises especially mathematical expressions was difficult and time consuming. Many of the plugins they used had no documentation which made it hard to make changes.<br />
<br />
== Users, stakeholders and their requirements ==<br />
<br />
=== Primary users: high school mathematics students ===<br />
<br />
Our primary users will be high school mathematics students (or people who want to study this on their own). The subject of mathematics is a vital one for developing abstract thinking and applied in many ways in technical fields, and the skill of problem solving can be applied in many ways in life. At the same time mathematics is often considered difficult by students. For these reasons we think the subject of mathematics is where good value can be provided with our web-based AI-enhanced learning tool. Additionally, mathematics (like other hard sciences) allows for easier checking of answers than the type of language-based (short) essay answers that are required for social sciences. Vocabulary would be a suitable topic as well, however we are unaware of a shortage in German or French translators, whereas there is a shortage in engineering and in the skilled trades. Since highschool in the bridge between primary and college, that is where our program could be most valuable. The introductory test to assess the mathematics level can incorporate primary school topics, and we could offer such exercises to the slightly more mature student as well, whereas primary school children are less self-directed. <br />
<br />
By estimating the current level of understanding and the learning style (speed, etc.) of the individual student, we can offer a tailored learning experience that will help the student get quick feedback (and hopefully more positive results), which will help with building confidence in tackling (new) mathematics problems and might even make the subject more enjoyable. <br />
Using students to beta-test our program will be a useful way to interact with these users, since they might be less able to communicate exactly what it that is lacking in their mathematics course. The proof of the pudding is in the eating, measuring success and especially engagement over time will show how well our program works. Once the students have an actual product to work with they might give valuable feedback on why they kept using it, or why they stopped using it. Of course here we need to take into account that some students might have learning difficulties that need more direct coaching or are just plainly uninterested in improving their lack of mathematical skill. Our program might help some of these kinds of students, but assuming it will be the mathematics panacea is unwise. We aim to get a prototype early b-test with students done at the end of the project. <br />
<br />
- HAVO/VWO!<br />
<br />
=== Primary users: high school mathematics teachers ===<br />
<br />
Other primary users will be high school mathematics teachers. Students can of course start using the web-program on their own, but if high school teachers find it valuable enough to recommend it to students, that could be a good sign. Of course we will have to consider their biases in didactics and their general mindset in terms of improving education (for some it might be lacking). Nevertheless, their impact can be useful, by for instance finding out what in their experience are the main difficulties students have, and trying to adapt for those thing in our program (content-wise, but also in terms of engagement). We will form a focus group of a few of these teachers to make qualitatitve study on the difficulties of teaching mathematics. Their input will be used to determine the direction and attributes of our prototype. Later on we might get them to evaluate it (in combination with a beta-test on students?). <br />
<br />
=== Secundairy users: Headmasters ===<br />
<br />
Headmasters are stakeholders, since they have a say in the way mathematics is taught in their school. Financial cost will be always be in the back of their minds, and as such they will critically assess the performance, robustness and scalability of the program. But, they are clearly concerned about the rates at which students progress through key-courses like mathematics (in the Netherlands it has certain higher requirements than some other courses in terms of passing classes and graduating). If our program can help with that, this is an opportunity. Maybe, our program’s introductory test can be used as the intro-test for new students, and the program can help bridging the gap (the school may decide to used other ways to help these students as well). Depending on the school the headmasters may also have didactical views that are key to the identity of the school that may or may not match with what we decide to use in our program. Given the diversity in education-land, this simply means there will always be some less enthusiastic headmasters with respect to adopting our program. It could be tempting to go with the majority, but we have to independently assess whether the majority is correct, maybe the majority view is related to the problems in teaching mathematics. <br />
<br />
=== Tertiary users / stakeholders ===<br />
<br />
==== Ministry of Education ====<br />
<br />
At a more distant level the ministry of education has similar concerns as the headmasters in terms of money spend and passing rates, but they also bound to more ideological/didactic points of view that are determined by the parliament and the current minister, tough on the other hand the bureaucracy itself might also have a mainstream point of view that is somewhat different. These views will somewhat affect the chances of our program ultimately getting adopted in individual school, if for instance certain funding is allocated to, or withdrawn from, computer-based mathemathics/learning aids – with certain requirements, etc. However, the ministry does not determine for the school what teaching aids they must use in particular. <br />
<br />
==== (Technical) Universities / STEM departments ====<br />
<br />
Technical universities and STEM departments at others have two stakes, one is a higher level of mathematics ability of incoming students, since it is the basis on which many majors (if not all) depend. This could save money in terms of additional efforts, and can bring in more money (if students progress/graduate quicker). Secondly, the more engaging mathematics program we aim to develop might induce more student to choose to go to a technical university or a STEM major instead of a alpha or gamma major. <br />
<br />
==== (Tech) companies ====<br />
<br />
Given the lack of workers in the skilled trades and in engineering, technical companies have a clear stake in students being better in (applied) mathematical problems solving. And such skills can in fact be useful in many jobs, so companies in general might benefit, although it might sound less interesting than clean-desk or scrum or feng shui.<br />
<br />
== Approach/milestones/deliverables ==<br />
Our approach will look the following. We will start with some up front research, we will make some sort about “didactiek” and how to apply this in our webpage we want to create.<br />
While doing research about these topics we will start working on our webpage. We are planning to build some sort of web page or program. This artifact will have some sort of artificial intelligence which keeps track of the level of skill of the student and gives exercises matching the skill level of the student.<br />
After being done with the research about “didactiek”. We will lay the proposal of our artifact in front of several high school teachers. We want to have their input, as the artifact is build for there purpose. We then apply the given advise in our artifact.<br />
Lastly we plan to test our improved application for use, we will go to the same (or other) high school teachers and ask if we can test them in their classes. We then come up with a conclusion and finish the research.<br />
<br />
Our milestones will be the finish of our research, the alpha version of our application, then the comments of the teachers, then the beta version of our application. The findings of the test subject and finally the final version.<br />
<br />
Our deliverables will be a research about the current AI in education, the findings we got from talking to teachers, the test results found when testing on students and finally our artifact.<br />
<br />
== Concept ==<br />
<br />
=== Didactics of mathematics === <br />
<br />
==== Qualitative study: focus group ====<br />
<br />
In order to understand the problems with teaching highschool math, a focus study will be held with a few teachers. This qualitative approach will give us valuable in-depth knowlegde on the praxis of the didactics of mathematics. In this short time period it is more useful than a small questionnaire with generally even fewer responses. In a focus group the partipants can all add to the discussion, react to each other, and the interviewer can ask more suitable follow-up questions. <br />
<br />
===== The invitation mail =====<br />
On thursday the 12th the following mail was send to 17 secondary HAVO/VWO schools in Eindhoven and area.<br />
<br />
"Uitnodiging focusgroep voor wiskunde software<br />
<br />
Wij zijn een groepje van drie derdejaars bachelor-studenten op de Technische Universiteit van Eindhoven die graag in contact zouden komen met HAVO/VWO wiskunde leraren voor het ontwikkelen van een online wiskunde hulpmiddel. Wij zijn bezig met een project van twee maanden, waarbij de wensen van gebruikers van technologie centraal staan.<br />
<br />
<br />
Door middel van een groepsgesprek van ongeveer een uur met enkele wiskundedocenten willen wij bespreken welke problemen zij ervaren in de les en op welke manier individu-gerichte software hen daarbij zou kunnen helpen. Voor dit gesprek komen wij graag naar uw school. <br />
<br />
<br />
Met de hulp van deze focusgroep zal het doel van ons prototype worden bepaald. In overleg met de school zouden wij dit prototype enkele weken later (kort) willen laten testen door leerlingen. <br />
<br />
Graag horen wij of een of meerdere wiskunde docenten op uw school interesse hebben in dit gesprek! <br />
<br />
<br />
Met vriendelijke groet,<br />
<br />
Peter Visser,<br />
mede namens Tom Verberk en Ruben Haakman"<br />
<br />
===== Responses =====<br />
<br />
===== Preparation =====<br />
- qualitative study<br />
- study didactics<br />
- reality of the classroom, etc.<br />
<br />
===== Results =====<br />
<br />
===== Discussion and implementation =====<br />
<br />
=== Hierarchy of mathematics modules ===<br />
<br />
In the figure below is a sketch of what the structure of the program can look like. The modules might be related more complexely, this we need to assess. Modules can have sub-modules. The number of exercises is one key aspect in attuning to the individual learner. <br />
<br />
[[File:Hierarchy_AI_learning.png]]<br />
<br />
=== Database ===<br />
<br />
=== Web server and web page === <br />
<br />
This is up and running, users have a log-in to access their account. (more info to follow)<br />
<br />
=== Learner models ===<br />
<br />
niveau (algemeen, en verschillende delen?), leer-tempo, ‘geheugen’ (percentage goed over ‘oudere’ stof ?), leerstijl?<br />
<br />
<br />
Possible subjects:<br />
*Simplify equations<br />
*Rewriting equations<br />
*Solve equations (linear/quadratic)<br />
*Find maximum and minimum of a function<br />
*Calculate derivatives<br />
*Calculate integrals<br />
<br />
<br />
<br />
Use of AI:<br />
*Generates random questions for every student<br />
*Gives small hints<br />
*Gives step by step explanation if needed<br />
*Gives every student detailed feedback and personal questions based on his/her level<br />
<br />
== Conclusion ==<br />
<br />
== References ==<br />
<br />
== Peer Evaluations ==</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=PRE2019_1_Group3&diff=80845PRE2019 1 Group32019-09-17T18:47:10Z<p>S153905: /* State of the art */</p>
<hr />
<div>'''Artificial intelligence in Education'''<br />
<br />
<br />
== Group Members ==<br />
{| class="wikitable" style="border-style: solid; border-width: 1px;" cellpadding="3"<br />
!style="text-align:left;"| Name<br />
!style="text-align:left"| Study<br />
!style="text-align:left;"| Student ID<br />
|- <br />
| Ruben Haakman || Electrical Engineering || 0993994<br />
|-<br />
| Tom Verberk || Software Science || 1016472<br />
|-<br />
| Peter Visser || Applied Physics || 0877628 <br />
|-<br />
|}<br />
<br />
== Planning ==<br />
Every week we will have 2 meetings, in between the meetings we will work on individual tasks, results of the individual tasks will be examined in the meetings, the tasks dicussed are the time when the tasks has to be done. Once a week a meeting with the tutor(s) is arranged to discuss progress and teamwork. In week 8 we will present our prototype to the class, and afterwards we will finalize the wiki. <br />
<br />
<br />
{| class="wikitable" border=1 style="border-collapse: collapse;"<br />
| '''Week''' || '''Monday (morning)''' || '''Thursday (afternoon)'''<br />
|- <br />
!style="text-align:center;"| '''1'''<br />
| ALL : choose topic <br />
| ALL : <br>literary research <br>problem definition <br>make the planning <br>define structure of the report <br />
|-<br />
!style="text-align:center;"| '''2'''<br />
| Ruben : introduction/problem statement <br>All : wiki page <br>All : state of the art <br>Peter : users/stakeholders <br> Tom: Approach, milestones and deliverables, Who’s doing what<br />
|-<br />
| <br />
|}<br />
<br />
[[File:Planning_1_(12-9).PNG]]<br />
<br />
[[File:Planning_2_(12-9).PNG]]<br />
<br />
Note: The current picture of the planning may not be up to date. The current version can be viewed here: https://docs.google.com/spreadsheets/d/1Mrgz4kAK8DM9imor_zepvkM9XTyXgOXlZZbME7DrzHo/edit#gid=0.<br />
<br />
== Introduction ==<br />
<br />
There has been a big increase of technology in education; smart boards, laptops, tablets and online learning systems are now commonly used in classrooms. Artificial intelligence (AI) is however still new and little used. AI can generate exercises based on individual student’s particular needs to give each student personalized questions. This can help students learn faster and keep them motivated. It also reduces the workload for teachers.<br />
<br />
== Problem Statement ==<br />
<br />
<br />
Currently a teacher makes a set of exercises which is the same for all students. In this way the level of the student is not taken into account resulting in questions which are too simple or too difficult. Using AI it is possible to give a student a personal learning program and give exercises that match the level of the student.<br />
<br />
<br />
== State of the art ==<br />
<br />
Title: '''Math Aversion (State of the Art)''' <br />
<br />
Link: https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/6210554 <br />
<br />
Relevance: incorporate conceptual thinking and illustrations to make students understand mathematical ideas<br />
<br />
Title: '''The Math Wars'''<br />
<br />
Link: https://journals-sagepub-com.dianus.libr.tue.nl/doi/pdf/10.1177/0895904803260042<br />
<br />
Relevance: The article provides an overview of the didactic discussion on math in the past century, as well as the latest controversy, the math war (maybe part of a larger culture war?). It boils down to a fervent discussion between ‘traditionalists’ and ‘modernists’, and their attempts to influence governmental educational policies on math (such as ‘the Standards’ and ‘the Framework’). The text is focussed on the US, but this is likely a trend in the West in general. It is useful to have some knowledge about these philosophical-didactic discussions, although in our limited time we should focus on how to implement the suggested methods of the two groups, not so much on the arguments.<br />
<br />
Title: '''Mathematics is about the world''' - R.E. Knapp<br />
<br />
Link: (book)<br />
<br />
Relevance: A book about the role of mathematics in our lives, and therefore useful for thinking about how to teach the subject. The book claims that mathematics is abstract, but nevertheless is about the world around us, which we try to understand. That discovering quantitative relationships suits our needs for indirect measurement(s), such as the ‘tool’ of establishing geometric relationships. Trying to concretize the notion - that math is a powerful tool for humans - in our program will help to motivate students to engage with the topic, and help them understand new ‘tools’. <br />
<br />
Title: '''Preparation, practice, and performance''': An empirical examination of the impact of Standards-based Instruction on secondary students’ math and science achievement<br />
<br />
Link: https://journals.sagepub.com/doi/pdf/10.7227/RIE.81.5<br />
<br />
Relevance: One set of studies on the impact of ‘SBI’ (standards-based instruction) methods, such as: student self-assessment, inquiry-based activities, group-based projects, hands-on experiences, use of computer technologies, and the use of calculators. ‘Non-SBI practices’: teacher lecture, individual student drill and practice worksheets, and computer drill and practice programmes, etc. <br />
<br />
overview of (SBI) student-centred methods:<br />
- using manipulatives or hands-on materials, such as styrofoam balls and toothpicks for building molecular models, dominoes, base ten blocks, tangrams, spinners, rulers, fraction bars, algebra tiles, coins, and geometric solids.<br />
- incorporating inquiry, discovery, and problem-solving approaches, such as making binoculars out of recycled materials, using scenarios from nature and everyday life events for groups of students to research and investigate using math and science concepts<br />
- applying math and science concepts to real-world contexts, such as banking, energy concerns, environmental issues, and timelines; <br />
- connecting mathematics and science preparation skills to specific careers and occupations<br />
- using calculators and technologies for capturing and analysing original data from original math and science experiments<br />
- communicating math and science concepts, through journal writing, small-group discussions, and laboratory/technical reporting of experiments and results.<br />
<br />
Results:<br />
- SBI practices that were found to be significant contributors to students’ math achievement include the use of manipulatives, self-assessment, co-operative group projects, and computer technology. <br />
- SBI practices that were found to be significant contributors to students’ science achievement include the use of inquiry, self-assessment, co-operative group projects, and computer technology. <br />
- Virtually none of the observed non-SBI practices was found to be a significant contributor to student math or science achievement by gender or ethnic groupings. <br />
<br />
Useful, because looking at effective methods is one way to know which side is right in the math war, or at least what methods we can use in our program. Our program might in a (superficial?) way fit into SBI, although that will ultimately depend on the type of exercises and methods we will include. <br />
<br />
Title: '''Didactic material confronted with the concept of mathematical literacy''' <br />
<br />
Link: https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1023%2FB%3AEDUC.0000017693.32454.01.pdf<br />
<br />
Relevance: this essay is critical of the ‘highly technocratic’ vision ‘from the top’ that aims to let experts device didactic materials to be used by teachers and students, whilst ignoring: <br />
- why is math taught and what is the role of didactic material?, <br />
- how and why do students actually use such materials?, <br />
- In which ways do didactic materials shape the teachers’ activities? <br />
- What does it mean that didactic material is never adopted but always adapted?<br />
<br />
Therefore the author claims it is more useful to focus on ‘valuable mathematical activities’ instead of ‘innovative didactic materials’. <br />
<br />
Furthermore, the author claims that “mathematical literacy” should be the leitmotiv for the teaching and learning of mathematics (up to secondary school). Mathematical literacy conceives “the relationship between mathematics, the surrounding culture, and the curriculum”. He mentions how this should influence didactic materials, and what these materials should look like. He critiques the ‘optimism’ and ‘exclusivity’ approaches of teaching math,and supports the ‘inclusivity’ approach, which presents math as ‘a method to understand the social and economic world we live in. This strategy considers mathematical activity as potentially critical, political, loaded with values, and informative’ and “The cognitive style of daily routine is of high relevance within these mathematical activities, since it is a fundamental aim of the strategy to empower common sense. It is intended to develop the attitude of daily life towards an attitude of critical consciousness.”.<br />
<br />
Useful because it really focuses on the users of didactic material (like our program!), an approach we can use to increase the value students (and teachers) find in our program. We should consider/confirm what mathematical literacy is, and whether it is the right standard to determine what is a valuable mathematical activity. The ‘inclusivity’ approach seems very interesting. However, the author seems very interesting in using math to discuss politics, if not to politicize (young) students, this seems a bad idea.<br />
<br />
Title: '''Geometrical analogies in mathematics lessons'''<br />
<br />
Link: https://academic-oup-com.dianus.libr.tue.nl/teamat/article/26/4/201/1664642<br />
<br />
Relevance: <br />
A summary of possibilities of mathematics lessons regarding the use of analogies in teaching geometry for different age groups. Useful because we might apply this in the exercises to teach users geometry. <br />
<br />
<br />
Title: ''' Open Learner Models: Research Questions''' Special Issue of the IJAIED<br />
<br />
Link: <br />
https://content-iospress-com.dianus.libr.tue.nl/download/international-journal-of-artificial-intelligence-in-education/jai17-2-01?id=international-journal-of-artificial-intelligence-in-education%2Fjai17-2-01<br />
<br />
Relevance: good summary of “learner models” and discussion of relevant aspects , very detailed, but good to use in a brainstorm for concretising the project. <br />
<br />
Title: '''Intelligent Agent-Based e-Learning System for Adaptive Learning'''<br />
<br />
Link: https://www-igi-global-com.dianus.libr.tue.nl/gateway/article/full-text-pdf/58052 <br />
<br />
Relevance:<br />
Adaptive learning approach: support learners to achieve the intended learning outcomes through a personalized way. <br />
<br />
The main idea: to personalize the learning content in a way that can cope with individual differences in aptitude. <br />
NOT: personalizing the presentation style of the learning materials<br />
<br />
model:<br />
- Aptitude-Treatment Interaction theory (ATI): there is a strong bond between the effectiveness of an instructional strategy (i.e. treatment) and the aptitude level of students <br />
-- aptitude: the capability to learn in a specific area either because of having talent or having prior knowledge in this area<br />
- Biggs’ Constructive Alignment Model: (use to operationalize ATI): an effective curriculum depends on adequately describing the educational goals desired. Biggs views curriculum as a teaching system, ultimate goal of system is to guide students towards the desired educational goals. He advocates the alignment of individual components in the system like teaching and learning activities (TLAs) and assessment tasks (ATs). It is a hierarchical framework. <br />
-- inherits the central idea of constructivism that education is a way to train students to be a self-learner<br />
> aim: improving students’ learning outcomes through enhancing their intrinsic motivation<br />
<br />
“Students with lower cognitive skill require highly structured instructional environments than students with higher cognitive skills (Snow, 1989).”<br />
<br />
Title: '''Personalized Adaptive Learner Model in E-Learning System Using FCM and Fuzzy Inference System'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs40815-017-0309-y.pdf<br />
<br />
Relevance: Some new dimensions of adaptivity are discussed here, like automatic and dynamic detection of learning styles. This is more precise and quicker than previous ones. It is a literature-based approach in which a personalized adaptive learner model (PALM) was constructed. This proposed learner model mines learner’s navigational accesses data and finds learner’s behavioural patterns which individualize each learner and provide personalization according to their learning styles in the learning process. Fuzzy cognitive maps and fuzzy inference system, soft computing techniques, were introduced to implement PALM. Result shows that personalized adaptive e-learning system is better and promising than the non-adaptive in terms of benefits to the learners and improvement in overall learning process. Thus, providing adaptivity as per learner’s needs is an important factor for enhancing the efficiency and effectiveness of the entire learning process.<br />
<br />
Title: '''Elo-based learner modeling for the adaptive practice of facts'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs11257-016-9185-7.pdf<br />
<br />
Relevance: <br />
- computerized adaptive system for practicing factual knowledge. <br />
- widely varying degrees of prior knowledge. <br />
- modular approach: 1. an estimation of prior knowledge, 2. an estimation of current knowledge, and 3. the construction of questions. <br />
- detailed discussion of learner models for both estimation steps (1 & 2),<br />
-- a novel use of the Elo rating system for learner modeling. <br />
--- results, and variations in model and effectiveness<br />
<br />
very useful, only change the topic<br />
<br />
Titel: The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects<br />
Link: https://files.eric.ed.gov/fulltext/EJ1068797.pdf<br />
Abstract:<br />
This report begins by summarizing current applications of ideas from artificial intelligence (Al) to education. It then uses that summary to project various future applications of Al--and advanced technology in general--to education, as well as highlighting problems that will confront the wide scale implementation of these technologies in the classroom.<br />
(relevance): This report gives an example of an already thought of algebra learning AI. However the program doesn’t automatically figure the level of the student. These things are called intelligence tutoring systems (or ITS). Overall very useful article.<br />
<br />
Titel: Permutations of Control: Cognitive Considerations for Agent-Based Learning Environments<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: While there has been a significant amount of research on technical issues regarding the development of agent-based learning environments (e.g., see the special issue of Journal of Interactive Learning Research, (1999, v10(3/4)), there is less information regarding cognitive foundations for these environments. The management of control is a prime issue with agent-based computer environments given the relative independence and autonomy of the agent from other system components. This paper presents four dimensions of control that should be considered in designing agent-based learning environments: Instructural purpose, Feedback, relationship, confidence in AI.<br />
(relevance): More focussed on the cognitive foundation for Artificial intelligence environment. Interesting for the Usefulness of our ideas.<br />
<br />
Titel: Introducing the Enhanced Personal Portal Model in a Synchromodal Learning Environment<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: Study that simulated a digital classroom (by placing camera’s students etcetera)<br />
(relevance): Not really relevant for us but interesting to take notice of (perhaps also making a digital environment for our idea)<br />
<br />
Titel: Intelligence Unleashed<br />
Link: https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/innovation/Intelligence-Unleashed-Publication.pdf<br />
Abstract: this short paper has two aims in mind. The first was to explain to a non-specialist, interested reader what AIEd (Artificial Intelligence in Education) is: its goals, how it is built, and how it works. The second aim was to set out the argument for what AIEd can offer learning, both now and in the future, with an eye towards improving learning and life outcomes for all. <br />
(relevance): This is a company who does research in this topic, it works together with teachers and researchers, therefore this might come as a big <br />
<br />
Titel: Web intelligence and artificial intelligence in education.<br />
Link: https://www.researchgate.net/publication/220374721_Web_Intelligence_and_Artificial_Intelligence_in_Education<br />
Abstract: This paper surveys important aspects of Web Intelligence (WI) in the context of Artificial Intelligence in Education (AIED) research. WI explores the fundamental roles as well as practical impacts of Artificial Intelligence (AI) and advanced Information Technology (IT) on the next generation of Web-related products, systems, services, and activities.<br />
(relevance): More information on Web Intelligence and how it works together with AIED, it focusses on practical inpacts and advanced information technology, especially the first part is interesting for us.<br />
<br />
<br />
<br />
Titel: 10 roles for artificial intelligence in education<br />
Link: https://www.teachthought.com/the-future-of-learning/10-roles-for-artificial-intelligence-in-education/<br />
Abstract: This article explores 10 roles for artificial intelligence in education Being:<br />
Automate, such as grading<br />
Adapt to student needs<br />
Point out improvements<br />
Ai tutors.<br />
Helpfull feedback<br />
changes how we find and interact with inforamtion.<br />
change role of teachers<br />
trial and error less intimidating<br />
change how schools find, teach and support students<br />
AI may change where students learn, who teaches them, and how they acquire basic skills.<br />
(relevance): It can show us some new thing AI helps teachers, which we haven’t thought of yet.<br />
<br />
Titel: Exploring the impact of artificial intelligence on teaching and learning in higher education<br />
Link: https://www.researchgate.net/publication/321258756_Exploring_the_impact_of_artificial_intelligence_on_teaching_and_learning_in_higher_education<br />
Abstract: This paper explores the phenomena of the emergence of the use of artificial intelligence in teaching and learning in higher education. It investigates educational implications of emerging technologies on the way students learn and how institutions teach and evolve. Recent technological advancements and the increasing speed of adopting new technologies in higher education are explored in order to predict the future nature of higher education in a world where artificial intelligence is part of the fabric of our universities.<br />
(relevance): It shows the use of Artificial intelligence already in higher education, it might give us some learingpoints while developing our own artificial intelligence.<br />
<br />
Titel: The roles of models in Artificial Intelligence and Education research: a prospective view<br />
<br />
Link: https://telearn.archives-ouvertes.fr/hal-00190395/<br />
Abstract: In this paper I speculate on the near future of research in Artificial Intelligence and Education (AIED), on the basis of three uses of models of educational processes: models as scientific tools, models as components of educational artefacts, and models as bases for design of educational artefacts. In terms of the first role, I claim that the recent shift towards studying collaborative learning situations needs to be accompanied by an evolution of the types of theories and models that are used, beyond computational models of individual cognition. In terms of the second role, I propose that in order to integrate computer-based learning systems into schools, we need to 'open up' the curriculum to educational technology, 'open up' educational technologies to actors in educational systems and 'open up' those actors to the technology (i.e. by training them). In terms of the third role, I propose that models can be bases for design of educational technologies by providing design methodologies and system components, or by constraining the range of tools that are available for learners. In conclusion I propose that a defining characteristic of AIED research is that it is, or should be, concerned with all three roles of models, to a greater or lesser extent in each case.<br />
(relevance): It can be used to explain a model in which our artificial intelligence solution wolud be beneficial to use.<br />
<br />
Titel: Evolution and Revolution in Artificial Intelligence in Education<br />
<br />
Link: https://link.springer.com/article/10.1007/s40593-016-0110-3<br />
Abstract: The field of Artificial Intelligence in Education (AIED) has undergone significant developments over the last twenty-five years. As we reflect on our past and shape our future, we ask two main questions: What are our major strengths? And, what new opportunities lay on the horizon? We analyse 47 papers from three years in the history of the Journal of AIED (1994, 2004, and 2014) to identify the foci and typical scenarios that occupy the field of AIED.<br />
(relevance): It can give us a quick and ordered view of what research has already been done in the form of AI and where there lie some possibilities for us (written in 2016)<br />
<br />
<br />
<br />
Title: '''Towards Emotionally Aware AI Smart Classroom: Current Issues and Directions for Engineering and Education'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/8253436 <br />
<br />
Abstract: Paper about a emotionally-aware AI smart classroom which can take over the role of a teacher.<br />
<br />
<br />
Title: '''AI and education: the importance of teacher and student relations'''<br />
<br />
Link: https://link.springer.com/article/10.1007/s00146-017-0693-8 <br />
<br />
Abstract: Paper about the difference in relationship between student-teacher and student-AI<br />
<br />
<br />
Title: '''Designing educational technologies in the age of AI: A learning sciences‐driven approach'''<br />
<br />
Link: https://doi.org/10.1111/bjet.12861 <br />
<br />
Abstract: How to develop an AI algorithm based on studies about how people learn.<br />
<br />
<br />
Title: '''Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review'''<br />
<br />
Link: https://journals.sagepub.com/doi/10.3102/0034654315581420 <br />
<br />
Abstract: This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems.<br />
<br />
<br />
Title: '''Artificial Intelligence as an Effective Classroom Assistant'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/7742268 <br />
<br />
Abstract: Article about blended learning, wherein the teacher can offload some work to the AI system.<br />
<br />
<br />
Title: '''Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0747563215001120 <br />
<br />
Abstract: Review on how learning styles were integrated into adaptive e-learning systems.<br />
<br />
<br />
Title: '''Learning Computer Networks Using Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ALHLCN <br />
<br />
Abstract: This paper describes an intelligent tutoring system that helps student study computer networks.<br />
<br />
<br />
Title: '''Mathematics Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ABUMIT <br />
<br />
Abstract: Intelligent tutoring system for teaching mathematics that help students understand the basics of math and that helps a lot of students of all ages to understand the <br />
topic.<br />
<br />
<br />
Title: '''TECH8 intelligent and adaptive e-learning system: Integration into Technology and Science classrooms in lower secondary schools'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0360131514002875 <br />
<br />
Abstract: The purpose of this research is to demonstrate the design and evaluation of an adaptive, intelligent and, most important, an individualised intelligent tutoring system <br />
(ITS) based on the cognitive characteristics of the individual learner.<br />
<br />
<br />
'''Other groups'''<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2016_3_Groep18: Elementary school. Made 4 small educational games for children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep14: Elementary school. Made a simple math game for young children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep8: High school. Made an adaptive gamified online learning system using Moodle. The goal of this group is similar to our goal, but they focused more on gamification and less in making the exercises personalized for each student. They used Moodle as an open source online learning system. The big advantage of Moodle is the wide range of plugins that already exist, so it was possible to build further upon those plugins. However creating quizzes and exercises especially mathematical expressions was difficult and time consuming. Many of the plugins they used had no documentation which made it hard to make changes.<br />
<br />
== Users, stakeholders and their requirements ==<br />
<br />
=== Primary users: high school mathematics students ===<br />
<br />
Our primary users will be high school mathematics students (or people who want to study this on their own). The subject of mathematics is a vital one for developing abstract thinking and applied in many ways in technical fields, and the skill of problem solving can be applied in many ways in life. At the same time mathematics is often considered difficult by students. For these reasons we think the subject of mathematics is where good value can be provided with our web-based AI-enhanced learning tool. Additionally, mathematics (like other hard sciences) allows for easier checking of answers than the type of language-based (short) essay answers that are required for social sciences. Vocabulary would be a suitable topic as well, however we are unaware of a shortage in German or French translators, whereas there is a shortage in engineering and in the skilled trades. Since highschool in the bridge between primary and college, that is where our program could be most valuable. The introductory test to assess the mathematics level can incorporate primary school topics, and we could offer such exercises to the slightly more mature student as well, whereas primary school children are less self-directed. <br />
<br />
By estimating the current level of understanding and the learning style (speed, etc.) of the individual student, we can offer a tailored learning experience that will help the student get quick feedback (and hopefully more positive results), which will help with building confidence in tackling (new) mathematics problems and might even make the subject more enjoyable. <br />
Using students to beta-test our program will be a useful way to interact with these users, since they might be less able to communicate exactly what it that is lacking in their mathematics course. The proof of the pudding is in the eating, measuring success and especially engagement over time will show how well our program works. Once the students have an actual product to work with they might give valuable feedback on why they kept using it, or why they stopped using it. Of course here we need to take into account that some students might have learning difficulties that need more direct coaching or are just plainly uninterested in improving their lack of mathematical skill. Our program might help some of these kinds of students, but assuming it will be the mathematics panacea is unwise. We aim to get a prototype early b-test with students done at the end of the project. <br />
<br />
- HAVO/VWO!<br />
<br />
=== Primary users: high school mathematics teachers ===<br />
<br />
Other primary users will be high school mathematics teachers. Students can of course start using the web-program on their own, but if high school teachers find it valuable enough to recommend it to students, that could be a good sign. Of course we will have to consider their biases in didactics and their general mindset in terms of improving education (for some it might be lacking). Nevertheless, their impact can be useful, by for instance finding out what in their experience are the main difficulties students have, and trying to adapt for those thing in our program (content-wise, but also in terms of engagement). We will form a focus group of a few of these teachers to make qualitatitve study on the difficulties of teaching mathematics. Their input will be used to determine the direction and attributes of our prototype. Later on we might get them to evaluate it (in combination with a beta-test on students?). <br />
<br />
=== Secundairy users: Headmasters ===<br />
<br />
Headmasters are stakeholders, since they have a say in the way mathematics is taught in their school. Financial cost will be always be in the back of their minds, and as such they will critically assess the performance, robustness and scalability of the program. But, they are clearly concerned about the rates at which students progress through key-courses like mathematics (in the Netherlands it has certain higher requirements than some other courses in terms of passing classes and graduating). If our program can help with that, this is an opportunity. Maybe, our program’s introductory test can be used as the intro-test for new students, and the program can help bridging the gap (the school may decide to used other ways to help these students as well). Depending on the school the headmasters may also have didactical views that are key to the identity of the school that may or may not match with what we decide to use in our program. Given the diversity in education-land, this simply means there will always be some less enthusiastic headmasters with respect to adopting our program. It could be tempting to go with the majority, but we have to independently assess whether the majority is correct, maybe the majority view is related to the problems in teaching mathematics. <br />
<br />
=== Tertiary users / stakeholders ===<br />
<br />
==== Ministry of Education ====<br />
<br />
At a more distant level the ministry of education has similar concerns as the headmasters in terms of money spend and passing rates, but they also bound to more ideological/didactic points of view that are determined by the parliament and the current minister, tough on the other hand the bureaucracy itself might also have a mainstream point of view that is somewhat different. These views will somewhat affect the chances of our program ultimately getting adopted in individual school, if for instance certain funding is allocated to, or withdrawn from, computer-based mathemathics/learning aids – with certain requirements, etc. However, the ministry does not determine for the school what teaching aids they must use in particular. <br />
<br />
==== (Technical) Universities / STEM departments ====<br />
<br />
Technical universities and STEM departments at others have two stakes, one is a higher level of mathematics ability of incoming students, since it is the basis on which many majors (if not all) depend. This could save money in terms of additional efforts, and can bring in more money (if students progress/graduate quicker). Secondly, the more engaging mathematics program we aim to develop might induce more student to choose to go to a technical university or a STEM major instead of a alpha or gamma major. <br />
<br />
==== (Tech) companies ====<br />
<br />
Given the lack of workers in the skilled trades and in engineering, technical companies have a clear stake in students being better in (applied) mathematical problems solving. And such skills can in fact be useful in many jobs, so companies in general might benefit, although it might sound less interesting than clean-desk or scrum or feng shui.<br />
<br />
== Approach/milestones/deliverables ==<br />
Our approach will look the following. We will start with some up front research, we will make some sort about “didactiek” and how to apply this in our webpage we want to create.<br />
While doing research about these topics we will start working on our webpage. We are planning to build some sort of web page or program. This artifact will have some sort of artificial intelligence which keeps track of the level of skill of the student and gives exercises matching the skill level of the student.<br />
After being done with the research about “didactiek”. We will lay the proposal of our artifact in front of several high school teachers. We want to have their input, as the artifact is build for there purpose. We then apply the given advise in our artifact.<br />
Lastly we plan to test our improved application for use, we will go to the same (or other) high school teachers and ask if we can test them in their classes. We then come up with a conclusion and finish the research.<br />
<br />
Our milestones will be the finish of our research, the alpha version of our application, then the comments of the teachers, then the beta version of our application. The findings of the test subject and finally the final version.<br />
<br />
Our deliverables will be a research about the current AI in education, the findings we got from talking to teachers, the test results found when testing on students and finally our artifact.<br />
<br />
== Concept ==<br />
<br />
=== Didactics of mathematics === <br />
<br />
==== Qualitative study: focus group ====<br />
<br />
In order to understand the problems with teaching highschool math, a focus study will be held with a few teachers. This qualitative approach will give us valuable in-depth knowlegde on the praxis of the didactics of mathematics. In this short time period it is more useful than a small questionnaire with generally even fewer responses. In a focus group the partipants can all add to the discussion, react to each other, and the interviewer can ask more suitable follow-up questions. <br />
<br />
===== The invitation mail =====<br />
On thursday the 12th the following mail was send to 17 secondary HAVO/VWO schools in Eindhoven and area.<br />
<br />
"Uitnodiging focusgroep voor wiskunde software<br />
<br />
Wij zijn een groepje van drie derdejaars bachelor-studenten op de Technische Universiteit van Eindhoven die graag in contact zouden komen met HAVO/VWO wiskunde leraren voor het ontwikkelen van een online wiskunde hulpmiddel. Wij zijn bezig met een project van twee maanden, waarbij de wensen van gebruikers van technologie centraal staan.<br />
<br />
<br />
Door middel van een groepsgesprek van ongeveer een uur met enkele wiskundedocenten willen wij bespreken welke problemen zij ervaren in de les en op welke manier individu-gerichte software hen daarbij zou kunnen helpen. Voor dit gesprek komen wij graag naar uw school. <br />
<br />
<br />
Met de hulp van deze focusgroep zal het doel van ons prototype worden bepaald. In overleg met de school zouden wij dit prototype enkele weken later (kort) willen laten testen door leerlingen. <br />
<br />
Graag horen wij of een of meerdere wiskunde docenten op uw school interesse hebben in dit gesprek! <br />
<br />
<br />
Met vriendelijke groet,<br />
<br />
Peter Visser,<br />
mede namens Tom Verberk en Ruben Haakman"<br />
<br />
===== Responses =====<br />
<br />
===== Preparation =====<br />
- qualitative study<br />
- study didactics<br />
- reality of the classroom, etc.<br />
<br />
===== Results =====<br />
<br />
===== Discussion and implementation =====<br />
<br />
=== Hierarchy of mathematics modules ===<br />
<br />
In the figure below is a sketch of what the structure of the program can look like. The modules might be related more complexely, this we need to assess. Modules can have sub-modules. The number of exercises is one key aspect in attuning to the individual learner. <br />
<br />
[[File:Hierarchy_AI_learning.png]]<br />
<br />
=== Database ===<br />
<br />
=== Web server and web page === <br />
<br />
This is up and running, users have a log-in to access their account. (more info to follow)<br />
<br />
=== Learner models ===<br />
<br />
niveau (algemeen, en verschillende delen?), leer-tempo, ‘geheugen’ (percentage goed over ‘oudere’ stof ?), leerstijl?<br />
<br />
== Conclusion ==<br />
<br />
== References ==<br />
<br />
== Peer Evaluations ==</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=PRE2019_1_Group3&diff=80805PRE2019 1 Group32019-09-12T13:19:59Z<p>S153905: /* State of the art */</p>
<hr />
<div>'''Artificial intelligence in Education'''<br />
<br />
<br />
== Group Members ==<br />
{| class="wikitable" style="border-style: solid; border-width: 1px;" cellpadding="3"<br />
!style="text-align:left;"| Name<br />
!style="text-align:left"| Study<br />
!style="text-align:left;"| Student ID<br />
|- <br />
| Ruben Haakman || Electrical Engineering || 0993994<br />
|-<br />
| Tom Verberk || Software Science || 1016472<br />
|-<br />
| Peter Visser || Applied Physics || 0877628 <br />
|-<br />
|}<br />
<br />
== Planning ==<br />
Every week we will have 2 meetings, in between the meetings we will work on individual tasks, results of the individual tasks will be examined in the meetings, the tasks dicussed are the time when the tasks has to be done.<br />
<br />
{| class="wikitable" border=1 style="border-collapse: collapse;"<br />
| '''Week''' || '''Monday (morning)''' || '''Thursday (afternoon)'''<br />
|- <br />
!style="text-align:center;"| '''1'''<br />
| ALL : choose topic <br />
| ALL : <br>literary research <br>problem definition <br>make the planning <br>define structure of the report <br />
|-<br />
!style="text-align:center;"| '''2'''<br />
| Ruben : introduction/problem statement <br>All : wiki page <br>All : state of the art <br>Peter : users/stakeholders <br> Tom: Approach, milestones and deliverables, Who’s doing what<br />
|-<br />
| <br />
|}<br />
<br />
== Who is doing what ==<br />
<br />
Research about “didactiek” ~ Ruben, Peter <br><br />
Build application ~ Tom <br><br />
Build database. ~ Tom <br><br />
Ask high school teachers stuff ~ Ruben, Peter <br><br />
Test application. ~ All <br><br />
<br />
== Introduction ==<br />
<br />
There has been a big increase of technology in education; smart boards, laptops, tablets and online learning systems are now commonly used in classrooms. Artificial intelligence (AI) is however still new and little used. AI can generate exercises based on individual student’s particular needs to give each student personalized questions. This can help students learn faster and keep them motivated. It also reduces the workload for teachers.<br />
<br />
== Problem Statement ==<br />
<br />
<br />
Currently a teacher makes a set of exercises which is the same for all students. In this way the level of the student is not taken into account resulting in questions which are too simple or too difficult. Using AI it is possible to give a student a personal learning program and give exercises that match the level of the student.<br />
<br />
<br />
== State of the art ==<br />
<br />
Title: '''Math Aversion (State of the Art)''' <br />
<br />
Link: https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/6210554 <br />
<br />
Relevance: incorporate conceptual thinking and illustrations to make students understand mathematical ideas<br />
<br />
Title: '''The Math Wars'''<br />
<br />
Link: https://journals-sagepub-com.dianus.libr.tue.nl/doi/pdf/10.1177/0895904803260042<br />
<br />
Relevance: The article provides an overview of the didactic discussion on math in the past century, as well as the latest controversy, the math war (maybe part of a larger culture war?). It boils down to a fervent discussion between ‘traditionalists’ and ‘modernists’, and their attempts to influence governmental educational policies on math (such as ‘the Standards’ and ‘the Framework’). The text is focussed on the US, but this is likely a trend in the West in general. It is useful to have some knowledge about these philosophical-didactic discussions, although in our limited time we should focus on how to implement the suggested methods of the two groups, not so much on the arguments.<br />
<br />
Title: '''Mathematics is about the world''' - R.E. Knapp<br />
<br />
Link: (book)<br />
<br />
Relevance: A book about the role of mathematics in our lives, and therefore useful for thinking about how to teach the subject. The book claims that mathematics is abstract, but nevertheless is about the world around us, which we try to understand. That discovering quantitative relationships suits our needs for indirect measurement(s), such as the ‘tool’ of establishing geometric relationships. Trying to concretize the notion - that math is a powerful tool for humans - in our program will help to motivate students to engage with the topic, and help them understand new ‘tools’. <br />
<br />
Title: '''Preparation, practice, and performance''': An empirical examination of the impact of Standards-based Instruction on secondary students’ math and science achievement<br />
<br />
Link: https://journals.sagepub.com/doi/pdf/10.7227/RIE.81.5<br />
<br />
Relevance: One set of studies on the impact of ‘SBI’ (standards-based instruction) methods, such as: student self-assessment, inquiry-based activities, group-based projects, hands-on experiences, use of computer technologies, and the use of calculators. ‘Non-SBI practices’: teacher lecture, individual student drill and practice worksheets, and computer drill and practice programmes, etc. <br />
<br />
overview of (SBI) student-centred methods:<br />
- using manipulatives or hands-on materials, such as styrofoam balls and toothpicks for building molecular models, dominoes, base ten blocks, tangrams, spinners, rulers, fraction bars, algebra tiles, coins, and geometric solids.<br />
- incorporating inquiry, discovery, and problem-solving approaches, such as making binoculars out of recycled materials, using scenarios from nature and everyday life events for groups of students to research and investigate using math and science concepts<br />
- applying math and science concepts to real-world contexts, such as banking, energy concerns, environmental issues, and timelines; <br />
- connecting mathematics and science preparation skills to specific careers and occupations<br />
- using calculators and technologies for capturing and analysing original data from original math and science experiments<br />
- communicating math and science concepts, through journal writing, small-group discussions, and laboratory/technical reporting of experiments and results.<br />
<br />
Results:<br />
- SBI practices that were found to be significant contributors to students’ math achievement include the use of manipulatives, self-assessment, co-operative group projects, and computer technology. <br />
- SBI practices that were found to be significant contributors to students’ science achievement include the use of inquiry, self-assessment, co-operative group projects, and computer technology. <br />
- Virtually none of the observed non-SBI practices was found to be a significant contributor to student math or science achievement by gender or ethnic groupings. <br />
<br />
Useful, because looking at effective methods is one way to know which side is right in the math war, or at least what methods we can use in our program. Our program might in a (superficial?) way fit into SBI, although that will ultimately depend on the type of exercises and methods we will include. <br />
<br />
Title: '''Didactic material confronted with the concept of mathematical literacy''' <br />
<br />
Link: https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1023%2FB%3AEDUC.0000017693.32454.01.pdf<br />
<br />
Relevance: this essay is critical of the ‘highly technocratic’ vision ‘from the top’ that aims to let experts device didactic materials to be used by teachers and students, whilst ignoring: <br />
- why is math taught and what is the role of didactic material?, <br />
- how and why do students actually use such materials?, <br />
- In which ways do didactic materials shape the teachers’ activities? <br />
- What does it mean that didactic material is never adopted but always adapted?<br />
<br />
Therefore the author claims it is more useful to focus on ‘valuable mathematical activities’ instead of ‘innovative didactic materials’. <br />
<br />
Furthermore, the author claims that “mathematical literacy” should be the leitmotiv for the teaching and learning of mathematics (up to secondary school). Mathematical literacy conceives “the relationship between mathematics, the surrounding culture, and the curriculum”. He mentions how this should influence didactic materials, and what these materials should look like. He critiques the ‘optimism’ and ‘exclusivity’ approaches of teaching math,and supports the ‘inclusivity’ approach, which presents math as ‘a method to understand the social and economic world we live in. This strategy considers mathematical activity as potentially critical, political, loaded with values, and informative’ and “The cognitive style of daily routine is of high relevance within these mathematical activities, since it is a fundamental aim of the strategy to empower common sense. It is intended to develop the attitude of daily life towards an attitude of critical consciousness.”.<br />
<br />
Useful because it really focuses on the users of didactic material (like our program!), an approach we can use to increase the value students (and teachers) find in our program. We should consider/confirm what mathematical literacy is, and whether it is the right standard to determine what is a valuable mathematical activity. The ‘inclusivity’ approach seems very interesting. However, the author seems very interesting in using math to discuss politics, if not to politicize (young) students, this seems a bad idea.<br />
<br />
Title: '''Geometrical analogies in mathematics lessons'''<br />
<br />
Link: https://academic-oup-com.dianus.libr.tue.nl/teamat/article/26/4/201/1664642<br />
<br />
Relevance: <br />
A summary of possibilities of mathematics lessons regarding the use of analogies in teaching geometry for different age groups. Useful because we might apply this in the exercises to teach users geometry. <br />
<br />
<br />
Title: ''' Open Learner Models: Research Questions''' Special Issue of the IJAIED<br />
<br />
Link: <br />
https://content-iospress-com.dianus.libr.tue.nl/download/international-journal-of-artificial-intelligence-in-education/jai17-2-01?id=international-journal-of-artificial-intelligence-in-education%2Fjai17-2-01<br />
<br />
Relevance: good summary of “learner models” and discussion of relevant aspects , very detailed, but good to use in a brainstorm for concretising the project. <br />
<br />
Title: '''Intelligent Agent-Based e-Learning System for Adaptive Learning'''<br />
<br />
Link: https://www-igi-global-com.dianus.libr.tue.nl/gateway/article/full-text-pdf/58052 <br />
<br />
Relevance:<br />
Adaptive learning approach: support learners to achieve the intended learning outcomes through a personalized way. <br />
<br />
The main idea: to personalize the learning content in a way that can cope with individual differences in aptitude. <br />
NOT: personalizing the presentation style of the learning materials<br />
<br />
model:<br />
- Aptitude-Treatment Interaction theory (ATI): there is a strong bond between the effectiveness of an instructional strategy (i.e. treatment) and the aptitude level of students <br />
-- aptitude: the capability to learn in a specific area either because of having talent or having prior knowledge in this area<br />
- Biggs’ Constructive Alignment Model: (use to operationalize ATI): an effective curriculum depends on adequately describing the educational goals desired. Biggs views curriculum as a teaching system, ultimate goal of system is to guide students towards the desired educational goals. He advocates the alignment of individual components in the system like teaching and learning activities (TLAs) and assessment tasks (ATs). It is a hierarchical framework. <br />
-- inherits the central idea of constructivism that education is a way to train students to be a self-learner<br />
> aim: improving students’ learning outcomes through enhancing their intrinsic motivation<br />
<br />
“Students with lower cognitive skill require highly structured instructional environments than students with higher cognitive skills (Snow, 1989).”<br />
<br />
Title: '''Personalized Adaptive Learner Model in E-Learning System Using FCM and Fuzzy Inference System'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs40815-017-0309-y.pdf<br />
<br />
Relevance: Some new dimensions of adaptivity are discussed here, like automatic and dynamic detection of learning styles. This is more precise and quicker than previous ones. It is a literature-based approach in which a personalized adaptive learner model (PALM) was constructed. This proposed learner model mines learner’s navigational accesses data and finds learner’s behavioural patterns which individualize each learner and provide personalization according to their learning styles in the learning process. Fuzzy cognitive maps and fuzzy inference system, soft computing techniques, were introduced to implement PALM. Result shows that personalized adaptive e-learning system is better and promising than the non-adaptive in terms of benefits to the learners and improvement in overall learning process. Thus, providing adaptivity as per learner’s needs is an important factor for enhancing the efficiency and effectiveness of the entire learning process.<br />
<br />
Title: '''Elo-based learner modeling for the adaptive practice of facts'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs11257-016-9185-7.pdf<br />
<br />
Relevance: <br />
- computerized adaptive system for practicing factual knowledge. <br />
- widely varying degrees of prior knowledge. <br />
- modular approach: 1. an estimation of prior knowledge, 2. an estimation of current knowledge, and 3. the construction of questions. <br />
- detailed discussion of learner models for both estimation steps (1 & 2),<br />
-- a novel use of the Elo rating system for learner modeling. <br />
--- results, and variations in model and effectiveness<br />
<br />
very useful, only change the topic<br />
<br />
Titel: The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects<br />
Link: https://files.eric.ed.gov/fulltext/EJ1068797.pdf<br />
Abstract:<br />
This report begins by summarizing current applications of ideas from artificial intelligence (Al) to education. It then uses that summary to project various future applications of Al--and advanced technology in general--to education, as well as highlighting problems that will confront the wide scale implementation of these technologies in the classroom.<br />
(relevance): This report gives an example of an already thought of algebra learning AI. However the program doesn’t automatically figure the level of the student. These things are called intelligence tutoring systems (or ITS). Overall very useful article.<br />
<br />
Titel: Permutations of Control: Cognitive Considerations for Agent-Based Learning Environments<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: While there has been a significant amount of research on technical issues regarding the development of agent-based learning environments (e.g., see the special issue of Journal of Interactive Learning Research, (1999, v10(3/4)), there is less information regarding cognitive foundations for these environments. The management of control is a prime issue with agent-based computer environments given the relative independence and autonomy of the agent from other system components. This paper presents four dimensions of control that should be considered in designing agent-based learning environments: Instructural purpose, Feedback, relationship, confidence in AI.<br />
(relevance): More focussed on the cognitive foundation for Artificial intelligence environment. Interesting for the Usefulness of our ideas.<br />
<br />
Titel: Introducing the Enhanced Personal Portal Model in a Synchromodal Learning Environment<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: Study that simulated a digital classroom (by placing camera’s students etcetera)<br />
(relevance): Not really relevant for us but interesting to take notice of (perhaps also making a digital environment for our idea)<br />
<br />
Titel: Intelligence Unleashed<br />
Link: https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/innovation/Intelligence-Unleashed-Publication.pdf<br />
Abstract: this short paper has two aims in mind. The first was to explain to a non-specialist, interested reader what AIEd (Artificial Intelligence in Education) is: its goals, how it is built, and how it works. The second aim was to set out the argument for what AIEd can offer learning, both now and in the future, with an eye towards improving learning and life outcomes for all. <br />
(relevance): This is a company who does research in this topic, it works together with teachers and researchers, therefore this might come as a big <br />
<br />
Titel: Web intelligence and artificial intelligence in education.<br />
Link: https://www.researchgate.net/publication/220374721_Web_Intelligence_and_Artificial_Intelligence_in_Education<br />
Abstract: This paper surveys important aspects of Web Intelligence (WI) in the context of Artificial Intelligence in Education (AIED) research. WI explores the fundamental roles as well as practical impacts of Artificial Intelligence (AI) and advanced Information Technology (IT) on the next generation of Web-related products, systems, services, and activities.<br />
(relevance): More information on Web Intelligence and how it works together with AIED, it focusses on practical inpacts and advanced information technology, especially the first part is interesting for us.<br />
<br />
<br />
<br />
Titel: 10 roles for artificial intelligence in education<br />
Link: https://www.teachthought.com/the-future-of-learning/10-roles-for-artificial-intelligence-in-education/<br />
Abstract: This article explores 10 roles for artificial intelligence in education Being:<br />
Automate, such as grading<br />
Adapt to student needs<br />
Point out improvements<br />
Ai tutors.<br />
Helpfull feedback<br />
changes how we find and interact with inforamtion.<br />
change role of teachers<br />
trial and error less intimidating<br />
change how schools find, teach and support students<br />
AI may change where students learn, who teaches them, and how they acquire basic skills.<br />
(relevance): It can show us some new thing AI helps teachers, which we haven’t thought of yet.<br />
<br />
Titel: Exploring the impact of artificial intelligence on teaching and learning in higher education<br />
Link: https://www.researchgate.net/publication/321258756_Exploring_the_impact_of_artificial_intelligence_on_teaching_and_learning_in_higher_education<br />
Abstract: This paper explores the phenomena of the emergence of the use of artificial intelligence in teaching and learning in higher education. It investigates educational implications of emerging technologies on the way students learn and how institutions teach and evolve. Recent technological advancements and the increasing speed of adopting new technologies in higher education are explored in order to predict the future nature of higher education in a world where artificial intelligence is part of the fabric of our universities.<br />
(relevance): It shows the use of Artificial intelligence already in higher education, it might give us some learingpoints while developing our own artificial intelligence.<br />
<br />
Titel: The roles of models in Artificial Intelligence and Education research: a prospective view<br />
<br />
Link: https://telearn.archives-ouvertes.fr/hal-00190395/<br />
Abstract: In this paper I speculate on the near future of research in Artificial Intelligence and Education (AIED), on the basis of three uses of models of educational processes: models as scientific tools, models as components of educational artefacts, and models as bases for design of educational artefacts. In terms of the first role, I claim that the recent shift towards studying collaborative learning situations needs to be accompanied by an evolution of the types of theories and models that are used, beyond computational models of individual cognition. In terms of the second role, I propose that in order to integrate computer-based learning systems into schools, we need to 'open up' the curriculum to educational technology, 'open up' educational technologies to actors in educational systems and 'open up' those actors to the technology (i.e. by training them). In terms of the third role, I propose that models can be bases for design of educational technologies by providing design methodologies and system components, or by constraining the range of tools that are available for learners. In conclusion I propose that a defining characteristic of AIED research is that it is, or should be, concerned with all three roles of models, to a greater or lesser extent in each case.<br />
(relevance): It can be used to explain a model in which our artificial intelligence solution wolud be beneficial to use.<br />
<br />
Titel: Evolution and Revolution in Artificial Intelligence in Education<br />
<br />
Link: https://link.springer.com/article/10.1007/s40593-016-0110-3<br />
Abstract: The field of Artificial Intelligence in Education (AIED) has undergone significant developments over the last twenty-five years. As we reflect on our past and shape our future, we ask two main questions: What are our major strengths? And, what new opportunities lay on the horizon? We analyse 47 papers from three years in the history of the Journal of AIED (1994, 2004, and 2014) to identify the foci and typical scenarios that occupy the field of AIED.<br />
(relevance): It can give us a quick and ordered view of what research has already been done in the form of AI and where there lie some possibilities for us (written in 2016)<br />
<br />
<br />
<br />
Title: '''Towards Emotionally Aware AI Smart Classroom: Current Issues and Directions for Engineering and Education'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/8253436 <br />
<br />
Abstract: Paper about a emotionally-aware AI smart classroom which can take over the role of a teacher.<br />
<br />
<br />
Title: '''AI and education: the importance of teacher and student relations'''<br />
<br />
Link: https://link.springer.com/article/10.1007/s00146-017-0693-8 <br />
<br />
Abstract: Paper about the difference in relationship between student-teacher and student-AI<br />
<br />
<br />
Title: '''Designing educational technologies in the age of AI: A learning sciences‐driven approach'''<br />
<br />
Link: https://doi.org/10.1111/bjet.12861 <br />
<br />
Abstract: How to develop an AI algorithm based on studies about how people learn.<br />
<br />
<br />
Title: '''Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review'''<br />
<br />
Link: https://journals.sagepub.com/doi/10.3102/0034654315581420 <br />
<br />
Abstract: This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems.<br />
<br />
<br />
Title: '''Artificial Intelligence as an Effective Classroom Assistant'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/7742268 <br />
<br />
Abstract: Article about blended learning, wherein the teacher can offload some work to the AI system.<br />
<br />
<br />
Title: '''Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0747563215001120 <br />
<br />
Abstract: Review on how learning styles were integrated into adaptive e-learning systems.<br />
<br />
<br />
Title: '''Learning Computer Networks Using Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ALHLCN <br />
<br />
Abstract: This paper describes an intelligent tutoring system that helps student study computer networks.<br />
<br />
<br />
Title: '''Mathematics Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ABUMIT <br />
<br />
Abstract: Intelligent tutoring system for teaching mathematics that help students understand the basics of math and that helps a lot of students of all ages to understand the <br />
topic.<br />
<br />
<br />
Title: '''TECH8 intelligent and adaptive e-learning system: Integration into Technology and Science classrooms in lower secondary schools'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0360131514002875 <br />
<br />
Abstract: The purpose of this research is to demonstrate the design and evaluation of an adaptive, intelligent and, most important, an individualised intelligent tutoring system <br />
(ITS) based on the cognitive characteristics of the individual learner.<br />
<br />
<br />
'''Other groups'''<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep8: High school. Made an adaptive gamified online learning system using Moodle.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2016_3_Groep18: Elementary school. Made 4 small educational games for children.<br />
<br />
http://cstwiki.wtb.tue.nl/index.php?title=PRE2017_3_Groep14: Elementary school. Made a simple math game for young children.<br />
<br />
== Users, stakeholders and their requirements ==<br />
<br />
=== Primary users: high school mathematics students ===<br />
<br />
Our primary users will be high school mathematics students (or people who want to study this on their own). The subject of mathematics is a vital one for developing abstract thinking and applied in many ways in technical fields, and the skill of problem solving can be applied in many ways in life. At the same time mathematics is often considered difficult by students. For these reasons we think the subject of mathematics is where good value can be provided with our web-based AI-enhanced learning tool. Additionally, mathematics (like other hard sciences) allows for easier checking of answers than the type of language-based (short) essay answers that are required for social sciences. Vocabulary would be a suitable topic as well, however we are unaware of a shortage in German or French translators, whereas there is a shortage in engineering and in the skilled trades. Since highschool in the bridge between primary and college, that is where our program could be most valuable. The introductory test to assess the mathematics level can incorporate primary school topics, and we could offer such exercises to the slightly more mature student as well, whereas primary school children are less self-directed. <br />
<br />
By estimating the current level of understanding and the learning style (speed, etc.) of the individual student, we can offer a tailored learning experience that will help the student get quick feedback (and hopefully more positive results), which will help with building confidence in tackling (new) mathematics problems and might even make the subject more enjoyable. <br />
Using students to beta-test our program will be a useful way to interact with these users, since they might be less able to communicate exactly what it that is lacking in their mathematics course. The proof of the pudding is in the eating, measuring success and especially engagement over time will show how well our program works. Once the students have an actual product to work with they might give valuable feedback on why they kept using it, or why they stopped using it. Of course here we need to take into account that some students might have learning difficulties that need more direct coaching or are just plainly uninterested in improving their lack of mathematical skill. Our program might help some of these kinds of students, but assuming it will be the mathematics panacea is unwise. <br />
<br />
=== Secondary users: high school mathematics teachers ===<br />
<br />
Our secondary users will be high school mathematics teachers. Students can of course start using the web-program on their own, but if high school teachers find it valuable enough to recommend it to students, that could be a good sign. Of course we will have to consider their biases in didactics and their general mindset in terms of improving education (for some it might be lacking). Nevertheless, their impact can be useful, by for instance finding out what in their experience are the main difficulties students have, and trying to adapt for those thing in our program (content-wise, but also in terms of engagement). <br />
<br />
=== Tertiary users / stakeholders ===<br />
<br />
==== Headmasters ====<br />
<br />
Headmasters are stakeholders, since they have a say in the way mathematics is taught in their school. Financial cost will be always be in the back of their minds, and as such they will critically assess the performance, robustness and scalability of the program. But, they are clearly concerned about the rates at which students progress through key-courses like mathematics (in the Netherlands it has certain higher requirements than some other courses in terms of passing classes and graduating). If our program can help with that, this is an opportunity. Maybe, our program’s introductory test can be used as the intro-test for new students, and the program can help bridging the gap (the school may decide to used other ways to help these students as well). Depending on the school the headmasters may also have didactical views that are key to the identity of the school that may or may not match with what we decide to use in our program. Given the diversity in education-land, this simply means there will always be some less enthusiastic headmasters with respect to adopting our program. It could be tempting to go with the majority, but we have to independently assess whether the majority is correct, maybe the majority view is related to the problems in teaching mathematics. <br />
<br />
==== Ministry of Education ====<br />
<br />
At a more distant level the ministry of education has similar concerns as the headmasters in terms of money spend and passing rates, but they also bound to more ideological/didactic points of view that are determined by the parliament and the current minister, tough on the other hand the bureaucracy itself might also have a mainstream point of view that is somewhat different. These views will somewhat affect the chances of our program ultimately getting adopted in individual school, if for instance certain funding is allocated to, or withdrawn from, computer-based mathemathics/learning aids – with certain requirements, etc. However, the ministry does not determine for the school what teaching aids they must use in particular. <br />
<br />
==== (Technical) Universities / STEM departments ====<br />
<br />
Technical universities and STEM departments at others have two stakes, one is a higher level of mathematics ability of incoming students, since it is the basis on which many majors (if not all) depend. This could save money in terms of additional efforts, and can bring in more money (if students progress/graduate quicker). Secondly, the more engaging mathematics program we aim to develop might induce more student to choose to go to a technical university or a STEM major instead of a alpha or gamma major. <br />
<br />
==== (Tech) companies ====<br />
<br />
Given the lack of workers in the skilled trades and in engineering, technical companies have a clear stake in students being better in (applied) mathematical problems solving. And such skills can in fact be useful in many jobs, so companies in general might benefit, although it might sound less interesting than clean-desk or scrum or feng shui.<br />
<br />
== Approach/milestones/deliverables ==<br />
Our approach will look the following. We will start with some up front research, we will make some sort about “didactiek” and how to apply this in our webpage we want to create.<br />
While doing research about these topics we will start working on our webpage. We are planning to build some sort of web page or program. This artifact will have some sort of artificial intelligence which keeps track of the level of skill of the student and gives exercises matching the skill level of the student.<br />
After being done with the research about “didactiek”. We will lay the proposal of our artifact in front of several high school teachers. We want to have their input, as the artifact is build for there purpose. We then apply the given advise in our artifact.<br />
Lastly we plan to test our improved application for use, we will go to the same (or other) high school teachers and ask if we can test them in their classes. We then come up with a conclusion and finish the research.<br />
<br />
Our milestones will be the finish of our research, the alpha version of our application, then the comments of the teachers, then the beta version of our application. The findings of the test subject and finally the final version.<br />
<br />
Our deliverables will be a research about the current AI in education, the findings we got from talking to teachers, the test results found when testing on students and finally our artifact.<br />
<br />
== Concept ==<br />
<br />
=== Didactics of mathematics === <br />
<br />
=== Hierarchy of mathematics modules ===<br />
<br />
In the figure below is a sketch of what the structure of the program can look like. The modules might be related more complexely, this we need to assess. Modules can have sub-modules. The number of exercises is one key aspect in attuning to the individual learner. <br />
<br />
[[File:Hierarchy_AI_learning.png]]<br />
<br />
=== Web server and web page === <br />
<br />
This is up and running, users have a log-in to access their account. (more info to follow)<br />
<br />
=== Rational agent models ===<br />
<br />
== Conclusion ==<br />
<br />
== References ==<br />
<br />
== Peer Evaluations ==</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=PRE2019_1_Group3&diff=80794PRE2019 1 Group32019-09-11T19:57:35Z<p>S153905: /* State of the art */</p>
<hr />
<div>'''Artificial intelligence in Education'''<br />
<br />
<br />
== Group Members ==<br />
{| class="wikitable" style="border-style: solid; border-width: 1px;" cellpadding="3"<br />
!style="text-align:left;"| Name<br />
!style="text-align:left"| Study<br />
!style="text-align:left;"| Student ID<br />
|- <br />
| Ruben Haakman || Electrical Engineering || 0993994<br />
|-<br />
| Tom Verberk || Software Science || 1016472<br />
|-<br />
| Peter Visser || Applied Physics || 0877628 <br />
|-<br />
|}<br />
<br />
== Planning ==<br />
Every week we will have 2 meetings, in between the meetings we will work on individual tasks, results of the individual tasks will be examined in the meetings, the tasks dicussed are the time when the tasks has to be done.<br />
<br />
{| class="wikitable" border=1 style="border-collapse: collapse;"<br />
| '''Week''' || '''Monday (morning)''' || '''Thursday (afternoon)'''<br />
|- <br />
!style="text-align:center;"| '''1'''<br />
| ALL : choose topic <br />
| ALL : <br>literary research <br>problem definition <br>make the planning <br>define structure of the report <br />
|-<br />
!style="text-align:center;"| '''2'''<br />
| Ruben : introduction/problem statement <br>All : wiki page <br>All : state of the art <br>Peter : users/stakeholders <br> Tom: Approach, milestones and deliverables, Who’s doing what<br />
|-<br />
| <br />
|}<br />
<br />
== Who is doing what ==<br />
<br />
Research about “didactiek” ~ Ruben, Peter <br><br />
Build application ~ Tom <br><br />
Build database. ~ Tom <br><br />
Ask high school teachers stuff ~ Ruben, Peter <br><br />
Test application. ~ All <br><br />
<br />
== Introduction ==<br />
<br />
There has been a big increase of technology in education; smart boards, laptops, tablets and online learning systems are now commonly used in classrooms. Artificial intelligence (AI) is however still new and little used. AI can generate exercises based on individual student’s particular needs to give each student personalized questions. This can help students learn faster and keep them motivated. It also reduces the workload for teachers.<br />
<br />
== Problem Statement ==<br />
<br />
<br />
Currently a teacher makes a set of exercises which is the same for all students. In this way the level of the student is not taken into account resulting in questions which are too simple or too difficult. Using AI it is possible to give a student a personal learning program and give exercises that match the level of the student.<br />
<br />
<br />
== State of the art ==<br />
<br />
Title: '''Math Aversion (State of the Art)''' <br />
<br />
Link: https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/6210554 <br />
<br />
Relevance: incorporate conceptual thinking and illustrations to make students understand mathematical ideas<br />
<br />
Title: '''The Math Wars'''<br />
<br />
Link: https://journals-sagepub-com.dianus.libr.tue.nl/doi/pdf/10.1177/0895904803260042<br />
<br />
Relevance: The article provides an overview of the didactic discussion on math in the past century, as well as the latest controversy, the math war (maybe part of a larger culture war?). It boils down to a fervent discussion between ‘traditionalists’ and ‘modernists’, and their attempts to influence governmental educational policies on math (such as ‘the Standards’ and ‘the Framework’). The text is focussed on the US, but this is likely a trend in the West in general. It is useful to have some knowledge about these philosophical-didactic discussions, although in our limited time we should focus on how to implement the suggested methods of the two groups, not so much on the arguments.<br />
<br />
Title: '''Mathematics is about the world''' - R.E. Knapp<br />
<br />
Link: (book)<br />
<br />
Relevance: A book about the role of mathematics in our lives, and therefore useful for thinking about how to teach the subject. The book claims that mathematics is abstract, but nevertheless is about the world around us, which we try to understand. That discovering quantitative relationships suits our needs for indirect measurement(s), such as the ‘tool’ of establishing geometric relationships. Trying to concretize the notion - that math is a powerful tool for humans - in our program will help to motivate students to engage with the topic, and help them understand new ‘tools’. <br />
<br />
Title: '''Preparation, practice, and performance''': An empirical examination of the impact of Standards-based Instruction on secondary students’ math and science achievement<br />
<br />
Link: https://journals.sagepub.com/doi/pdf/10.7227/RIE.81.5<br />
<br />
Relevance: One set of studies on the impact of ‘SBI’ (standards-based instruction) methods, such as: student self-assessment, inquiry-based activities, group-based projects, hands-on experiences, use of computer technologies, and the use of calculators. ‘Non-SBI practices’: teacher lecture, individual student drill and practice worksheets, and computer drill and practice programmes, etc. <br />
<br />
overview of (SBI) student-centred methods:<br />
- using manipulatives or hands-on materials, such as styrofoam balls and toothpicks for building molecular models, dominoes, base ten blocks, tangrams, spinners, rulers, fraction bars, algebra tiles, coins, and geometric solids.<br />
- incorporating inquiry, discovery, and problem-solving approaches, such as making binoculars out of recycled materials, using scenarios from nature and everyday life events for groups of students to research and investigate using math and science concepts<br />
- applying math and science concepts to real-world contexts, such as banking, energy concerns, environmental issues, and timelines; <br />
- connecting mathematics and science preparation skills to specific careers and occupations<br />
- using calculators and technologies for capturing and analysing original data from original math and science experiments<br />
- communicating math and science concepts, through journal writing, small-group discussions, and laboratory/technical reporting of experiments and results.<br />
<br />
Results:<br />
- SBI practices that were found to be significant contributors to students’ math achievement include the use of manipulatives, self-assessment, co-operative group projects, and computer technology. <br />
- SBI practices that were found to be significant contributors to students’ science achievement include the use of inquiry, self-assessment, co-operative group projects, and computer technology. <br />
- Virtually none of the observed non-SBI practices was found to be a significant contributor to student math or science achievement by gender or ethnic groupings. <br />
<br />
Useful, because looking at effective methods is one way to know which side is right in the math war, or at least what methods we can use in our program. Our program might in a (superficial?) way fit into SBI, although that will ultimately depend on the type of exercises and methods we will include. <br />
<br />
Title: '''Didactic material confronted with the concept of mathematical literacy''' <br />
<br />
Link: https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1023%2FB%3AEDUC.0000017693.32454.01.pdf<br />
<br />
Relevance: this essay is critical of the ‘highly technocratic’ vision ‘from the top’ that aims to let experts device didactic materials to be used by teachers and students, whilst ignoring: <br />
- why is math taught and what is the role of didactic material?, <br />
- how and why do students actually use such materials?, <br />
- In which ways do didactic materials shape the teachers’ activities? <br />
- What does it mean that didactic material is never adopted but always adapted?<br />
<br />
Therefore the author claims it is more useful to focus on ‘valuable mathematical activities’ instead of ‘innovative didactic materials’. <br />
<br />
Furthermore, the author claims that “mathematical literacy” should be the leitmotiv for the teaching and learning of mathematics (up to secondary school). Mathematical literacy conceives “the relationship between mathematics, the surrounding culture, and the curriculum”. He mentions how this should influence didactic materials, and what these materials should look like. He critiques the ‘optimism’ and ‘exclusivity’ approaches of teaching math,and supports the ‘inclusivity’ approach, which presents math as ‘a method to understand the social and economic world we live in. This strategy considers mathematical activity as potentially critical, political, loaded with values, and informative’ and “The cognitive style of daily routine is of high relevance within these mathematical activities, since it is a fundamental aim of the strategy to empower common sense. It is intended to develop the attitude of daily life towards an attitude of critical consciousness.”.<br />
<br />
Useful because it really focuses on the users of didactic material (like our program!), an approach we can use to increase the value students (and teachers) find in our program. We should consider/confirm what mathematical literacy is, and whether it is the right standard to determine what is a valuable mathematical activity. The ‘inclusivity’ approach seems very interesting. However, the author seems very interesting in using math to discuss politics, if not to politicize (young) students, this seems a bad idea.<br />
<br />
Title: '''Geometrical analogies in mathematics lessons'''<br />
<br />
Link: https://academic-oup-com.dianus.libr.tue.nl/teamat/article/26/4/201/1664642<br />
<br />
Relevance: <br />
A summary of possibilities of mathematics lessons regarding the use of analogies in teaching geometry for different age groups. Useful because we might apply this in the exercises to teach users geometry. <br />
<br />
<br />
Title: ''' Open Learner Models: Research Questions''' Special Issue of the IJAIED<br />
<br />
Link: <br />
https://content-iospress-com.dianus.libr.tue.nl/download/international-journal-of-artificial-intelligence-in-education/jai17-2-01?id=international-journal-of-artificial-intelligence-in-education%2Fjai17-2-01<br />
<br />
Relevance: good summary of “learner models” and discussion of relevant aspects , very detailed, but good to use in a brainstorm for concretising the project. <br />
<br />
Title: '''Intelligent Agent-Based e-Learning System for Adaptive Learning'''<br />
<br />
Link: https://www-igi-global-com.dianus.libr.tue.nl/gateway/article/full-text-pdf/58052 <br />
<br />
Relevance:<br />
Adaptive learning approach: support learners to achieve the intended learning outcomes through a personalized way. <br />
<br />
The main idea: to personalize the learning content in a way that can cope with individual differences in aptitude. <br />
NOT: personalizing the presentation style of the learning materials<br />
<br />
model:<br />
- Aptitude-Treatment Interaction theory (ATI): there is a strong bond between the effectiveness of an instructional strategy (i.e. treatment) and the aptitude level of students <br />
-- aptitude: the capability to learn in a specific area either because of having talent or having prior knowledge in this area<br />
- Biggs’ Constructive Alignment Model: (use to operationalize ATI): an effective curriculum depends on adequately describing the educational goals desired. Biggs views curriculum as a teaching system, ultimate goal of system is to guide students towards the desired educational goals. He advocates the alignment of individual components in the system like teaching and learning activities (TLAs) and assessment tasks (ATs). It is a hierarchical framework. <br />
-- inherits the central idea of constructivism that education is a way to train students to be a self-learner<br />
> aim: improving students’ learning outcomes through enhancing their intrinsic motivation<br />
<br />
“Students with lower cognitive skill require highly structured instructional environments than students with higher cognitive skills (Snow, 1989).”<br />
<br />
Title: '''Personalized Adaptive Learner Model in E-Learning System Using FCM and Fuzzy Inference System'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs40815-017-0309-y.pdf<br />
<br />
Relevance: Some new dimensions of adaptivity are discussed here, like automatic and dynamic detection of learning styles. This is more precise and quicker than previous ones. It is a literature-based approach in which a personalized adaptive learner model (PALM) was constructed. This proposed learner model mines learner’s navigational accesses data and finds learner’s behavioural patterns which individualize each learner and provide personalization according to their learning styles in the learning process. Fuzzy cognitive maps and fuzzy inference system, soft computing techniques, were introduced to implement PALM. Result shows that personalized adaptive e-learning system is better and promising than the non-adaptive in terms of benefits to the learners and improvement in overall learning process. Thus, providing adaptivity as per learner’s needs is an important factor for enhancing the efficiency and effectiveness of the entire learning process.<br />
<br />
Title: '''Elo-based learner modeling for the adaptive practice of facts'''<br />
<br />
Link: <br />
https://link-springer-com.dianus.libr.tue.nl/content/pdf/10.1007%2Fs11257-016-9185-7.pdf<br />
<br />
Relevance: <br />
- computerized adaptive system for practicing factual knowledge. <br />
- widely varying degrees of prior knowledge. <br />
- modular approach: 1. an estimation of prior knowledge, 2. an estimation of current knowledge, and 3. the construction of questions. <br />
- detailed discussion of learner models for both estimation steps (1 & 2),<br />
-- a novel use of the Elo rating system for learner modeling. <br />
--- results, and variations in model and effectiveness<br />
<br />
very useful, only change the topic<br />
<br />
Titel: The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects<br />
Link: https://files.eric.ed.gov/fulltext/EJ1068797.pdf<br />
Abstract:<br />
This report begins by summarizing current applications of ideas from artificial intelligence (Al) to education. It then uses that summary to project various future applications of Al--and advanced technology in general--to education, as well as highlighting problems that will confront the wide scale implementation of these technologies in the classroom.<br />
(relevance): This report gives an example of an already thought of algebra learning AI. However the program doesn’t automatically figure the level of the student. These things are called intelligence tutoring systems (or ITS). Overall very useful article.<br />
<br />
Titel: Permutations of Control: Cognitive Considerations for Agent-Based Learning Environments<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: While there has been a significant amount of research on technical issues regarding the development of agent-based learning environments (e.g., see the special issue of Journal of Interactive Learning Research, (1999, v10(3/4)), there is less information regarding cognitive foundations for these environments. The management of control is a prime issue with agent-based computer environments given the relative independence and autonomy of the agent from other system components. This paper presents four dimensions of control that should be considered in designing agent-based learning environments: Instructural purpose, Feedback, relationship, confidence in AI.<br />
(relevance): More focussed on the cognitive foundation for Artificial intelligence environment. Interesting for the Usefulness of our ideas.<br />
<br />
Titel: Introducing the Enhanced Personal Portal Model in a Synchromodal Learning Environment<br />
Link: https://www.researchgate.net/publication/251779583_Permutations_of_Control_Cognitive_Considerations_for_Agent-Based_Learning_Environments<br />
Abstract: Study that simulated a digital classroom (by placing camera’s students etcetera)<br />
(relevance): Not really relevant for us but interesting to take notice of (perhaps also making a digital environment for our idea)<br />
<br />
Titel: Intelligence Unleashed<br />
Link: https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/innovation/Intelligence-Unleashed-Publication.pdf<br />
Abstract: this short paper has two aims in mind. The first was to explain to a non-specialist, interested reader what AIEd (Artificial Intelligence in Education) is: its goals, how it is built, and how it works. The second aim was to set out the argument for what AIEd can offer learning, both now and in the future, with an eye towards improving learning and life outcomes for all. <br />
(relevance): This is a company who does research in this topic, it works together with teachers and researchers, therefore this might come as a big <br />
<br />
Titel: Web intelligence and artificial intelligence in education.<br />
Link: https://www.researchgate.net/publication/220374721_Web_Intelligence_and_Artificial_Intelligence_in_Education<br />
Abstract: This paper surveys important aspects of Web Intelligence (WI) in the context of Artificial Intelligence in Education (AIED) research. WI explores the fundamental roles as well as practical impacts of Artificial Intelligence (AI) and advanced Information Technology (IT) on the next generation of Web-related products, systems, services, and activities.<br />
(relevance): More information on Web Intelligence and how it works together with AIED, it focusses on practical inpacts and advanced information technology, especially the first part is interesting for us.<br />
<br />
<br />
<br />
Titel: 10 roles for artificial intelligence in education<br />
Link: https://www.teachthought.com/the-future-of-learning/10-roles-for-artificial-intelligence-in-education/<br />
Abstract: This article explores 10 roles for artificial intelligence in education Being:<br />
Automate, such as grading<br />
Adapt to student needs<br />
Point out improvements<br />
Ai tutors.<br />
Helpfull feedback<br />
changes how we find and interact with inforamtion.<br />
change role of teachers<br />
trial and error less intimidating<br />
change how schools find, teach and support students<br />
AI may change where students learn, who teaches them, and how they acquire basic skills.<br />
(relevance): It can show us some new thing AI helps teachers, which we haven’t thought of yet.<br />
<br />
Titel: Exploring the impact of artificial intelligence on teaching and learning in higher education<br />
Link: https://www.researchgate.net/publication/321258756_Exploring_the_impact_of_artificial_intelligence_on_teaching_and_learning_in_higher_education<br />
Abstract: This paper explores the phenomena of the emergence of the use of artificial intelligence in teaching and learning in higher education. It investigates educational implications of emerging technologies on the way students learn and how institutions teach and evolve. Recent technological advancements and the increasing speed of adopting new technologies in higher education are explored in order to predict the future nature of higher education in a world where artificial intelligence is part of the fabric of our universities.<br />
(relevance): It shows the use of Artificial intelligence already in higher education, it might give us some learingpoints while developing our own artificial intelligence.<br />
<br />
Titel: The roles of models in Artificial Intelligence and Education research: a prospective view<br />
<br />
Link: https://telearn.archives-ouvertes.fr/hal-00190395/<br />
Abstract: In this paper I speculate on the near future of research in Artificial Intelligence and Education (AIED), on the basis of three uses of models of educational processes: models as scientific tools, models as components of educational artefacts, and models as bases for design of educational artefacts. In terms of the first role, I claim that the recent shift towards studying collaborative learning situations needs to be accompanied by an evolution of the types of theories and models that are used, beyond computational models of individual cognition. In terms of the second role, I propose that in order to integrate computer-based learning systems into schools, we need to 'open up' the curriculum to educational technology, 'open up' educational technologies to actors in educational systems and 'open up' those actors to the technology (i.e. by training them). In terms of the third role, I propose that models can be bases for design of educational technologies by providing design methodologies and system components, or by constraining the range of tools that are available for learners. In conclusion I propose that a defining characteristic of AIED research is that it is, or should be, concerned with all three roles of models, to a greater or lesser extent in each case.<br />
(relevance): It can be used to explain a model in which our artificial intelligence solution wolud be beneficial to use.<br />
<br />
Titel: Evolution and Revolution in Artificial Intelligence in Education<br />
<br />
Link: https://link.springer.com/article/10.1007/s40593-016-0110-3<br />
Abstract: The field of Artificial Intelligence in Education (AIED) has undergone significant developments over the last twenty-five years. As we reflect on our past and shape our future, we ask two main questions: What are our major strengths? And, what new opportunities lay on the horizon? We analyse 47 papers from three years in the history of the Journal of AIED (1994, 2004, and 2014) to identify the foci and typical scenarios that occupy the field of AIED.<br />
(relevance): It can give us a quick and ordered view of what research has already been done in the form of AI and where there lie some possibilities for us (written in 2016)<br />
<br />
<br />
<br />
Title: '''Towards Emotionally Aware AI Smart Classroom: Current Issues and Directions for Engineering and Education'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/8253436 <br />
<br />
Abstract: Paper about a emotionally-aware AI smart classroom which can take over the role of a teacher.<br />
<br />
<br />
Title: '''AI and education: the importance of teacher and student relations'''<br />
<br />
Link: https://link.springer.com/article/10.1007/s00146-017-0693-8 <br />
<br />
Abstract: Paper about the difference in relationship between student-teacher and student-AI<br />
<br />
<br />
Title: '''Designing educational technologies in the age of AI: A learning sciences‐driven approach'''<br />
<br />
Link: https://doi.org/10.1111/bjet.12861 <br />
<br />
Abstract: How to develop an AI algorithm based on studies about how people learn.<br />
<br />
<br />
Title: '''Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review'''<br />
<br />
Link: https://journals.sagepub.com/doi/10.3102/0034654315581420 <br />
<br />
Abstract: This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems.<br />
<br />
<br />
Title: '''Artificial Intelligence as an Effective Classroom Assistant'''<br />
<br />
Link: https://ieeexplore.ieee.org/abstract/document/7742268 <br />
<br />
Abstract: Article about blended learning, wherein the teacher can offload some work to the AI system.<br />
<br />
<br />
Title: '''Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0747563215001120 <br />
<br />
Abstract: Review on how learning styles were integrated into adaptive e-learning systems.<br />
<br />
<br />
Title: '''Learning Computer Networks Using Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ALHLCN <br />
<br />
Abstract: This paper describes an intelligent tutoring system that helps student study computer networks.<br />
<br />
<br />
Title: '''Mathematics Intelligent Tutoring System'''<br />
<br />
Link: https://philpapers.org/rec/ABUMIT <br />
<br />
Abstract: Intelligent tutoring system for teaching mathematics that help students understand the basics of math and that helps a lot of students of all ages to understand the <br />
topic.<br />
<br />
<br />
Title: '''TECH8 intelligent and adaptive e-learning system: Integration into Technology and Science classrooms in lower secondary schools'''<br />
<br />
Link: https://www.sciencedirect.com/science/article/pii/S0360131514002875 <br />
<br />
Abstract: The purpose of this research is to demonstrate the design and evaluation of an adaptive, intelligent and, most important, an individualised intelligent tutoring system <br />
(ITS) based on the cognitive characteristics of the individual learner.<br />
<br />
== Stake Holders ==<br />
<br />
=== Political ===<br />
<br />
=== Technical ===<br />
<br />
=== Economics ===<br />
<br />
== Approach/milestones/deliverables ==<br />
Our approach will look the following. We will start with some up front research, we will make some sort about “didactiek” and how to apply this in our webpage we want to create.<br />
While doing research about these topics we will start working on our webpage. We are planning to build some sort of web page or program. This artifact will have some sort of artificial intelligence which keeps track of the level of skill of the student and gives exercises matching the skill level of the student.<br />
After being done with the research about “didactiek”. We will lay the proposal of our artifact in front of several high school teachers. We want to have their input, as the artifact is build for there purpose. We then imply the given advise in our artifact.<br />
Lastly we plan to test our improved application for use, we will go to the same (or other) high school teachers and ask if we can test them in their classes. We then come up with a conclusion and finish the research.<br />
<br />
Our milestones will be the finish of our research, the alpha version of our application, then the comments of the teachers, then the beta version of our application. The findings of the test subject and finally the final version.<br />
<br />
Our deliverables will be a research about the current AI in education, the findings we got from talking to teachers, the test results found when testing on students and finally our artifact.<br />
<br />
== Concept ==<br />
<br />
=== Rational Agent Models ===<br />
<br />
== Conclusion ==<br />
<br />
== References ==<br />
<br />
== Peer Evaluations ==</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=PRE2019_1_Group3&diff=80715PRE2019 1 Group32019-09-08T13:03:18Z<p>S153905: </p>
<hr />
<div>'''Artificial intelligence in Education'''<br />
<br />
<br />
== Group Members ==<br />
{| class="wikitable" style="border-style: solid; border-width: 1px;" cellpadding="3"<br />
!style="text-align:left;"| Name<br />
!style="text-align:left"| Study<br />
!style="text-align:left;"| Student ID<br />
|- <br />
| Ruben Haakman || Electrical Engineering || 0993994<br />
|-<br />
| Tom Verberk || Software Science || 1016472<br />
|-<br />
| Peter Visser || || <br />
|-<br />
|}<br />
<br />
<br />
== Planning ==<br />
Every week we will have 2 meetings, in between the meetings we will work on individual tasks, results of the individual tasks will be examined in the meetings, the tasks dicussed are the time when the tasks has to be done.<br />
<br />
{| class="wikitable" border=1 style="border-collapse: collapse;"<br />
| '''Week''' || '''Monday (morning)''' || '''Thursday (afternoon)'''<br />
|- <br />
!style="text-align:center;"| '''1'''<br />
| ALL : choose topic <br />
| ALL : <br>literary research <br>problem definition <br>make the planning <br>define structure of the report <br />
|-<br />
!style="text-align:center;"| '''2'''<br />
| Ruben : introduction/problem statement <br>All : wiki page <br>All : state of the art <br>Peter : users/stakeholders <br> Tom: Approach, milestones and deliverables, Who’s doing what<br />
|-<br />
| <br />
|}<br />
<br />
<br />
== Introduction ==<br />
<br />
There has been a big increase of technology in education; smart boards, laptops, tablets and online learning systems are now commonly used in classrooms. Artificial intelligence (AI) is however still new and little used. AI can generate exercises based on individual student’s particular needs to give each student personalized questions. This can help students learn faster and keep them motivated. It also reduces the workload for teachers.<br />
<br />
== Problem Statement ==<br />
<br />
<br />
Currently a teacher makes a set of exercises which is the same for all students. In this way the level of the student is not taken into account resulting in questions which are too simple or too difficult. Using AI it is possible to give a student a personal learning program and give exercises that match the level of the student.<br />
<br />
<br />
== State of the art ==<br />
<br />
== Stake Holders ==<br />
<br />
=== Political ===<br />
<br />
=== Technical ===<br />
<br />
=== Economics ===<br />
<br />
== Objectives/Deliverables ==<br />
<br />
== Concept ==<br />
<br />
=== Rational Agent Models ===<br />
<br />
== Conclusion ==<br />
<br />
== References ==<br />
<br />
== Peer Evaluations ==</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=PRE2018_3_Group5&diff=72655PRE2018 3 Group52019-04-08T13:14:13Z<p>S153905: /* Problem statement */</p>
<hr />
<div>__TOC__<br />
<br />
<br />
<span style="font-size: 14pt;font-weight: bold;">Group members</span><br />
{| class="wikitable"<br />
|-<br />
! Name<br />
! Student ID<br />
|-<br />
| Ruben Haakman<br />
| 0993994<br />
|-<br />
| Stan Latten<br />
| 1257196<br />
|-<br />
| Tom Mulders<br />
| 1008890<br />
|-<br />
| Jasper Stam<br />
| 1006240<br />
|-<br />
| Mathijs Vastenhouw<br />
| 1269496<br />
|}<br />
<br />
=Project setup=<br />
==Approach==<br />
After reviewing the literature, we will determine the requirements for the system. Based on these requirements we will investigate implementations for these requirements and analyze their suitability. We will analyze the costs associated with a solution and compare this to the current costs of using pesticides, the effects on the stakeholders and on the future of farming. Finally we will conclude with a recommendation for or against the automated removal of weeds on farm fields without the use of pesticides and recommend future research topics.<br />
<br />
==Milestones==<br />
*State-of-the-art analysis<br />
*Requirements<br />
*USE analysis<br />
*Design description<br />
*Model<br />
*Cost analysis<br />
*Conclusion<br />
<br />
==Deliverables==<br />
*Requirements<br />
*Design<br />
*USE analysis<br />
*Cost analysis<br />
*Conclusion<br />
<br />
==Planning==<br />
[[File:Planning3.PNG|400px|thumb|planning]]<br />
<br />
===Week 2===<br />
* Arguments for problem - Everyone<br />
* Concrete planning - Jasper<br />
* Goal of the project, some introduction for project. Little story - Mathijs<br />
* State of the Art analysis - Ruben<br />
* Start with requirements - Stan<br />
* USE analysis - Tom<br />
* Function definition - Everyone<br />
* Concepts for functions - Everyone<br />
<br />
===Week 3===<br />
* Contact zoeken - Mathijs<br />
* State of the Art aanpassen - Ruben<br />
* Problem statement aanpassen - Tom<br />
* Nieuwe state of the Art content - Tom, Jasper<br />
* Idee voor grijper - Stan<br />
<br />
===Week 4===<br />
* Contact boeren, domeinkennis onkruid - Mathijs<br />
* Contact onderzoekers - Mathijs, Stan<br />
* Vragenlijst - Jasper<br />
* Requirements - Jasper<br />
* User analysis - Tom<br />
* Movement system - Ruben<br />
<br />
===Week 5===<br />
* Update wiki general info - Tom<br />
* Literature study/refer to articles<br />
** Weed - Ruben<br />
** Navigation - Tom<br />
** All other functions (charging, mobility, communication) - Jasper<br />
* Visit greenhouse (inclusive preparation and reporting on wiki) - Mathijs, Stan<br />
* Requirements (after visit greenhouse) - Jasper, Tom<br />
<br />
====Update after Friday meeting====<br />
* Update structure of Wiki - Jasper<br />
* Structure of State of the art (not grouped on name, sources notation etc.) - Jasper<br />
* Function definition update - Jasper<br />
* Report on visit farmer - Stan, Mathijs<br />
* Requirements - Tom<br />
* Modeling of solution - Stan, Mathijs<br />
* Function definition navigation - Tom<br />
* Literature study weed - Ruben<br />
* Planning - Tom<br />
<br />
===Week 6===<br />
* UI - Jasper<br />
* Communicatie user - Jasper<br />
* Weed container - Jasper<br />
* STOA - Jasper<br />
* Cost analysis, lease, etc - Tom<br />
* Visualisatie - Mathijs, Stan<br />
* Design arm/gripper - Mathijs, Stan<br />
* Weed detection, types of weeds, interval - Ruben<br />
* Planning - Tom<br />
* Target User, schets operation - Tom<br />
* Safety - Ruben<br />
<br />
====Update after Friday meeting====<br />
<br />
* Change UI mockup - Jasper<br />
* Topics presentation - Jasper<br />
* Cost analysis - Tom<br />
* Target user - Tom<br />
* Schets operation - Tom<br />
* Weed detection etc. - Ruben<br />
* Safety - Ruben<br />
* Modeling design - Mathijs, Stan<br />
<br />
===Week 7===<br />
* Cost analysis - Tom<br />
* Design decisions - Tom<br />
* Presentation - Ruben, Jasper<br />
* Missing answers to interview - Stan, Mathijs<br />
* CAD model - Stan, Mathijs<br />
* Video of design - Stan, Mathijs<br />
* 3D printed gripper? - Stan, Mathijs<br />
* Sources in weed - Ruben<br />
* Safety - Ruben<br />
* Structure wiki - Jasper<br />
<br />
===Week 8===<br />
* Validation - Stan, Mathijs<br />
* Problem description - Ruben<br />
* Cost analysis - Tom<br />
* Structure wiki - Jasper<br />
* Cleanup wiki - Jasper<br />
* Conclusion/recommendation - Tom<br />
* Design decisions - Stan, Mathijs<br />
* Pictures CAD model - Stan, Mathijs<br />
<br />
=Problem statement=<br />
Weed control has always been a big challenge in farming. Weeds can decrease the amount of space, light, water and nutrients available for the crops. Good weed control has therefore become an important part in farming because it has a big impact on the amount which can be harvested from the plants. To remove these weeds, often pesticides are used. These pesticides can be harmful to insects, animals and humans and might even contaminate (ground)water. This could eventually lead to those pesticides end up in our food. There are also concerns about the health for the farmers and people living nearby the fields where pesticides are used.<br />
<br />
Due to all these disadvantages and concerns about pesticides there is an increasing demand for biological products. With this trend of increasing demand of biological products and the industry to become more environmentally friendly, we are looking for alternatives for pesticides and big farm trucks. A possible solution for this problem is a cooperation of small autonomous farming machines, which can control a field together. However, this solution is not new, people have already been working on the navigation of these small machines and on the detection of weeds in fields of crops. [28] That’s why we will try to make a weed picking device to be able to pick weeds without damaging the crops.<br />
<br />
=State of the Art=<br />
==Articles==<br />
<br />
<!--===Jasper===--><br />
Article about a trash collecting robot (team). It is about office cleanup, but with some changes the technique can also be relevant for outside use.<br />
It is about a competition. One document describes the solution of the winning team, the other gives some more information about the competition.<ref name=sota1>Balch, T., Boone, G., Collins, T., Forbes, H., MacKenzie, D., & Santamar, J. C. (1995). Io, Ganymede, and Callisto a multiagent robot trash-collecting team. AI magazine, 16(2), 39.</ref><ref name=sota2>Simmons, R. (1995). The 1994 AAAI robot competition and exhibition. AI magazine, 16(2), 19.</ref><br />
<br />
A patent for sucking and filtering for a dust collection vehicle.<ref name=sota3>Tagliaferri, F. (1999). U.S. Patent No. 5,943,733. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
A patent for an autonomous lawn mower robot. Also about navigating over the lawn.<ref name=sota4>Noonan, T. H., Fisher, J., & Bryant, B. (1993). U.S. Patent No. 5,204,814. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
Paper about weed control, describing navigating through specific areas, detecting weed with a camera, making weed maps and spraying weed.<ref name=sota5>Slaughter, D. C., Giles, D. K., & Downey, D. (2008). Autonomous robotic weed control systems: A review. Computers and electronics in agriculture, 61(1), 63-78.</ref><br />
<br />
A patent for a snow sweeper for sidewalks.<ref name=sota6>Klauer, W. E. (1960). U.S. Patent No. 2,941,223. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
<!--===Tom===--><br />
Paper about the design of an autonomous vacuum cleaner.<ref name=sota7>Ulrich, I., Mondada, F., & Nicoud, J. D. (1997). Autonomous vacuum cleaner. Robotics and autonomous systems, 19(3-4), 233-245.</ref><br />
<br />
Paper about pathing algorithms for autonomous vacuum cleaner robots. <ref name=sota8>Hasan, K. M., & Reza, K. J. (2014, May). Path planning algorithm development for autonomous vacuum cleaner robots. In 2014 International Conference on Informatics, Electronics & Vision (ICIEV) (pp. 1-6). IEEE.</ref><br />
<br />
Analysis of snow melting approaches.<ref name=sota9>Lund, J. W. (2000). Pavement snow melting. Geo-Heat Center Quarterly Bulletin, 21(2), 12-19.</ref><br />
<br />
Paper about machine vision application for weed removal.<ref name=sota10>Giles, D. K., & Davis, C. (1996). Development of a machine vision system for weed control using precision chemical application.</ref><br />
<br />
Analysis of pavement maintenance methods.<ref name=sota11>Winston, R. J., Al-Rubaei, A. M., Blecken, G. T., Viklander, M., & Hunt, W. F. (2016). Maintenance measures for preservation and recovery of permeable pavement surface infiltration rate–The effects of street sweeping, vacuum cleaning, high pressure washing, and milling. Journal of environmental management, 169, 132-144.</ref><br />
<br />
Research into small (< 20kg) urban robots for disaster relief.<ref name=sota12>Matthies, L., Xiong, Y., Hogg, R., Zhu, D., Rankin, A., Kennedy, B., ... & Sukhatme, G. (2002). A portable, autonomous, urban reconnaissance robot. Robotics and Autonomous Systems, 40(2-3), 163-172.</ref><br />
<br />
Small summary of robots in farming<ref name=sota13>Yaghoubi, S., Akbarzadeh, N. A., Bazargani, S. S., Bazargani, S. S., Bamizan, M., & Asl, M. I. (2013). Autonomous robots for agricultural tasks and farm assignment and future trends in agro robots. International Journal of Mechanical and Mechatronics Engineering, 13(3), 1-6.</ref><br />
<br />
Autonomous tractors<ref name=sota14>Stentz, A., Dima, C., Wellington, C., Herman, H., & Stager, D. (2002). A system for semi-autonomous tractor operations. Autonomous Robots, 13(1), 87-104.</ref><br />
<br />
<!--===Stan===--><br />
Paper about navigation on pavements, avoiding litter, pedestrians and bicycles.<ref name=sota15>Morales, Y., Carballo, A., Takeuchi, E., Aburadani, A., & Tsubouchi, T. (2009). Autonomous robot navigation in outdoor cluttered pedestrian walkways. Journal of Field Robotics, 26(8), 609-635.</ref><br />
<br />
Paper about asphalt analysis, to detect whether the road needs maintenance. This paper was actually meant for airborne sensing, but could be used by our robot as well.<ref name=sota16>Pascucci, S., Bassani, C., Palombo, A., Poscolieri, M., & Cavalli, R. (2008). Road asphalt pavements analyzed by airborne thermal remote sensing: Preliminary results of the venice highway. Sensors, 8(2), 1278-1296.</ref><br />
<br />
Paper about stair-climbing methods for robots, useful for our robot to easily get on or off the pavement.<ref name=sota17>Labecki, P., Walas, K., & Kasinski, A. (2011). Autonomous stair climbing with multisensor feedback. IFAC Proceedings Volumes, 44(1), 8159-8164.</ref><br />
<br />
Article about weather forecasting in the road [network. Could be used by our robot to predict which task it has to do (e.g. de-icing the road)<ref name=sota18>Tomás, V. R., Pla-Castells, M., Martínez, J. J., & Martínez, J. (2016). Forecasting adverse weather situations in the road network. IEEE Transactions on Intelligent Transportation Systems, 17(8), 2334-2343.</ref><br />
<br />
Paper about autonomous docking at a recharging station for autonomous vehicles in general<ref name=sota19>Pérez, J., Nashashibi, F., Lefaudeux, B., Resende, P., & Pollard, E. (2013). Autonomous docking based on infrared system for electric vehicle charging in urban areas. Sensors, 13(2), 2645-2663.</ref><br />
<br />
Article about an autonomous cleaning robot for outdoor use, including path-finding and memory of cleaned areas<ref name=sota20>Chang, M. S., Chou, J. H., & Wu, C. M. (2010). Design and implementation of a novel outdoor road-cleaning robot. Advanced Robotics, 24(1-2), 85-101.</ref><br />
<br />
Article about different kind of weeds<ref name=sota21>Goddrie, P. D. (1965). Chemische onkruidbestrijding in de fruitteelt (No. 5). [sn].</ref><br />
<br />
<!--===Ruben===--><br />
Patent for communication of an autonomous sidewalk robot<ref name=sota22>Patron, A., Colin, Y., Bertrand, B., Pho, V., & Abhyanker, R. (2015). U.S. Patent Application No. 14/269,081.</ref><br />
<br />
Patent for an autonomous neighborhood vehicle controllable through a neighborhood social network<ref name=sota23>Abhyanker, R. (2016). U.S. Patent No. 9,373,149. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
Patent for a system and method for navigating an autonomous vehicle using laser detection and ranging<ref name=sota24>Au, K. W., Touchberry, A. B., VanVoorst, B., & Schewe, J. (2013). U.S. Patent No. 8,364,334. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
Paper about autonomous vehicles navigating trough sidewalks buildings and hallways<ref name=sota25>Everett, M. F. (2017). Robot designed for socially acceptable navigation (Doctoral dissertation, Massachusetts Institute of Technology).</ref><br />
<br />
Paper about an Autonomous Robot for Garbage Detection and Collection<ref name=sota26>Bhuiyan, M. N. I., Islam, N., & Shohag, M. H. (2017). Autonomous Robot for Garbage Detection and Collection (Doctoral dissertation, East West University).</ref><br />
<br />
Paper about multiple robots in smart city applications<ref name=sota27>Abbasi, M. H., Majidi, B., & Manzuri, M. T. (2018, February). Deep cross altitude visual interpretation for service robotic agents in smart city. In 2018 6th Iranian Joint Congress on Fuzzy and Intelligent Systems (CFIS) (pp. 79-82). IEEE.</ref><br />
<br />
<!--===Mathijs===--><br />
Paper on small autonomous robots working together to do big tasks.<ref name=sota28>Guillet, A., Lenain, R., Thuilot, B., & Martinet, P. (2014). Adaptable robot formation control: adaptive and predictive formation control of autonomous vehicles. IEEE Robotics & Automation Magazine, 21(1), 28-39.</ref><br />
<br />
Paper on autonomous navigation on crowded sidewalks.<ref name=sota29>Morales, Y., Carballo, A., Takeuchi, E., Aburadani, A., & Tsubouchi, T. (2009). Autonomous robot navigation in outdoor cluttered pedestrian walkways. Journal of Field Robotics, 26(8), 609-635.</ref><br />
<br />
Paper on robot navigation in highly populated pedestrian zones.<ref name=sota30>Kümmerle, R., Ruhnke, M., Steder, B., Stachniss, C., & Burgard, W. (2015). Autonomous robot navigation in highly populated pedestrian zones. Journal of Field Robotics, 32(4), 565-589.</ref><br />
<br />
Paper on human-robot interaction in urban environments.<ref name=sota31>Bauer, A., Klasing, K., Lidoris, G., Mühlbauer, Q., Rohrmüller, F., Sosnowski, S., ... & Buss, M. (2009). The autonomous city explorer: Towards natural human-robot interaction in urban environments. International journal of social robotics, 1(2), 127-140.</ref><br />
<br />
Paper on the design of a litter collecting robot.<ref name=sota32>Bonnema, G. M. (2012). System design of a litter collecting robot. Procedia computer science, 8, 479-484.</ref><br />
<br />
Article on electric snow removal by placing heating mats.<ref name=sota33>Anonymous. (1998). The abcs of an electric snow-removal system. Air Conditioning, Heating & Refrigeration News, 204(18), 8-8.</ref><br />
<br />
<!--===Weed detection and removal===--><br />
Paper about an algorithm that can detect weeds and also classify it.<ref name=sota34>Siddiqi, M. H., Ahmad, I., & Sulaiman, S. B. (2009, April). Weed recognition based on erosion and dilation segmentation algorithm. In 2009 International Conference on Education Technology and Computer (pp. 224-228). IEEE.</ref><br />
<br />
Paper about weed recognition trough image processing.<ref name=sota35>Kaarthik, K., & Vivek, C. (2018). Weed Remover In Agricultural Field Through Image Processing. International Journal of Pure and Applied Mathematics (pp. 393-399). Ijpam.</ref><br />
<br />
Paper about mechanical weed removal.<ref name=sota36>Hussain, M., Farooq, S., Merfield, C., & Jabran, K. (2018). Mechanical weed control. In Non-Chemical Weed Control (pp. 133-155). Academic Press.</ref><br />
<br />
Paper about an intelligent mechanical weeding machine<ref name=sota37>Melander, B., Lattanzi, B., & Pannacci, E. (2015). Intelligent versus non-intelligent mechanical intra-row weed control in transplanted onion and cabbage. Crop Protection, 72, 1-8.</ref><br />
<br />
Paper where test for mechanical weed control in greenhouses work<ref name=sota38>Åstrand, B., & Baerveldt, A. J. (2002). An agricultural mobile robot with vision-based perception for mechanical weed control. Autonomous robots, 13(1), 21-35.</ref><br />
<br />
Thesis on weed control. Very interesting also techniques for removing weed are discussed<ref name=sota39>Bakker, T. (2009). An autonomous robot for weed control: design, navigation and control.</ref><br />
<br />
Paper about a robot for plant-species–specific weed management using mechanical or chemical module to remove the weed<ref name=sota40>Bawden, O., Kulk, J., Russell, R., McCool, C., English, A., Dayoub, F., ... & Perez, T. (2017). Robot for weed species plant-specific management. Journal of Field Robotics, 34(6), 1179-1199.</ref><br />
<br />
Paper about different methods for non-chemical weed control<ref name=sota41>Peruzzi, A., Martelloni, L., Frasconi, C., Fontanelli, M., Pirchio, M., & Raffaelli, M. (2017). Machines for non-chemical intra-row weed control in narrow and wide-row crops: a review.</ref><br />
<br />
Paper about the complete design of an autonomous weeder robot platform<ref name=sota42>Bakker, T. (2009). An autonomous robot for weed control: design, navigation and control.</ref><br />
<br />
2 Papers about mechanical removing weed between plants<ref name=sota43>Gobor, Z., Lammers, P. S., & Martinov, M. (2013). Development of a mechatronic intra-row weeding system with rotational hoeing tools: Theoretical approach and simulation. Computers and electronics in agriculture, 98, 166-174.</ref><ref name=sota44>Pérez-Ruiz, M., Slaughter, D. C., Gliever, C. J., & Upadhyaya, S. K. (2012). Automatic GPS-based intra-row weed knife control system for transplanted row crops. Computers and Electronics in Agriculture, 80, 41-49.</ref><br />
<br />
==Analysis of articles==<br />
We found reports complete farming robots that are fighting weed. Some of these robots are spraying pesticide to fight weed. Our intention is to not use pesticides, but remove the weed mechanically. The reports are on robots that can be used in other farming disciplines, for example outside vegetable growing and in greenhouses. In those reports there is useful information about different important topics for us, like navigation and weed recognition. Examples of those reports are<ref name=sota5 /><ref name=sota42 /><br />
<br />
===Navigation===<br />
Navigation is an important topic. The robot should be able to find its way trough the fields in which it operates. Navigation is not only finding a route, such that the complete field is covered, but also the lifespan of the battery has to be taken into account and obstacles has to be avoided. We found several papers on navigation, both in farming and other robotic areas. The navigation in other robotic areas can be useful for the way of navigating in farming, because of similarities.<ref name=sota1 /><ref name=sota2 /><ref name=sota4 /><ref name=sota5 /><ref name=sota8 /><ref name=sota12 /><ref name=sota15 /><ref name=sota20 /><ref name=sota24 /><ref name=sota25 /><ref name=sota29 /><ref name=sota30 /><ref name=sota31 /><br />
<br />
===Recognition of weed===<br />
The robot has to detect weed autonomously. The robot has to remove only the weed and not the good vegetation. For this end, artificial intelligence is needed. When the robot detected the weed, it can move the arm with the tool to the weed and remove it. We found some papers about detection of weed. Those papers show that weed can be detected and that weed can be differentiated from crops. For this robot, this thing cannot be copied one to one from another application, but the same methodology can be followed to make weed recognition from a camera working on this robot. This is, because in this area, there appear other types of weed.<ref name=sota1 /><ref name=sota2 /><ref name=sota5 /><ref name=sota10 /><ref name=sota26 /><ref name=sota34 /><ref name=sota35 /><br />
<br />
===Collaboration of different robots===<br />
When the robot is applied on a larger scale, it can be that multiple robots have to work together. When robots work together, they have to communicate to each other, because if they don't do that, situations can appear that they are constantly waiting for each other and they are not efficient. It can even be that the robots recognize each other as an unknown obstacle and stop with their task for safety. To prevent this, we found also some articles about robot collaboration, such that we can think about a way of controlling the robot, such that it can work together.<ref name=sota1 /><ref name=sota2 /><ref name=sota27 /><ref name=sota28 /><br />
<br />
===Weed control===<br />
Research into weed is very important. We have to know which types of weed there are and how we can remove it. The robot should also not damage the crops. We also have to know with which frequency the robot has to maintain the fields, to keep it, until an acceptable level, free of weed. We also found papers about types of weed in our case and papers on how to remove wee mechanically.<ref name=sota21 /><ref name=sota36 /><ref name=sota37 /><ref name=sota38 /><ref name=sota39 /><ref name=sota40 /><ref name=sota41 /><ref name=sota43 /><ref name=sota44 /><br />
<br />
===General design of robot===<br />
To get an idea for a design for a robot, we found some papers on different kinds of robots. From those papers we maybe can use information for our design.<ref name=sota5 /><ref name=sota7 /><ref name=sota13 /><ref name=sota14 /><ref name=sota17 /><ref name=sota22 /><ref name=sota23 /><ref name=sota25 /><ref name=sota42 /><br />
<br />
===Battery and charging===<br />
Our robot has to be provided with energy. We also did some research into charging.<ref name=sota19 /><br />
<br />
===Current situation===<br />
To know the environment in which the robot has to work, we contacted a potential user. In his fields, we could see some examples of obstacles and weed and we know how big the robot can be and on what surface it has to drive. We also asked the potential user how he currently fights the weed and asked about his knowledge about weed and the crops. For more information, see this [[#Contact with users and other research teams|section]]<nowiki />.<br />
<br />
=Users=<br />
<br />
==USE Analysis==<br />
In this analysis we will first sketch the ideal operation of the robot: its functionality and deployment. Then we will analyze the effects and implications of the robot for each of the following stakeholders: Farmers, consumers, governments, society.<br />
<br />
'''Functionality and deployment'''<br />
The robot operates exclusively on fruit orchards. It removes weeds from in between the trees, without damaging the trees and without using pesticides.<br />
<br />
'''Stakeholders'''<br />
'''Farmers:'''<br />
First of all, farmers will no longer have to purchase pesticides, but will have to buy and maintain the robot. While the upfront cost of a (set of) robot(s) might be bigger than the cost of pesticides, the maintenance cost will be lower and hence will be more cost effective in the long run.<br />
Without the use of pesticides, farmers will no longer have to worry about any of the negative effects of the pesticides and hence will never suffer the consequences of potentially harmful product. <br />
Farmers may see an increase in demand and hence revenue, as people are potentially more inclined to buy pesticide-free products.<br />
Removed weeds can potentially be used as fertilizer, fuel or fodder, further highlighting the financial benefits.<br />
<br />
'''Consumers:'''<br />
No pesticides on food suggests healthier food and hence healthier and happier consumers. <br />
Since no pesticides have to be purchased, the product are cheaper.<br />
No pesticides in orchards reduces the chances of accidental consumption of contaminated produce by for example dogs. The means consumers have less to worry about and are generally more happy.<br />
<br />
'''Governments:'''<br />
Do not deal with the consequences of harmful product, contaminated (ground) water etc. <br />
Reduced costs for farming will allow poor government to produce more food, reducing famine.<br />
<br />
'''Society:'''<br />
Less pesticides implies healthier ecosystem, hence better world to live in.<br />
More cost-effective farming means more money for other sectors such as healthcare.<br />
More cost-effective farming means more food and less famine.<br />
<br />
==Target user==<br />
The document describes potential user groups, and discusses which solutions fit which customer and on which customer we will focus. In general, our product is aimed towards farmers who can deploy the robot on their orchards. However, there are different kind of farms and different kind of farmers. By the nature and purpose of the robot, it should be evident that robot is aimed towards farmers who grow fruit trees and experience negative effects from weed growth on their fields. This excludes farmers who only keep animals, or do not have a weeds growing on their fields (like in greenhouses). <br />
Hence the main prospective user group is farmers who grows fruit trees outside (so not in a greenhouse or anything alike).<br />
<br />
We can identify multiple different type of farms in this subgroup, however. <br />
Open farms: farms with their fields scattered around the area, where the areas between the farms can contain roads, buildings or other entities, not owned or controlled by the user. On such farms, the environment is highly variable and uncontrolled. People or animals can be found around or even on the fields. <br />
Closed farms: farms with their fields on a single, or set of, properties owned and managed by the user. These properties are closed for the public and the environment is controlled. Anything that happens on the farm can be controlled and adjusted in a way the user desires.<br />
Next-gen automated farms: farms which are in an experimental phase and are aimed towards full automation. As such, these farms are designed and managed for and by robots. Outside interaction is (very) limited. Conditions are controlled. (example: pixel farming)<br />
<br />
Each of these user groups will require the robot and autonomous system we are discussing to behave differently. <br />
For open farms, a user must either pick up the robots from fields and place them at fields themselves, or the robot must be able to maneuver public grounds and roads autonomously. Moreover, each field or set fields that is disconnected from other fields, must either have a charging and emptying point, or the user must manually move the robots to such points. Or even have to empty and charge the robot manually. Clearly, a fully autonomous robot could do such things autonomously, but for the near future such autonomy does not exist yet. Designing, implementing, and testing it would cost a lot of time and money and hence we decide to not offer such autonomy. The user-unfriendly nature of manual pick-ups and drop-offs of the robots is unlikely to appeal to any real customer, and as a result, we will not focus on this user group our system. <br />
As far as closed farms are concerned, an automated system is easier to realise. The movement between fields, charging and emptying points is not hindered by any entities, assuming the user enables this: proper briefing of staff and keeping routes obstacle free will allow an automated system to function effectively. Given this, our robot system will be able to operate effectively and efficiently: since we do not offer full autonomy, the routes in between fields, charging and emptying points will have to be provided to the system, as such, these routes should be kept fully accessible at all time. In conclusion, closed farms are a consideration for the main target group for this project.<br />
<br />
Finally, there is next-gen automated farms. By the nature of these farms, our robot would be a perfect fit in such environments. Hence such farms are a consideration for the main target group for this project.<br />
<br />
In order to maximize the number of potential users, and the experimental nature of “next-gen” farming, we have chosen to focus our product towards closed farms.<br />
Moreover, from our interview with a farmer with a fruit orchard, we have concluded that a fruit orchards is the ideal farm for a first-generation automated weeding system, which we aim to design. A fruit orchard is usually completely closed off from the public, has a clear layout and is designed in such a way that a tractor can easily move trough its entirety. The robot can thus move in a similar way as a tractor through the orchard and not get stuck on random objects or inconsistencies in the ground. Also, since the branches of the trees are not close to the ground, the robot will encounter few obstacles and not harm the trees or its branches.<br />
<br />
==Contact with users and other research teams==<br />
<br />
===Availability===<br />
*Tom: Monday afternoon, Tuesday, Thursday afternoon<br />
*Jasper: Monday afternoon, Tuesday morning not 19-2, Wednesday morning, Thursday afternoon <br />
*Ruben: Monday afternoon, Wednesday after 13-3, Thursday 21-3 and 28-3, Friday afternoon<br />
*Mathijs: Monday afternoon, Tuesday afternoon not 26-2, Wednesday, Thursday<br />
*Stan: Monday afternoon, Tuesday afternoon, Wednesday, Thursday<br />
<br />
===Questions===<br />
We came up with some questions that we have for a potential user and for other research teams. These questions are aimed to fine tune our design to the user's needs and improve our understanding of the problem scope. The answers to these question will be central to our solution.<br />
====User====<br />
* Is weed a big problem?<br />
* How do you currently fight weed?<br />
* How how many time costs it take to fight weed?<br />
* How many people are needed to fight weed?<br />
* What is the planning in removing weed? i.e. after how many time should you start again with the fields, how many times a season do you need to go over each field.<br />
* How big is the area in which weed should be removed?<br />
* Are all the locations reachable without using public roads?<br />
* Are there many animals such as rabbits, birds in the fields?<br />
* Which tools do you use currently?<br />
* What is the cost of the tools and how long do they last?<br />
* What it the cost of the people that are removing the weed?<br />
====Other researchers====<br />
* What are the main advantages of fighting weed with robots?<br />
* What is the main problem of pesticides?<br />
* What is the current solution, you have?<br />
* What is the weight of that solution?<br />
* How many energy consumes the current solution?<br />
* Is the solution dependent on the type of crop and on other circumstances?<br />
<br />
===Beltech contact log===<br />
We called Beltech to ask if it was possible to interview them about the possibilities of a mechanical weeds removal tool for use on the farm fields.<br />
Ron van Dooren, head marketing answered and he told us that there were possibilities for us and that Richard Vialle knew all the details about their weeds removal machine and that he should help us. We should send a mail to info@beltech.nl containing what our expectations for them were and what we wanted to know. This mail was sent and then on Monday 04-03-2019 we got a confirmation that the mail was received and that it was forwarded to Richard Vialle. He would reply to our request and help us further.<br />
<br />
As we did not receive any reply from our mail, we contacted Beltech again to ask if they had taken a look at our mail. On the phone, we were told that both Ron van Dooren and Richard Vialle were not available and that sending a mail would be the fastest way to contact the right person. After the call, we sent another mail asking if they had taken a look at our request and Ron van Dooren replied, stating that he would remind Richard Vialle to answer us. This mail was received on Thursday 14-03-2019. From there on, we have not received a reply from Richard Vialle. In the previous mail we sent, we also included all dates and times where we would be available for an appointment, for them to pick a right time. This was done to speed up the communication as we do not have much time left if we want to incorporate their information into our project.<br />
<br />
===Interview===<br />
<br />
<br />
[[File:G5_Q3_1.jpg|400px|thumb|Overview of situation]]<br />
[[File:G5_Q3_2.jpg|400px|thumb|Twigs that should be removed]]<br />
[[File:G5_Q3_3.jpg|400px|thumb|Obstruction by dead tree and dead weeds]]<br />
[[File:G5_Q3_4.jpg|400px|thumb|Obstruction by tree trunks]]<br />
[[File:G5_Q3_5.jpg|400px|thumb|Obstruction by broken guide wood]]<br />
<br />
Interview with the Farmer<br />
<br />
We went to a farmer and came to the conclusion that greenhouses are not the right location for our robot plans and ideas. However, for the outside fruit cultivation it could be very useful. We got the tip to look at fruit trees like apples, pear and cherries, instead of his strawberries. These are grown in the neighborhood as well. We found a fruit farmer who was willing to tell us something about his farming and he answered all our questions. <br />
After the interview we went to have a look in the fields. We made pictures of the situation and from a lot of the common obstructions. This gives us a good image for making a model of the environment we are facing.<br />
<br />
* Is weed a big problem?<br />
Weed is quite an issue as it takes away moisture and nutrients from the crops growing and thus having a negative impact on harvest rates as the crops cannot grow as good as they would without weeds. <br />
* How do you currently fight weed?<br />
We are currently using herbicides to fight the weeds. As the biggest problem we have is actually the weed couch-grass, which is found everywhere around the trees, removing this manually without the use of herbicides is almost impossible as it is a very time consuming task.<br />
* How much time does it take to fight weed?<br />
We can treat the complete farm with herbicides in a couple of hours. However, before we can do the treatment, the land has to be dry and the weather forecast should not give any rain for the coming day, in order for the herbicides to do their work.<br />
* How many people are needed to fight weed?<br />
To apply the herbicides to the farmland, we drive in between the tree rows with a small tractor, including a trailer which contains a tank with the herbicide mixture and a spraying device which sprays the herbicides just next to the trees.<br />
* What is the planning in removing weed? i.e. after how many time should you start again with the fields, how many times a season do you need to go over each field.<br />
The amount of times we need to spray depends on the type of herbicide used. When there are a lot of though weeds, we tend to use a stronger herbicide. This way, you do not have to spray it that often as it remains in the ground for longer, but using strong herbicides is not preferable as it is also more aggressive towards the fruit trees, but on average we have to spray three times a year.<br />
* Are all the locations reachable without using public roads?<br />
We have several different orchards separated by public roads. However, there is a patch of land at the ends of each tree row for the tractor or robot to turn without crossing the public road. This way, driving through the orchard is possible without crossing public roads.<br />
* Are there many animals such as rabbits, birds in the fields?<br />
Sometimes there are rabbits in the orchard, but they use it only to cross the land. They normally do not stay for long. Birds are a bigger problem as they normally come to eat the fruit. This way, we cannot sell it anymore and our yieldings decrease. Sometimes we do find mice in small holes, but this is not that much different of the animals that you find in an average garden.<br />
* Which tools do you use currently?<br />
For weed removal, we use a small tractor with a herbicides spraying device. This device is basically a container holding the herbicide mixture and a sprayer which delivers it at the right place. The tractor is used to move the spraying device along the trees in the orchard.<br />
* What is the cost of the tools and how long do they last?<br />
The tractor uses fuel to operate, but as we give it regular maintenance, it lasts for a lot of years. If something breaks, we try to repair it ourselves if possible or otherwise call a service company to take a look at it, but this happens very rarely. This also applies for the spraying device. Giving a specific number for the use costs is quite difficult as sometimes there are expensive parts breaking, which have to be replaced, but this does not happen every year.<br />
* What it the cost of the people that are removing the weed?<br />
We use herbicides to fight weeds and to apply them, this can be done by a single person driving the tractor, including container with herbicides which are then sprayed around the trees. This way, the amount of man-hours can be kept relatively low, but manual weed removal would cost a huge amount of labor as it is not only hard to get rid of the weeds in the ground, they also return faster without the use of herbicides.<br />
<br />
=Design=<br />
<br />
==RPCs==<br />
===Requirements===<br />
* The system recharges autonomously<br />
* The system must be able to differentiate crops from weeds<br />
* The system removes weed from the farm field and collects it for disposal<br />
* The system moves itself around the farmfield, following a predefined pattern unique for each farmfield<br />
* The system must not be harmful for the crops<br />
* The system detects obstructions in its path<br />
* The system can notify users on its status<br />
* The system can carry weeds<br />
<br />
===Preferences===<br />
* The system can operate for a long time before having to recharge<br />
* The system should make minimal errors in recognizing weeds<br />
* The system should damage its surroundings as less as possible<br />
<br />
===Constraints===<br />
* The system is more cost-efficient than human workers<br />
* The system is more cost-efficient that using pesticides<br />
* The system traverses the field autonomously<br />
* The system goes to recharge, before running out of battery charge<br />
* The system does not use pesticides<br />
<br />
==Weed control==<br />
<br />
Good weed control is important for farmers in order to maximize their yields. Weeds can decrease the amount of space, light, water and nutrients available for the crops. Weeds can also act as a shelter for insects and other animals like rats and mice. It is necessary to remove these weeds and prevent them from growing. Weed control has become an important part in farming because it has a big impact on the amount which can be harvested from the plants.<br />
<br />
<br />
Weeds can be divided into three groups:<br />
<br />
*Annual weeds: These weeds spread by seed and have a lifespan of one year, but produce a lot of seeds for the next year.<br />
*Biennial weeds: lifespan of two years. The grow only a cluster of leaves in the first year. The second year it produces flowers and seeds after which it will die. <br />
*Perennial weeds: Those weeds have big roots underground, so they are able to survive multiple years. Even if the part above the ground is removed, it will grow again the next year. These weeds are therefore the hardest to control.<br />
<br />
<br />
Examples of some of the most common weeds:<br />
<br />
*Cleavers (annual weed)<br />
*Thistles (biennial weed)<br />
*Stingnig nettles (perennial weed)<br />
*Couch grass (perennial weed)<br />
<br />
<br />
Types of weed control:<br />
<br />
*Cultural: Prevents the weeds from growing by reducing open spaces where weeds can grow by placing the desired plants close to each other. This method can be used in gardens but isn’t practical at farming because most crops need enough space between each other. <br />
<br />
*Mechanical: Pulling out or damaging the weeds causing them to die. These methods are effective but often time consuming. Pulling out the weed including the roots is one of the most effective ways. However, this is very time consuming since it must be done by hand. Ploughing the ground uproots weeds and causing most of them to die. This can be done with a machine, but some weeds can still continue growing if their roots aren't damaged.<br />
<br />
*Chemical: Using pesticides which kill the weeds but not the desired plants. This method is less time consuming but doesn’t work with all weeds and can be harmful for the environment. Farmers spray the chemicals mostly with a big machine on the weeds. This can only be done when there isn't too much wind.<br />
<br />
<br />
===Weed detection===<br />
<br />
In order to remove the weeds it is necessary for the robot to be able to recognize the weed so it can remove it. As described in the state of the art there have been multiple studies on weed detection. <ref name=sota5 /><ref name=sota10 /><ref name=sota34 /><ref name=sota35 /><ref name=sota39 /> With good cameras and image processing it is possible to accurately recognize weeds even between the crops. <br />
Most existing weed detection systems use a normal camera to take pictures of the ground which then are analyzed by a computer. It is out of scope to design such a system. The hardware is for those systems is widely available. The software is the most important part of these systems. The cost and time needed for developing is heavily dependent on the accuracy and speed of the system. <br />
<br />
When and how fast weeds grow depends on the type of weed, the weather, the soil and many other factors. There are many different kinds of weed and they all start growing on a different time. Most weeds start growing in the spring when it is getting warmer outside. <br />
There is no fixed interval between weed removals. It depends on the temperature, the weed and if there were any roots or seeds left behind since the last time the weed was removed.<br />
<br />
==Navigation==<br />
As described in the problem statement, the robot should be able to move autonomously. We will investigate: <br />
# How the robot autonomously maneuvers through orchards, covering it fully.<br />
# How the robot operates when it needs to charge, needs to empty its container or has finished working a field. <br />
<br />
For the autonomous maneuvering across fields we consider the following approaches:<br />
* Full autonomy: the robot will given a field, determined by GPS coordinates, autonomously decide a(n) (optimal) route to fully cover a field.<br />
* Semi-autonomy: the robot will follow set route, obtained from GPS data generated by the user or provider of the robot. <br />
For both approaches the robot will automatically detect obstacles including humans and animals and halt operation temporarily. <br />
<br />
Full autonomy is highly desirable, as this improves the portability of the robot, reduces overhead for client and provider and potentially increases efficiency, in cases where a provided route is not optimal. However, full autonomy is hard to achieve, bears greater upfront costs and potentially is not cost-effective at all. <br />
Semi-autonomy, on the other hand, is cheaper and easier to implement, as following a set GPS route is near trivial. However it has the overhead that a GPS route has to be determined before operation can commence. Determining a (good) GPS is not hard, but costs time and effort, and has to be done for every individual field. As discussed in paper 14<ref name=sota14 />, determining a route for a tractor is not hard, it only requires the user to drive the desired route and then the autonomous system can replicate it, however in this use case, where the robot potentially is small, this would require a user to either use specialized equipment to determine a route, such as a remote drone, or to walk the route, which is less desirable. It is out of scope to fully design a system whichs creates a GPS route for the robot, however a solution similar to the method in paper 14 is suitable and technologically possible.<br />
<br />
Additionally, for bigger fields, a group of robots working together can be more cost-effective. In the case of fully autonomous robots, this means the robots must communicate and delegate parts of the field to each other. Depending on the implementation this can be done efficiently. Each robot could for example mark the visited coordinates or sectors on a shared digital data structure. Other robots can then avoid this areas and avoid doing extra work. Alternatively, at the initialization of the job, the robots could negotiate a sector of the field to be assigned to them and basically divide and conquer the work, as if the field was actually multiple small fields, worked by a single robot. Either way, this cooperation seems only marginally, if at all, <br />
more difficult than creating a fully autonomous robot and as such does not play for or against the fully autonomous system for deployment on bigger fields. <br />
As far as the semi-autonomous system is concerned, a possible cooperation technique for multiple such robots operating on the same big field could be a equal division of the pre-set path among all the cooperating robots. <br />
In conclusion, the size of the field does not particularly favor either implementation. Nevertheless, for an initial implementation, a single robot will work alone.<br />
<br />
Next to the size of the field, let us look at how the shape of the field impacts our design decision. First of all we have (near) rectangular fields. Arguably, such fields are easier to handle, both for (semi-) autonomous as well as non-autonomous systems, than irregular fields. One simple, but possibly suboptimal, manner of dealing with (near) rectangular fields is to drive the full length (or width) of the fields, turn around and repeat until the entire field has been covered. For a semi-autonomous system, such an approach can be created easily as discussed in paper 14<ref name=sota14 />. For fully autonomous system, such a field should also be easy to operate on, as in the worst case, it should be able to do exactly the same as a semi-autonomous system; a simple reflex agent, which turns around once detects the field border (via GPS or some other feature) and some termination conditions might even suffice. <br />
Let us then turn to irregular field shapes. Currently, farmers are already dealing with irregular fields manually, as such a semi-autonomous system can be given a route without any issues. For autonomous systems, however, irregular fields might prove to be more challenging. Of course, this depends on the quality of the AI, but performance might be lower in the worse case (an approach might for example be a semi-bruteforce of the field), than the performance of a semi-autonomous system, but in the best case this might be better. Either system is able to handle an irregular field, but the performance of the autonomous system is heavily reliant on the quality of the AI and should be investigated for a conclusive recommendation. For the fruit orchard use case, however, the structure of the field is somewhat easier: a set of lines of trees can be followed by the robot to operate, meaning the AI does not have to be very complex.<br />
<br />
Of course, an automated solution should be able to deal with obstructions. A robot can for example encounter low hanging/broken off branches of the trees, humans and animals. The system uses proximity sensor to sense its surroundings: if an obstacle presents itself in the robots path, the robot will halt and notify the user. While it waits for the user's response, it will update its status every 5 seconds. If at any point, before user response, the obstacle is no longer present, the robot will notify the user and continue operation. If not, it will wait for the user, who can decide to halt operation until a later point (for example after the user has cleared the obstacle) or can order the robot to ignore the obstacle and continue operation: for example imagine a low hanging branch is obstructing the robot. In this case the user can decide if the robot should simple run into the branch, with the intention that the robot pushes the branch out of the way by running into it. This proximity sensor system will prevent run-ins with obstacles, unless instructed by the user, meaning the system is safe for animals and humans.<br />
<br />
Overall, when only looking at the maneuvering of the robot on the field, and the safety of the robot, the system is able to autonomously deal with an entire field. A semi-autonomous system is guaranteed to fully cover the field, and is cheaper than a fully autonomous solution, however it has the additional overhead that a route has to be predefined. A fully autonomous robot has the potential to be more efficient in its route, but is more technically challenging. Since the size of the field, and the cooperation between robots, does not favor any particular solution and the shape of the field inconclusively favors a semi-autonomous system, our recommendation is to utilize a semi-autonomous, single robot system for now, until fully autonomous systems become more mainstream and less expensive. <br />
<br />
Next we discuss how a system should behave when it needs to charge, needs to empty its container or has finished working the field. <br />
We can distinguish a couple of behaviours in such cases:<br />
*The robot signals the user and waits for it to be picked up<br />
**The robot stops where it was at that moment<br />
**The robot moves to the edge of the field or even a designated point at the edge of the field<br />
*The robot autonomously moves to a point, where it can charge, empty or wait<br />
**The point is at the field edge<br />
**The point is further away<br />
**The robot autonomously moves to work another field<br />
<br />
Before we discuss the pros and cons of the above behaviors, we must point out that the desired behavior likely depends on the user. Some farms have all its fields close to or adjacent to each other, whereas other farms have their fields scattered around the vicinity. This heavily impacts whether a user is willing to pick up the robots or wants the robots to come to some “waiting place” or continue working another field. Also the wealth of the user determines whether each field has a charging point, or not. Finally the implementation of the charging point impacts the above: is it a fixed-in-place charging point, or more like a power bank that you place where and when needed?<br />
On closed farms, meaning farms where you can move between fields without encountering random people or vehicles anywhere, a more automated approach is viable: The robot could move from a field to a charge, empty or wait point somewhere else on the farm easily by just following a set route. It would then be the user’s responsibility that no objects or people get in the way, which is very manageable. Alternatively, again, a fully autonomous system could be used for the routing and maneuvering to the point. We can present similar pros and cons for a fully autonomous versus a semi-autonomous system again as above, but for this particular use case (closed farm) a semi-autonomous system would do just fine.<br />
<br />
==Concept gripper==<br />
The gripper should grab all kinds of weeds and remove them efficiently. The first concept uses two long parallel rods, which extend under the weed so the stem of the weed will be in between the two rods. When the gripper is at its place, the rod, mounted to a carriage, will be moved towards the stationary rod and the stem will be clamped in between the two rods. Now the weed is hold tightly at a relatively strong point, it can be pulled out of the soil, together with its roots. The gripper can then move to a weed container and dropping the weed in there. Below, a drawing of this gripper is shown, together with a carriage that will move one of the rods. The movement of the carriage is done by a rack and pinion actuator. The drawing is just a concept: manufacturing margins, motors, bearing seatings etc. still have been left out of the picture.<br />
<br />
The second gripper concept is radically different from the first one. After conducting research into weeds and analyzing a real life situation at a potential user, we concluded that only grabbing and pulling weeds might not be enough. That is why the second concept incorporates curved blades to obtain a scissor-like functionality. The blades can be used to cut stronger weeds that are too strong to be pulled out. We have chosen a curved blade in order to make sure that the weeds are being pushed to the center of the gripper, instead of being pushed out at the end. This is especially important for tough weeds that tend to move to the end of the gripper, the furthest away of the rotational axis. In addition, it removes unnecessary tension from the grabber when the weeds are being sliced off and it allows for a more evenly distributed cutting force along the radius of the weeds. Operation would be as follows: After a weed has been detected, the arm moves the grippers into position. The blades will be as low as possible to the ground and may even dig into the ground ever so slightly, the gripper grabs hold of the weed tightly enough to be able to pick it up, but not too tight to where it might crush the weed. After weeds have been grabbed by the gripper, the blades can snip the weed's stem or roots, depending on the weeds, and the gripper can then deposit the weed into the container of the robot. This concept is more complicated and more dangerous than the first one, but offers greater functionality and adaptability. Being able to snip the weeds' roots reduces the chance of the weeds returning, which is something the first concept could not do, therefore we suggest using the second concept for a first prototype. <br />
[[File:g5_q3_201819_gripper_iso_view.png|400px|thumb|Isometric view of the concept gripper]]<br />
[[File:model21.png|400px|thumb|Alternative gripper design]]<br />
<br />
==Battery==<br />
The robot needs to have energy to operate. The easiest way to provide the robot with energy is using a battery. Putting solar cells on the robot will not be enough, because the robot will operate underneath and between trees. The trees are blocking the sun, so the solar panels will not generate that much energy. Another option is providing energy by cables. A very long cable is needed in this situation, because the scope in which the robot works is very big. The cable can also be stuck behind some tree or other obstacle. Stationary cables providing energy (like is used by electric trains) is also not convenient. It is dangerous for human that enter the area, because they can get an electric shock. Also lots of cables are needed and it can be damaged easy. A battery doesn't have those disadvantages, but there is another disadvantage. A battery can run out of energy.<br />
<br />
A battery can be recharged, but that takes time. If the battery is in the robot, the robot has to wait till the battery is charged and cannot do the tasks for which it is intended. To solve this problem, there is an existing solution, namely a battery change system. In such a system, the battery can be easily removed from the robot and another battery can be placed. Currently the battery change is mostly done by humans, however the process is not difficult. We found a patent on a battery change system. The battery itself has contacts two opposite sides. At one side the contacts are used for charging and the contacts at the other side are used when the battery is in use. To remove the battery is something like a conveyor belt used. When the battery is removed, then a full battery needs to be placed in front of the battery space in the robot. This can be done with a linear movable battery rack. When the full battery is in front of the gap the conveyor belt is applied again to place the full battery in the robot. To see a picture of this, see [https://patents.google.com/patent/US4450400A/en].<br />
<br />
After measuring the battery usage the robot knows how long it can operate before getting the next battery. In the navigation, this can be taken into account. If this is done correctly, the robot will in practice never run out of battery.<br />
<br />
==Weed container==<br />
If you remove the weed and let it fall on the place where it was is not preferable. The removed weed can make that even more weed is growing on that place. If the robot makes the field weed free the next time, then the robot may detect the removed weed as weed that has to be removed. The speed of the robot decreases and the energy consumption increases. The removed weed can also be an obstacle, that the robot has to avoid the next time. Because of this, the robot has to take the weed and bring it to another place. It is not desirable that the robot per piece of weed drives to the place where the weed has to go. To collect the weed, the robot needs a weed container.<br />
<br />
If you throw the weed just in a container, then the container will be rapidly full, because most weed has a stiff structure. To solve this problem, a press can be installed in the container that makes the weed more compact. When the press has worked, more weed can be put in the container. The press does not have to work after each weed that is thrown into the container. This will impact the operation speed of the robot. If the top of the weed pile is to a certain level in the container, the press can operate. If the press does not go further than a set position, then the weed container is full and has to be emptied.<br />
<br />
Garbage trucks have the same functions as the weed container that we need in our robot. A size of a garbage truck is too large, so we should scale the solution a bit down, to fit it into our robot. For the weed container a scaled down version of a garbage truck can be used.<br />
<br />
The robot has to dump the weed also somewhere. This can be realized with an underground container that is only opened when the robot has to dump the weed in there. This is also a safety issue, such that human cannot fall in the gap. It is of course possible to open the container for human. The top of the container does not have to be electric. If it is realized as a sliding cover, then the robot can open and close it with the arm on which the tool to remove weed is.<br />
<br />
==Communication==<br />
[[File:G5_UI_app.png|200px|thumb|Mockup of application for owner]]<br />
[[File:G5_comm.png|200px|thumb|Communication schematic]]<br />
<br />
The robot has to communicate with its owner, such that the owner has control over the robot. Furthermore, if the robot works together with other robots, it has to communicate to the other robots too. If collaborating robots do not communicate, they can come in a situation, in which they are waiting on each other.<br />
<br />
With multiple robots, it is the most efficient when there is one central control unit for all the robots, a server. The robot communicates, like the other robots, with the server. The owner of the robots communicates to the server too and the server forwards the commands of the user to the right robot.<br />
<br />
The contact between the robot and the server is via an internet connection. The robot is connected to the internet via a mobile network, like 4G. The robot has also the possibility to connect to the internet over a WiFi connection. To setup those connections and to do other things in the software of the robot, the robot has also an USB connection, over which the technicians can send commands.<br />
<br />
For safety, the robot has one or more physical emergency stop buttons, such that they are reachable without walking around the robot. If an emergency stop is pressed, the power supply of the robot will be switched off immediately.<br />
<br />
The owner of the robot can control the robot via a smartphone app. We will give a mock-up for such an app, but we will first give the functionality of the app:<br />
<br />
* Showing battery level<br />
* Showing fill level of weed container<br />
* Showing what the camera on the robot sees<br />
* Warning in case help of a human is needed (for example when the robot is stuck)<br />
* Showing the progress of the robot in the field<br />
* Pause and resume the operation of the robot<br />
* Start the operation of the robot<br />
* Stop the operation of the robot<br />
* Support for multiple robots<br />
<br />
Starting the operation can be done in multiple fields. The robot determines based on location data in which field it starts the operation. This means that the robot should be in the field where it should start operating.<br />
<br />
==Safety==<br />
<br />
Safety is an important aspect of every machine. The robot will drive autonomously and has many moving parts and electrical components. These could cause injuries to people. To prevent this the robot has been designed to minimize those risks.<br />
<br />
*The robot has no sharp edges or parts, excluding the gripper, which could potentially hurt someone. The gripper will have sharp knives which can cause serious injuries if it touches someone. Therefore the gripper should only move if there are no obstacles around it. If the robot arm touches something wich it didn't expect it will stop moving to prevent prevent further damage.<br />
*Cameras and sensors on the robot can detect if something or someone is in front of the robot. This is necessary to prevent injuries to people and damage to the robot. In a situation where there is an obstacle in front of the robot the user will get a notification in the app and can let the robot continue driving if it is something small like a plastic bag or let the robot drive around the obstacle.<br />
*There is an emergency stop button on the robot and in the app.<br />
*The robot has a big battery and many electrical components. To prevent electric shocks the metal parts industrial robots and machines are earthed. In a driving robot which has rubber tires this is not possible. To minimize the risk of wires making contact with metal parts all electronic components must have double electrical insulation (class II).<br />
<br />
==Notes on design==<br />
The robot has 4 wheels, as 4 wheeled vehicles have proved to be effective and efficient in the agricultural sector there is no need to literally reinvent the wheel. <br />
The robot is small enough to fit between rows of trees in an orchard, but big enough to provide enough stability to maneuver through an orchard without issues. <br />
As not each orchard is the same, the size of the robot is not optimized to perfectly fit between a row of trees and cover either side, hence it only has one weeding arm. Future developments and iterations can change this property.<br />
<br />
==Operation==<br />
This section will describe the robot's operation in a real life environment.<br />
Before a robot can begin removing weeds in an orchard a number of steps have to be taken. First of all, the base station of the robot has to be installed, so that the robot can charge, empty its weed container and wait when it has finished operation. After this, a GPS route through the orchard has to be obtained and uploaded to the robot, and also a route from the base station to the orchard, which is preferably as small as possible. <br />
Now the robot can be started by the user and the robot will drive to the orchard and start removing weeds along the specified GPS route. With its cameras it will detect weeds, stop driving, remove the wees using the gripper mounted on the arm and place the weed in the robot's container, and continue driving until it finds more weeds. It will continue to do so until the entire route has been covered and then return to the base station, notifying the user that it has finished. It keeps track of its battery level, it makes sure to keep enough energy saved to return to the base station. If it needs to recharge during operation, it will notify the user and return to the base station and charge. After charging it notifies the user and returns to where it left off and continue operation. This process is identical for the emptying of the weed container. If the robot encounters situations it cannot deal with it notifies the user and halts operation until user response, unless the situation resolves itself and no longer obstructs the robot. Then it notifies the user that it has continued operation. <br />
<br />
The user is able to view the robot's location, battery level, how full the weed container is and view the robot's camera vision through an app. Via this app the robot can be started, paused and stopped.<br />
The user can schedule the robot's operation to for example have the robot remove weeds from field 1 every two weeks on Monday, and remove weeds from field 2 every week Tuesday etc. and can tell the robot to continue with another field after finishing one.<br />
<br />
A visualization of the robot model can be seen here:<br />
<br />
[[File:model20.png|400px|thumb|Final Design]]<br />
[[File:G5_movies.zip|400px|thumb|Animation of the Final Design]]<br />
<br />
<br />
==Validation==<br />
<br />
In order to test our gripper we have conducted some experiments using our 3D printed gripper. First, we went to a place which had a lot of different weeds and then we tried to pull out some weeds from the ground, using our gripper. This turned out to go very well. Our main concern for the gripper was that an optimal gripping force had to be determined because if the force is too low, the gripper would not be able to pull out the weeds and if it is too big, it would crush the weeds and it would cut them off instead of pulling them out altogether. From our experiments, we saw that the gripper did never cut off any weeds, even when we applied very high forces. This way, the maximum gripping force is only limited to mechanical properties of the gripper and that there is no cutting effect caused by applying too much force. A cutting effect could still be seen when gripping wood-like things like branches, but our gripper is not designed for this purpose.<br />
<br />
Something we did see was that sometimes when pulling weeds, we had to apply a lot of force pulling the gripper with the weed out of the ground and then we ended up breaking the weed because the roots were actually stronger than the stems. This confirms the need of our cutting blade, as it can cut off the weeds easily, without applying too much force. This process does not remove the weeds entirely, but it weakens them, including the roots. This way, they can be pulled out completely the next time our robot goes around the field.<br />
<br />
In order to determine the torque needed for our servo’s controlling the gripper, we took kitchen scales and put them in between our hands and the gripper in order to measure the force we applied. The force necessary to pull out the weeds varied for different kind of weeds, but in our experiments, we saw that a force of 50N, applied to the tip of the gripper turned out to be enough to pull out all weeds, without destroying them. This force would be equivalent to a servo torque of 7.5 Nm, which is acceptable.<br />
<br />
In addition to our experiments, we also went back to the farmer we had first spoken with, to discuss our design and to show how the robot would be operated. This included a demonstration of our app mock-up. The farmer liked the simplicity found in the app and that it did not contain any unnecessary or difficult to understand options. He also liked the design of the gripper and thought that it would function properly. However, he was concerned that it would take ages for the robot to go over the field as it has to grab every individual weed instead of just spraying over it altogether. We have not taken a look at speed optimizations of the complete system as this is dependent on the complete setup, all it’s different components and the way they work together. This is something that could be done in a follow-up study about our project. On top of that he also pointed out that it creates a big dependence on other companies, like IT for maintenance and setup, which conventional (mostly stubborn) farmers do not like.<br />
<br />
[[File:model22.jpeg|400px|thumb|Verification measurements]]<br />
[[File:model23.jpeg|400px|thumb|Weeds pulled out with roots]]<br />
<br />
=Cost Analysis=<br />
[[File:CostAnalysisG5_3.PNG|400px|thumb|Cost Analysis]]<br />
[[File:Cost_over_years_2_G5.PNG|400px|thumb|Cost Analysis]]<br />
[[File:pie chart costs G5.PNG|400px|thumb|Cost Analysis]]<br />
The cost analysis consists of estimates of part costs, and assembly costs. The estimates are very rough, and most likely are too low for a real product. The estimates are based on a hand made robot, not an assembly or factory with contracts with suppliers etc. Also some links are included with parts which could potentially be used.<br />
As visible in the table, part costs are approximately €6000. This is an estimate of the very minimal costs, and does not consider licensing fees, delivery costs etc. Neither does this include testing for functionality and quality and most likely, after an initial build, new or additional parts are required. <br />
The table also includes assembly and programming. It is hard to estimate a cost for those attributes. For a single robot/prototype, assembly and programming can be done in-house and would contain numerous ad-hoc solutions and inefficiencies. The values in the table represent a such in-house built and programmed robot. In a mass production environment the values would likely increase drastically.<br />
In conclusion, if we try to estimate the cost of a one-off in-house robot this would approach €20.000.<br />
<br />
Without going into detail about sell prices, taxes and all other aspects of running a company, and only looking at the estimated amount of €20.000, we can investigate how this compares to the already in place, pesticide solutions.<br />
We will analyse multiple scenarios and make recommendations based on those.<br />
Assumptions: pesticides cost €100 per acre, pesticides have to be sprayed every month on average, weeding using the robot has to be done every 2 weeks. <br />
The costs for the user we will consider for this case are only the costs of the pesticides needed to remove the weeds. Thus, per acre, per year, the user pays €1200 to use pesticides. <br />
The cost of the robot is €20.000. So if a user has 1 acre of land, the estimated time to earn back the money spent on the robot is about 17 years. <br />
However if the user has 3 acres, the costs of pesticides per year are €3600, and then it only take about 6 years to earn back the money spent on a robot. <br />
The idea is clear: the more land the user has, the more profitable a switch to robots is. The only consideration is that the robot is able to remove the weeds from all of the orchards within two weeks, otherwise multiple robots must be purchased and the payback time increases drastically.<br />
<br />
Without testing and prototypes we cannot accurately estimate the maintenance costs or life-span of our product. It is highly likely that the robot requires yearly maintenance and that such maintenance will cost money, therefore its return on investment time might be lower than depicted in the graphs, however we assumed a yearly cost of €200 for the maintenance of the robot to give a more realistic prediction than no maintenance at all. Also, for the robot to communicate with the user, the user potentially needs to pay for a 3G/4G subscription with a service provider. This will likely add another €100-€200 per year to the upkeep of the robot.<br />
<br />
Next to the purchasing of farming equipment, farmers often lease equipment. For this robotic system, however, leasing is not as simple. Due to the fact that the robot needs a route, a user would need to obtain a route before leasing a robot and the user would have to have the infrastructure to support the robot and it's base station. More then likely, this is not the case. Moreover, the weeding of the fields has to be done very regularly and leasing a system every 2-4 weeks is likely more expensive in the long run than purchasing a system. Hence we do not view leasing as a viable option for this robot.<br />
<br />
=Conclusion=<br />
This initial overview of robot for automated, semi-autonomous removal of weeds in the fruit orchard sector shows there is a future for such products. However, there is a lot of work and research left to do beforehand. For this particular design the following things remain to be done:<br />
*Proper part selection and testing: The robot must be build to last multiple years and minimize its costs and upkeep in order to become a solid competitor for pesticides, to this extent solid parts must be used and these must be tested for functionality, performance and life expectancy. The effects of rain, UV light etc. on the robot must be analysed.<br />
*Testing weed detection implementation: The performance of the weed detection must be measured and improved as much as possible.<br />
*Testing weed removal gripper: The gripper we designed must undergo intensive testing and the design must be improved accordingly.<br />
*Determine and improve performance of the entire package: Answer question such as: How long will the robot be able to work for on one battery charge? What is its operation speed? <br />
*Adjust cost analysis based on the above<br />
This is of course an iterative process.<br />
<br />
After the creation of a working system, it can be further optimized by for example adjusting its size to the use case, and add additional weed removal arms.<br />
<br />
When fully autonomous technology becomes more wide-spread and affordable, the robot can be updated or upgraded to incorporate such technology, improving its user-friendliness and potentially performance.<br />
<br />
A working system in the fruit orchard sector opens doors to many other sectors, both in agriculture and outside. Based on our findings and on those who continue with this base, systems can be designed for other sectors and ultimately reduce the worldwide usage of pesticides to create a better future.<br />
<br />
Based on the cost analysis we can recommend a robotic weed removal system which does not utilize pesticides to any fruit orchard farmer, to replace current pesticide solutions as a cost effective alternative.<br />
<br />
=References=<br />
<references /><br />
<br />
==Links to sources==<br />
#https://www.aaai.org/ojs/index.php/aimagazine/article/view/1132<br />
#https://www.aaai.org/ojs/index.php/aimagazine/article/view/1130<br />
#https://patents.google.com/patent/US5943733A/en<br />
#https://patents.google.com/patent/US5204814A/en<br />
#https://www.sciencedirect.com/science/article/pii/S0168169907001688<br />
#https://patents.google.com/patent/US2941223A/en<br />
#https://www.sciencedirect.com/science/article/pii/S092188909600053X<br />
#https://s3.amazonaws.com/academia.edu.documents/37918498/06850799.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1549803092&Signature=8GCjA4uM%2FhDytKf1RFWUmk6m0t4%3D&response-content-disposition=inline%3B%20filename%3DPath_Planning_Algorithm_Development_for.pdf<br />
#https://www.osti.gov/etdeweb/servlets/purl/895225<br />
#https://pdfs.semanticscholar.org/6b2f/19d3bd58c12071129ba6adba16a87c229aaa.pdf<br />
#https://ac.els-cdn.com/S0301479715304412/1-s2.0-S0301479715304412-main.pdf?_tid=bd717970-3888-4fd2-8cfd-4f89ef37f34a&acdnat=1549800079_288b461fdbddadb9ecad9edaef4d7786<br />
#https://ac.els-cdn.com/S0921889002002415/1-s2.0-S0921889002002415-main.pdf?_tid=b448d981-30f4-41b9-b527-6e13619c967b&acdnat=1549800321_10552114fd41bada89923042bbd7034d<br />
#http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.418.3615&rep=rep1&type=pdf<br />
#https://www.researchgate.net/profile/Carl_Wellington/publication/239932742_A_System_for_SemiAutonomous_Tractor_Operations/links/559de2af08aec72001828a7e.pdf<br />
#https://onlinelibrary-wiley-com.dianus.libr.tue.nl/doi/epdf/10.1002/rob.20301<br />
#https://www.mdpi.com/1424-8220/8/2/1278/htm<br />
#https://www-sciencedirect-com.dianus.libr.tue.nl/science/article/pii/S1474667016449207<br />
#https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/7438821<br />
#https://www.mdpi.com/1424-8220/13/2/2645/htm<br />
#https://www-tandfonline-com.dianus.libr.tue.nl/doi/abs/10.1163/016918609X12586141083777<br />
#http://edepot.wur.nl/398419<br />
#https://patents.google.com/patent/US20150202770A1/en<br />
#https://patents.google.com/patent/US9373149B2/en<br />
#https://patents.google.com/patent/US8364334B2/en<br />
#https://dspace.mit.edu/handle/1721.1/111698#files-area<br />
#http://dspace.ewubd.edu/handle/123456789/2501<br />
#https://ieeexplore.ieee.org/abstract/document/8336636<br />
#https://tue.on.worldcat.org/oclc/5872746903<br />
#https://tue.on.worldcat.org/oclc/5154827494<br />
#https://tue.on.worldcat.org/oclc/5831032581<br />
#https://link.springer.com/article/10.1007/s12369-009-0011-9<br />
#https://tue.on.worldcat.org/oclc/4934432761<br />
#https://tue.on.worldcat.org/oclc/5387876416<br />
#https://ieeexplore.ieee.org/abstract/document/5169487<br />
#https://acadpubl.eu/jsi/2018-118-7-9/articles/8/55.pdf<br />
#https://doi.org/10.1016/B978-0-12-809881-3.00008-5<br />
#https://doi.org/10.1016/j.cropro.2015.02.017<br />
#https://link.springer.com/article/10.1023/A:1015674004201<br />
#https://library.wur.nl/WebQuery/wurpubs/376454<br />
#https://doi.org/10.1002/rob.21727<br />
#http://dx.doi.org/10.4081/jae.2017.583<br />
#http://edepot.wur.nl/1099<br />
#https://doi.org/10.1016/j.compag.2013.08.008<br />
#https://doi.org/10.1016/j.compag.2011.10.006</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=PRE2018_3_Group5&diff=72654PRE2018 3 Group52019-04-08T13:13:03Z<p>S153905: /* Problem statement */</p>
<hr />
<div>__TOC__<br />
<br />
<br />
<span style="font-size: 14pt;font-weight: bold;">Group members</span><br />
{| class="wikitable"<br />
|-<br />
! Name<br />
! Student ID<br />
|-<br />
| Ruben Haakman<br />
| 0993994<br />
|-<br />
| Stan Latten<br />
| 1257196<br />
|-<br />
| Tom Mulders<br />
| 1008890<br />
|-<br />
| Jasper Stam<br />
| 1006240<br />
|-<br />
| Mathijs Vastenhouw<br />
| 1269496<br />
|}<br />
<br />
=Project setup=<br />
==Approach==<br />
After reviewing the literature, we will determine the requirements for the system. Based on these requirements we will investigate implementations for these requirements and analyze their suitability. We will analyze the costs associated with a solution and compare this to the current costs of using pesticides, the effects on the stakeholders and on the future of farming. Finally we will conclude with a recommendation for or against the automated removal of weeds on farm fields without the use of pesticides and recommend future research topics.<br />
<br />
==Milestones==<br />
*State-of-the-art analysis<br />
*Requirements<br />
*USE analysis<br />
*Design description<br />
*Model<br />
*Cost analysis<br />
*Conclusion<br />
<br />
==Deliverables==<br />
*Requirements<br />
*Design<br />
*USE analysis<br />
*Cost analysis<br />
*Conclusion<br />
<br />
==Planning==<br />
[[File:Planning3.PNG|400px|thumb|planning]]<br />
<br />
===Week 2===<br />
* Arguments for problem - Everyone<br />
* Concrete planning - Jasper<br />
* Goal of the project, some introduction for project. Little story - Mathijs<br />
* State of the Art analysis - Ruben<br />
* Start with requirements - Stan<br />
* USE analysis - Tom<br />
* Function definition - Everyone<br />
* Concepts for functions - Everyone<br />
<br />
===Week 3===<br />
* Contact zoeken - Mathijs<br />
* State of the Art aanpassen - Ruben<br />
* Problem statement aanpassen - Tom<br />
* Nieuwe state of the Art content - Tom, Jasper<br />
* Idee voor grijper - Stan<br />
<br />
===Week 4===<br />
* Contact boeren, domeinkennis onkruid - Mathijs<br />
* Contact onderzoekers - Mathijs, Stan<br />
* Vragenlijst - Jasper<br />
* Requirements - Jasper<br />
* User analysis - Tom<br />
* Movement system - Ruben<br />
<br />
===Week 5===<br />
* Update wiki general info - Tom<br />
* Literature study/refer to articles<br />
** Weed - Ruben<br />
** Navigation - Tom<br />
** All other functions (charging, mobility, communication) - Jasper<br />
* Visit greenhouse (inclusive preparation and reporting on wiki) - Mathijs, Stan<br />
* Requirements (after visit greenhouse) - Jasper, Tom<br />
<br />
====Update after Friday meeting====<br />
* Update structure of Wiki - Jasper<br />
* Structure of State of the art (not grouped on name, sources notation etc.) - Jasper<br />
* Function definition update - Jasper<br />
* Report on visit farmer - Stan, Mathijs<br />
* Requirements - Tom<br />
* Modeling of solution - Stan, Mathijs<br />
* Function definition navigation - Tom<br />
* Literature study weed - Ruben<br />
* Planning - Tom<br />
<br />
===Week 6===<br />
* UI - Jasper<br />
* Communicatie user - Jasper<br />
* Weed container - Jasper<br />
* STOA - Jasper<br />
* Cost analysis, lease, etc - Tom<br />
* Visualisatie - Mathijs, Stan<br />
* Design arm/gripper - Mathijs, Stan<br />
* Weed detection, types of weeds, interval - Ruben<br />
* Planning - Tom<br />
* Target User, schets operation - Tom<br />
* Safety - Ruben<br />
<br />
====Update after Friday meeting====<br />
<br />
* Change UI mockup - Jasper<br />
* Topics presentation - Jasper<br />
* Cost analysis - Tom<br />
* Target user - Tom<br />
* Schets operation - Tom<br />
* Weed detection etc. - Ruben<br />
* Safety - Ruben<br />
* Modeling design - Mathijs, Stan<br />
<br />
===Week 7===<br />
* Cost analysis - Tom<br />
* Design decisions - Tom<br />
* Presentation - Ruben, Jasper<br />
* Missing answers to interview - Stan, Mathijs<br />
* CAD model - Stan, Mathijs<br />
* Video of design - Stan, Mathijs<br />
* 3D printed gripper? - Stan, Mathijs<br />
* Sources in weed - Ruben<br />
* Safety - Ruben<br />
* Structure wiki - Jasper<br />
<br />
===Week 8===<br />
* Validation - Stan, Mathijs<br />
* Problem description - Ruben<br />
* Cost analysis - Tom<br />
* Structure wiki - Jasper<br />
* Cleanup wiki - Jasper<br />
* Conclusion/recommendation - Tom<br />
* Design decisions - Stan, Mathijs<br />
* Pictures CAD model - Stan, Mathijs<br />
<br />
=Problem statement=<br />
Weed control has always been a big challenge in farming. Weeds can decrease the amount of space, light, water and nutrients available for the crops. Good weed control has therefore become an important part in farming because it has a big impact on the amount which can be harvested from the plants. To remove these weeds, often pesticides are used. These pesticides can be harmful to insects, animals and humans and might even contaminate (ground)water. This could eventually lead to those pesticides end up in our food. There are also concerns about the health for the farmers and people living nearby the fields where pesticides are used.<br />
<br />
Due to all these disadvantages and concerns about pesticides there is an increasing demand for biological products. With this trend of increasing demand of biological products and the industry to become more environmentally friendly, we are looking for alternatives for pesticides and big farm trucks. A possible solution for this problem is a cooperation of small autonomous farming machines, which can control a field together. However, this solution is not new, people have already been working on the navigation of these small machines and on the detection of weeds in fields of crops. <ref name=sota28 /> That’s why we will try to make a weed picking device to be able to pick weeds without damaging the crops.<br />
<br />
=State of the Art=<br />
==Articles==<br />
<br />
<!--===Jasper===--><br />
Article about a trash collecting robot (team). It is about office cleanup, but with some changes the technique can also be relevant for outside use.<br />
It is about a competition. One document describes the solution of the winning team, the other gives some more information about the competition.<ref name=sota1>Balch, T., Boone, G., Collins, T., Forbes, H., MacKenzie, D., & Santamar, J. C. (1995). Io, Ganymede, and Callisto a multiagent robot trash-collecting team. AI magazine, 16(2), 39.</ref><ref name=sota2>Simmons, R. (1995). The 1994 AAAI robot competition and exhibition. AI magazine, 16(2), 19.</ref><br />
<br />
A patent for sucking and filtering for a dust collection vehicle.<ref name=sota3>Tagliaferri, F. (1999). U.S. Patent No. 5,943,733. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
A patent for an autonomous lawn mower robot. Also about navigating over the lawn.<ref name=sota4>Noonan, T. H., Fisher, J., & Bryant, B. (1993). U.S. Patent No. 5,204,814. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
Paper about weed control, describing navigating through specific areas, detecting weed with a camera, making weed maps and spraying weed.<ref name=sota5>Slaughter, D. C., Giles, D. K., & Downey, D. (2008). Autonomous robotic weed control systems: A review. Computers and electronics in agriculture, 61(1), 63-78.</ref><br />
<br />
A patent for a snow sweeper for sidewalks.<ref name=sota6>Klauer, W. E. (1960). U.S. Patent No. 2,941,223. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
<!--===Tom===--><br />
Paper about the design of an autonomous vacuum cleaner.<ref name=sota7>Ulrich, I., Mondada, F., & Nicoud, J. D. (1997). Autonomous vacuum cleaner. Robotics and autonomous systems, 19(3-4), 233-245.</ref><br />
<br />
Paper about pathing algorithms for autonomous vacuum cleaner robots. <ref name=sota8>Hasan, K. M., & Reza, K. J. (2014, May). Path planning algorithm development for autonomous vacuum cleaner robots. In 2014 International Conference on Informatics, Electronics & Vision (ICIEV) (pp. 1-6). IEEE.</ref><br />
<br />
Analysis of snow melting approaches.<ref name=sota9>Lund, J. W. (2000). Pavement snow melting. Geo-Heat Center Quarterly Bulletin, 21(2), 12-19.</ref><br />
<br />
Paper about machine vision application for weed removal.<ref name=sota10>Giles, D. K., & Davis, C. (1996). Development of a machine vision system for weed control using precision chemical application.</ref><br />
<br />
Analysis of pavement maintenance methods.<ref name=sota11>Winston, R. J., Al-Rubaei, A. M., Blecken, G. T., Viklander, M., & Hunt, W. F. (2016). Maintenance measures for preservation and recovery of permeable pavement surface infiltration rate–The effects of street sweeping, vacuum cleaning, high pressure washing, and milling. Journal of environmental management, 169, 132-144.</ref><br />
<br />
Research into small (< 20kg) urban robots for disaster relief.<ref name=sota12>Matthies, L., Xiong, Y., Hogg, R., Zhu, D., Rankin, A., Kennedy, B., ... & Sukhatme, G. (2002). A portable, autonomous, urban reconnaissance robot. Robotics and Autonomous Systems, 40(2-3), 163-172.</ref><br />
<br />
Small summary of robots in farming<ref name=sota13>Yaghoubi, S., Akbarzadeh, N. A., Bazargani, S. S., Bazargani, S. S., Bamizan, M., & Asl, M. I. (2013). Autonomous robots for agricultural tasks and farm assignment and future trends in agro robots. International Journal of Mechanical and Mechatronics Engineering, 13(3), 1-6.</ref><br />
<br />
Autonomous tractors<ref name=sota14>Stentz, A., Dima, C., Wellington, C., Herman, H., & Stager, D. (2002). A system for semi-autonomous tractor operations. Autonomous Robots, 13(1), 87-104.</ref><br />
<br />
<!--===Stan===--><br />
Paper about navigation on pavements, avoiding litter, pedestrians and bicycles.<ref name=sota15>Morales, Y., Carballo, A., Takeuchi, E., Aburadani, A., & Tsubouchi, T. (2009). Autonomous robot navigation in outdoor cluttered pedestrian walkways. Journal of Field Robotics, 26(8), 609-635.</ref><br />
<br />
Paper about asphalt analysis, to detect whether the road needs maintenance. This paper was actually meant for airborne sensing, but could be used by our robot as well.<ref name=sota16>Pascucci, S., Bassani, C., Palombo, A., Poscolieri, M., & Cavalli, R. (2008). Road asphalt pavements analyzed by airborne thermal remote sensing: Preliminary results of the venice highway. Sensors, 8(2), 1278-1296.</ref><br />
<br />
Paper about stair-climbing methods for robots, useful for our robot to easily get on or off the pavement.<ref name=sota17>Labecki, P., Walas, K., & Kasinski, A. (2011). Autonomous stair climbing with multisensor feedback. IFAC Proceedings Volumes, 44(1), 8159-8164.</ref><br />
<br />
Article about weather forecasting in the road [network. Could be used by our robot to predict which task it has to do (e.g. de-icing the road)<ref name=sota18>Tomás, V. R., Pla-Castells, M., Martínez, J. J., & Martínez, J. (2016). Forecasting adverse weather situations in the road network. IEEE Transactions on Intelligent Transportation Systems, 17(8), 2334-2343.</ref><br />
<br />
Paper about autonomous docking at a recharging station for autonomous vehicles in general<ref name=sota19>Pérez, J., Nashashibi, F., Lefaudeux, B., Resende, P., & Pollard, E. (2013). Autonomous docking based on infrared system for electric vehicle charging in urban areas. Sensors, 13(2), 2645-2663.</ref><br />
<br />
Article about an autonomous cleaning robot for outdoor use, including path-finding and memory of cleaned areas<ref name=sota20>Chang, M. S., Chou, J. H., & Wu, C. M. (2010). Design and implementation of a novel outdoor road-cleaning robot. Advanced Robotics, 24(1-2), 85-101.</ref><br />
<br />
Article about different kind of weeds<ref name=sota21>Goddrie, P. D. (1965). Chemische onkruidbestrijding in de fruitteelt (No. 5). [sn].</ref><br />
<br />
<!--===Ruben===--><br />
Patent for communication of an autonomous sidewalk robot<ref name=sota22>Patron, A., Colin, Y., Bertrand, B., Pho, V., & Abhyanker, R. (2015). U.S. Patent Application No. 14/269,081.</ref><br />
<br />
Patent for an autonomous neighborhood vehicle controllable through a neighborhood social network<ref name=sota23>Abhyanker, R. (2016). U.S. Patent No. 9,373,149. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
Patent for a system and method for navigating an autonomous vehicle using laser detection and ranging<ref name=sota24>Au, K. W., Touchberry, A. B., VanVoorst, B., & Schewe, J. (2013). U.S. Patent No. 8,364,334. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
Paper about autonomous vehicles navigating trough sidewalks buildings and hallways<ref name=sota25>Everett, M. F. (2017). Robot designed for socially acceptable navigation (Doctoral dissertation, Massachusetts Institute of Technology).</ref><br />
<br />
Paper about an Autonomous Robot for Garbage Detection and Collection<ref name=sota26>Bhuiyan, M. N. I., Islam, N., & Shohag, M. H. (2017). Autonomous Robot for Garbage Detection and Collection (Doctoral dissertation, East West University).</ref><br />
<br />
Paper about multiple robots in smart city applications<ref name=sota27>Abbasi, M. H., Majidi, B., & Manzuri, M. T. (2018, February). Deep cross altitude visual interpretation for service robotic agents in smart city. In 2018 6th Iranian Joint Congress on Fuzzy and Intelligent Systems (CFIS) (pp. 79-82). IEEE.</ref><br />
<br />
<!--===Mathijs===--><br />
Paper on small autonomous robots working together to do big tasks.<ref name=sota28>Guillet, A., Lenain, R., Thuilot, B., & Martinet, P. (2014). Adaptable robot formation control: adaptive and predictive formation control of autonomous vehicles. IEEE Robotics & Automation Magazine, 21(1), 28-39.</ref><br />
<br />
Paper on autonomous navigation on crowded sidewalks.<ref name=sota29>Morales, Y., Carballo, A., Takeuchi, E., Aburadani, A., & Tsubouchi, T. (2009). Autonomous robot navigation in outdoor cluttered pedestrian walkways. Journal of Field Robotics, 26(8), 609-635.</ref><br />
<br />
Paper on robot navigation in highly populated pedestrian zones.<ref name=sota30>Kümmerle, R., Ruhnke, M., Steder, B., Stachniss, C., & Burgard, W. (2015). Autonomous robot navigation in highly populated pedestrian zones. Journal of Field Robotics, 32(4), 565-589.</ref><br />
<br />
Paper on human-robot interaction in urban environments.<ref name=sota31>Bauer, A., Klasing, K., Lidoris, G., Mühlbauer, Q., Rohrmüller, F., Sosnowski, S., ... & Buss, M. (2009). The autonomous city explorer: Towards natural human-robot interaction in urban environments. International journal of social robotics, 1(2), 127-140.</ref><br />
<br />
Paper on the design of a litter collecting robot.<ref name=sota32>Bonnema, G. M. (2012). System design of a litter collecting robot. Procedia computer science, 8, 479-484.</ref><br />
<br />
Article on electric snow removal by placing heating mats.<ref name=sota33>Anonymous. (1998). The abcs of an electric snow-removal system. Air Conditioning, Heating & Refrigeration News, 204(18), 8-8.</ref><br />
<br />
<!--===Weed detection and removal===--><br />
Paper about an algorithm that can detect weeds and also classify it.<ref name=sota34>Siddiqi, M. H., Ahmad, I., & Sulaiman, S. B. (2009, April). Weed recognition based on erosion and dilation segmentation algorithm. In 2009 International Conference on Education Technology and Computer (pp. 224-228). IEEE.</ref><br />
<br />
Paper about weed recognition trough image processing.<ref name=sota35>Kaarthik, K., & Vivek, C. (2018). Weed Remover In Agricultural Field Through Image Processing. International Journal of Pure and Applied Mathematics (pp. 393-399). Ijpam.</ref><br />
<br />
Paper about mechanical weed removal.<ref name=sota36>Hussain, M., Farooq, S., Merfield, C., & Jabran, K. (2018). Mechanical weed control. In Non-Chemical Weed Control (pp. 133-155). Academic Press.</ref><br />
<br />
Paper about an intelligent mechanical weeding machine<ref name=sota37>Melander, B., Lattanzi, B., & Pannacci, E. (2015). Intelligent versus non-intelligent mechanical intra-row weed control in transplanted onion and cabbage. Crop Protection, 72, 1-8.</ref><br />
<br />
Paper where test for mechanical weed control in greenhouses work<ref name=sota38>Åstrand, B., & Baerveldt, A. J. (2002). An agricultural mobile robot with vision-based perception for mechanical weed control. Autonomous robots, 13(1), 21-35.</ref><br />
<br />
Thesis on weed control. Very interesting also techniques for removing weed are discussed<ref name=sota39>Bakker, T. (2009). An autonomous robot for weed control: design, navigation and control.</ref><br />
<br />
Paper about a robot for plant-species–specific weed management using mechanical or chemical module to remove the weed<ref name=sota40>Bawden, O., Kulk, J., Russell, R., McCool, C., English, A., Dayoub, F., ... & Perez, T. (2017). Robot for weed species plant-specific management. Journal of Field Robotics, 34(6), 1179-1199.</ref><br />
<br />
Paper about different methods for non-chemical weed control<ref name=sota41>Peruzzi, A., Martelloni, L., Frasconi, C., Fontanelli, M., Pirchio, M., & Raffaelli, M. (2017). Machines for non-chemical intra-row weed control in narrow and wide-row crops: a review.</ref><br />
<br />
Paper about the complete design of an autonomous weeder robot platform<ref name=sota42>Bakker, T. (2009). An autonomous robot for weed control: design, navigation and control.</ref><br />
<br />
2 Papers about mechanical removing weed between plants<ref name=sota43>Gobor, Z., Lammers, P. S., & Martinov, M. (2013). Development of a mechatronic intra-row weeding system with rotational hoeing tools: Theoretical approach and simulation. Computers and electronics in agriculture, 98, 166-174.</ref><ref name=sota44>Pérez-Ruiz, M., Slaughter, D. C., Gliever, C. J., & Upadhyaya, S. K. (2012). Automatic GPS-based intra-row weed knife control system for transplanted row crops. Computers and Electronics in Agriculture, 80, 41-49.</ref><br />
<br />
==Analysis of articles==<br />
We found reports complete farming robots that are fighting weed. Some of these robots are spraying pesticide to fight weed. Our intention is to not use pesticides, but remove the weed mechanically. The reports are on robots that can be used in other farming disciplines, for example outside vegetable growing and in greenhouses. In those reports there is useful information about different important topics for us, like navigation and weed recognition. Examples of those reports are<ref name=sota5 /><ref name=sota42 /><br />
<br />
===Navigation===<br />
Navigation is an important topic. The robot should be able to find its way trough the fields in which it operates. Navigation is not only finding a route, such that the complete field is covered, but also the lifespan of the battery has to be taken into account and obstacles has to be avoided. We found several papers on navigation, both in farming and other robotic areas. The navigation in other robotic areas can be useful for the way of navigating in farming, because of similarities.<ref name=sota1 /><ref name=sota2 /><ref name=sota4 /><ref name=sota5 /><ref name=sota8 /><ref name=sota12 /><ref name=sota15 /><ref name=sota20 /><ref name=sota24 /><ref name=sota25 /><ref name=sota29 /><ref name=sota30 /><ref name=sota31 /><br />
<br />
===Recognition of weed===<br />
The robot has to detect weed autonomously. The robot has to remove only the weed and not the good vegetation. For this end, artificial intelligence is needed. When the robot detected the weed, it can move the arm with the tool to the weed and remove it. We found some papers about detection of weed. Those papers show that weed can be detected and that weed can be differentiated from crops. For this robot, this thing cannot be copied one to one from another application, but the same methodology can be followed to make weed recognition from a camera working on this robot. This is, because in this area, there appear other types of weed.<ref name=sota1 /><ref name=sota2 /><ref name=sota5 /><ref name=sota10 /><ref name=sota26 /><ref name=sota34 /><ref name=sota35 /><br />
<br />
===Collaboration of different robots===<br />
When the robot is applied on a larger scale, it can be that multiple robots have to work together. When robots work together, they have to communicate to each other, because if they don't do that, situations can appear that they are constantly waiting for each other and they are not efficient. It can even be that the robots recognize each other as an unknown obstacle and stop with their task for safety. To prevent this, we found also some articles about robot collaboration, such that we can think about a way of controlling the robot, such that it can work together.<ref name=sota1 /><ref name=sota2 /><ref name=sota27 /><ref name=sota28 /><br />
<br />
===Weed control===<br />
Research into weed is very important. We have to know which types of weed there are and how we can remove it. The robot should also not damage the crops. We also have to know with which frequency the robot has to maintain the fields, to keep it, until an acceptable level, free of weed. We also found papers about types of weed in our case and papers on how to remove wee mechanically.<ref name=sota21 /><ref name=sota36 /><ref name=sota37 /><ref name=sota38 /><ref name=sota39 /><ref name=sota40 /><ref name=sota41 /><ref name=sota43 /><ref name=sota44 /><br />
<br />
===General design of robot===<br />
To get an idea for a design for a robot, we found some papers on different kinds of robots. From those papers we maybe can use information for our design.<ref name=sota5 /><ref name=sota7 /><ref name=sota13 /><ref name=sota14 /><ref name=sota17 /><ref name=sota22 /><ref name=sota23 /><ref name=sota25 /><ref name=sota42 /><br />
<br />
===Battery and charging===<br />
Our robot has to be provided with energy. We also did some research into charging.<ref name=sota19 /><br />
<br />
===Current situation===<br />
To know the environment in which the robot has to work, we contacted a potential user. In his fields, we could see some examples of obstacles and weed and we know how big the robot can be and on what surface it has to drive. We also asked the potential user how he currently fights the weed and asked about his knowledge about weed and the crops. For more information, see this [[#Contact with users and other research teams|section]]<nowiki />.<br />
<br />
=Users=<br />
<br />
==USE Analysis==<br />
In this analysis we will first sketch the ideal operation of the robot: its functionality and deployment. Then we will analyze the effects and implications of the robot for each of the following stakeholders: Farmers, consumers, governments, society.<br />
<br />
'''Functionality and deployment'''<br />
The robot operates exclusively on fruit orchards. It removes weeds from in between the trees, without damaging the trees and without using pesticides.<br />
<br />
'''Stakeholders'''<br />
'''Farmers:'''<br />
First of all, farmers will no longer have to purchase pesticides, but will have to buy and maintain the robot. While the upfront cost of a (set of) robot(s) might be bigger than the cost of pesticides, the maintenance cost will be lower and hence will be more cost effective in the long run.<br />
Without the use of pesticides, farmers will no longer have to worry about any of the negative effects of the pesticides and hence will never suffer the consequences of potentially harmful product. <br />
Farmers may see an increase in demand and hence revenue, as people are potentially more inclined to buy pesticide-free products.<br />
Removed weeds can potentially be used as fertilizer, fuel or fodder, further highlighting the financial benefits.<br />
<br />
'''Consumers:'''<br />
No pesticides on food suggests healthier food and hence healthier and happier consumers. <br />
Since no pesticides have to be purchased, the product are cheaper.<br />
No pesticides in orchards reduces the chances of accidental consumption of contaminated produce by for example dogs. The means consumers have less to worry about and are generally more happy.<br />
<br />
'''Governments:'''<br />
Do not deal with the consequences of harmful product, contaminated (ground) water etc. <br />
Reduced costs for farming will allow poor government to produce more food, reducing famine.<br />
<br />
'''Society:'''<br />
Less pesticides implies healthier ecosystem, hence better world to live in.<br />
More cost-effective farming means more money for other sectors such as healthcare.<br />
More cost-effective farming means more food and less famine.<br />
<br />
==Target user==<br />
The document describes potential user groups, and discusses which solutions fit which customer and on which customer we will focus. In general, our product is aimed towards farmers who can deploy the robot on their orchards. However, there are different kind of farms and different kind of farmers. By the nature and purpose of the robot, it should be evident that robot is aimed towards farmers who grow fruit trees and experience negative effects from weed growth on their fields. This excludes farmers who only keep animals, or do not have a weeds growing on their fields (like in greenhouses). <br />
Hence the main prospective user group is farmers who grows fruit trees outside (so not in a greenhouse or anything alike).<br />
<br />
We can identify multiple different type of farms in this subgroup, however. <br />
Open farms: farms with their fields scattered around the area, where the areas between the farms can contain roads, buildings or other entities, not owned or controlled by the user. On such farms, the environment is highly variable and uncontrolled. People or animals can be found around or even on the fields. <br />
Closed farms: farms with their fields on a single, or set of, properties owned and managed by the user. These properties are closed for the public and the environment is controlled. Anything that happens on the farm can be controlled and adjusted in a way the user desires.<br />
Next-gen automated farms: farms which are in an experimental phase and are aimed towards full automation. As such, these farms are designed and managed for and by robots. Outside interaction is (very) limited. Conditions are controlled. (example: pixel farming)<br />
<br />
Each of these user groups will require the robot and autonomous system we are discussing to behave differently. <br />
For open farms, a user must either pick up the robots from fields and place them at fields themselves, or the robot must be able to maneuver public grounds and roads autonomously. Moreover, each field or set fields that is disconnected from other fields, must either have a charging and emptying point, or the user must manually move the robots to such points. Or even have to empty and charge the robot manually. Clearly, a fully autonomous robot could do such things autonomously, but for the near future such autonomy does not exist yet. Designing, implementing, and testing it would cost a lot of time and money and hence we decide to not offer such autonomy. The user-unfriendly nature of manual pick-ups and drop-offs of the robots is unlikely to appeal to any real customer, and as a result, we will not focus on this user group our system. <br />
As far as closed farms are concerned, an automated system is easier to realise. The movement between fields, charging and emptying points is not hindered by any entities, assuming the user enables this: proper briefing of staff and keeping routes obstacle free will allow an automated system to function effectively. Given this, our robot system will be able to operate effectively and efficiently: since we do not offer full autonomy, the routes in between fields, charging and emptying points will have to be provided to the system, as such, these routes should be kept fully accessible at all time. In conclusion, closed farms are a consideration for the main target group for this project.<br />
<br />
Finally, there is next-gen automated farms. By the nature of these farms, our robot would be a perfect fit in such environments. Hence such farms are a consideration for the main target group for this project.<br />
<br />
In order to maximize the number of potential users, and the experimental nature of “next-gen” farming, we have chosen to focus our product towards closed farms.<br />
Moreover, from our interview with a farmer with a fruit orchard, we have concluded that a fruit orchards is the ideal farm for a first-generation automated weeding system, which we aim to design. A fruit orchard is usually completely closed off from the public, has a clear layout and is designed in such a way that a tractor can easily move trough its entirety. The robot can thus move in a similar way as a tractor through the orchard and not get stuck on random objects or inconsistencies in the ground. Also, since the branches of the trees are not close to the ground, the robot will encounter few obstacles and not harm the trees or its branches.<br />
<br />
==Contact with users and other research teams==<br />
<br />
===Availability===<br />
*Tom: Monday afternoon, Tuesday, Thursday afternoon<br />
*Jasper: Monday afternoon, Tuesday morning not 19-2, Wednesday morning, Thursday afternoon <br />
*Ruben: Monday afternoon, Wednesday after 13-3, Thursday 21-3 and 28-3, Friday afternoon<br />
*Mathijs: Monday afternoon, Tuesday afternoon not 26-2, Wednesday, Thursday<br />
*Stan: Monday afternoon, Tuesday afternoon, Wednesday, Thursday<br />
<br />
===Questions===<br />
We came up with some questions that we have for a potential user and for other research teams. These questions are aimed to fine tune our design to the user's needs and improve our understanding of the problem scope. The answers to these question will be central to our solution.<br />
====User====<br />
* Is weed a big problem?<br />
* How do you currently fight weed?<br />
* How how many time costs it take to fight weed?<br />
* How many people are needed to fight weed?<br />
* What is the planning in removing weed? i.e. after how many time should you start again with the fields, how many times a season do you need to go over each field.<br />
* How big is the area in which weed should be removed?<br />
* Are all the locations reachable without using public roads?<br />
* Are there many animals such as rabbits, birds in the fields?<br />
* Which tools do you use currently?<br />
* What is the cost of the tools and how long do they last?<br />
* What it the cost of the people that are removing the weed?<br />
====Other researchers====<br />
* What are the main advantages of fighting weed with robots?<br />
* What is the main problem of pesticides?<br />
* What is the current solution, you have?<br />
* What is the weight of that solution?<br />
* How many energy consumes the current solution?<br />
* Is the solution dependent on the type of crop and on other circumstances?<br />
<br />
===Beltech contact log===<br />
We called Beltech to ask if it was possible to interview them about the possibilities of a mechanical weeds removal tool for use on the farm fields.<br />
Ron van Dooren, head marketing answered and he told us that there were possibilities for us and that Richard Vialle knew all the details about their weeds removal machine and that he should help us. We should send a mail to info@beltech.nl containing what our expectations for them were and what we wanted to know. This mail was sent and then on Monday 04-03-2019 we got a confirmation that the mail was received and that it was forwarded to Richard Vialle. He would reply to our request and help us further.<br />
<br />
As we did not receive any reply from our mail, we contacted Beltech again to ask if they had taken a look at our mail. On the phone, we were told that both Ron van Dooren and Richard Vialle were not available and that sending a mail would be the fastest way to contact the right person. After the call, we sent another mail asking if they had taken a look at our request and Ron van Dooren replied, stating that he would remind Richard Vialle to answer us. This mail was received on Thursday 14-03-2019. From there on, we have not received a reply from Richard Vialle. In the previous mail we sent, we also included all dates and times where we would be available for an appointment, for them to pick a right time. This was done to speed up the communication as we do not have much time left if we want to incorporate their information into our project.<br />
<br />
===Interview===<br />
<br />
<br />
[[File:G5_Q3_1.jpg|400px|thumb|Overview of situation]]<br />
[[File:G5_Q3_2.jpg|400px|thumb|Twigs that should be removed]]<br />
[[File:G5_Q3_3.jpg|400px|thumb|Obstruction by dead tree and dead weeds]]<br />
[[File:G5_Q3_4.jpg|400px|thumb|Obstruction by tree trunks]]<br />
[[File:G5_Q3_5.jpg|400px|thumb|Obstruction by broken guide wood]]<br />
<br />
Interview with the Farmer<br />
<br />
We went to a farmer and came to the conclusion that greenhouses are not the right location for our robot plans and ideas. However, for the outside fruit cultivation it could be very useful. We got the tip to look at fruit trees like apples, pear and cherries, instead of his strawberries. These are grown in the neighborhood as well. We found a fruit farmer who was willing to tell us something about his farming and he answered all our questions. <br />
After the interview we went to have a look in the fields. We made pictures of the situation and from a lot of the common obstructions. This gives us a good image for making a model of the environment we are facing.<br />
<br />
* Is weed a big problem?<br />
Weed is quite an issue as it takes away moisture and nutrients from the crops growing and thus having a negative impact on harvest rates as the crops cannot grow as good as they would without weeds. <br />
* How do you currently fight weed?<br />
We are currently using herbicides to fight the weeds. As the biggest problem we have is actually the weed couch-grass, which is found everywhere around the trees, removing this manually without the use of herbicides is almost impossible as it is a very time consuming task.<br />
* How much time does it take to fight weed?<br />
We can treat the complete farm with herbicides in a couple of hours. However, before we can do the treatment, the land has to be dry and the weather forecast should not give any rain for the coming day, in order for the herbicides to do their work.<br />
* How many people are needed to fight weed?<br />
To apply the herbicides to the farmland, we drive in between the tree rows with a small tractor, including a trailer which contains a tank with the herbicide mixture and a spraying device which sprays the herbicides just next to the trees.<br />
* What is the planning in removing weed? i.e. after how many time should you start again with the fields, how many times a season do you need to go over each field.<br />
The amount of times we need to spray depends on the type of herbicide used. When there are a lot of though weeds, we tend to use a stronger herbicide. This way, you do not have to spray it that often as it remains in the ground for longer, but using strong herbicides is not preferable as it is also more aggressive towards the fruit trees, but on average we have to spray three times a year.<br />
* Are all the locations reachable without using public roads?<br />
We have several different orchards separated by public roads. However, there is a patch of land at the ends of each tree row for the tractor or robot to turn without crossing the public road. This way, driving through the orchard is possible without crossing public roads.<br />
* Are there many animals such as rabbits, birds in the fields?<br />
Sometimes there are rabbits in the orchard, but they use it only to cross the land. They normally do not stay for long. Birds are a bigger problem as they normally come to eat the fruit. This way, we cannot sell it anymore and our yieldings decrease. Sometimes we do find mice in small holes, but this is not that much different of the animals that you find in an average garden.<br />
* Which tools do you use currently?<br />
For weed removal, we use a small tractor with a herbicides spraying device. This device is basically a container holding the herbicide mixture and a sprayer which delivers it at the right place. The tractor is used to move the spraying device along the trees in the orchard.<br />
* What is the cost of the tools and how long do they last?<br />
The tractor uses fuel to operate, but as we give it regular maintenance, it lasts for a lot of years. If something breaks, we try to repair it ourselves if possible or otherwise call a service company to take a look at it, but this happens very rarely. This also applies for the spraying device. Giving a specific number for the use costs is quite difficult as sometimes there are expensive parts breaking, which have to be replaced, but this does not happen every year.<br />
* What it the cost of the people that are removing the weed?<br />
We use herbicides to fight weeds and to apply them, this can be done by a single person driving the tractor, including container with herbicides which are then sprayed around the trees. This way, the amount of man-hours can be kept relatively low, but manual weed removal would cost a huge amount of labor as it is not only hard to get rid of the weeds in the ground, they also return faster without the use of herbicides.<br />
<br />
=Design=<br />
<br />
==RPCs==<br />
===Requirements===<br />
* The system recharges autonomously<br />
* The system must be able to differentiate crops from weeds<br />
* The system removes weed from the farm field and collects it for disposal<br />
* The system moves itself around the farmfield, following a predefined pattern unique for each farmfield<br />
* The system must not be harmful for the crops<br />
* The system detects obstructions in its path<br />
* The system can notify users on its status<br />
* The system can carry weeds<br />
<br />
===Preferences===<br />
* The system can operate for a long time before having to recharge<br />
* The system should make minimal errors in recognizing weeds<br />
* The system should damage its surroundings as less as possible<br />
<br />
===Constraints===<br />
* The system is more cost-efficient than human workers<br />
* The system is more cost-efficient that using pesticides<br />
* The system traverses the field autonomously<br />
* The system goes to recharge, before running out of battery charge<br />
* The system does not use pesticides<br />
<br />
==Weed control==<br />
<br />
Good weed control is important for farmers in order to maximize their yields. Weeds can decrease the amount of space, light, water and nutrients available for the crops. Weeds can also act as a shelter for insects and other animals like rats and mice. It is necessary to remove these weeds and prevent them from growing. Weed control has become an important part in farming because it has a big impact on the amount which can be harvested from the plants.<br />
<br />
<br />
Weeds can be divided into three groups:<br />
<br />
*Annual weeds: These weeds spread by seed and have a lifespan of one year, but produce a lot of seeds for the next year.<br />
*Biennial weeds: lifespan of two years. The grow only a cluster of leaves in the first year. The second year it produces flowers and seeds after which it will die. <br />
*Perennial weeds: Those weeds have big roots underground, so they are able to survive multiple years. Even if the part above the ground is removed, it will grow again the next year. These weeds are therefore the hardest to control.<br />
<br />
<br />
Examples of some of the most common weeds:<br />
<br />
*Cleavers (annual weed)<br />
*Thistles (biennial weed)<br />
*Stingnig nettles (perennial weed)<br />
*Couch grass (perennial weed)<br />
<br />
<br />
Types of weed control:<br />
<br />
*Cultural: Prevents the weeds from growing by reducing open spaces where weeds can grow by placing the desired plants close to each other. This method can be used in gardens but isn’t practical at farming because most crops need enough space between each other. <br />
<br />
*Mechanical: Pulling out or damaging the weeds causing them to die. These methods are effective but often time consuming. Pulling out the weed including the roots is one of the most effective ways. However, this is very time consuming since it must be done by hand. Ploughing the ground uproots weeds and causing most of them to die. This can be done with a machine, but some weeds can still continue growing if their roots aren't damaged.<br />
<br />
*Chemical: Using pesticides which kill the weeds but not the desired plants. This method is less time consuming but doesn’t work with all weeds and can be harmful for the environment. Farmers spray the chemicals mostly with a big machine on the weeds. This can only be done when there isn't too much wind.<br />
<br />
<br />
===Weed detection===<br />
<br />
In order to remove the weeds it is necessary for the robot to be able to recognize the weed so it can remove it. As described in the state of the art there have been multiple studies on weed detection. <ref name=sota5 /><ref name=sota10 /><ref name=sota34 /><ref name=sota35 /><ref name=sota39 /> With good cameras and image processing it is possible to accurately recognize weeds even between the crops. <br />
Most existing weed detection systems use a normal camera to take pictures of the ground which then are analyzed by a computer. It is out of scope to design such a system. The hardware is for those systems is widely available. The software is the most important part of these systems. The cost and time needed for developing is heavily dependent on the accuracy and speed of the system. <br />
<br />
When and how fast weeds grow depends on the type of weed, the weather, the soil and many other factors. There are many different kinds of weed and they all start growing on a different time. Most weeds start growing in the spring when it is getting warmer outside. <br />
There is no fixed interval between weed removals. It depends on the temperature, the weed and if there were any roots or seeds left behind since the last time the weed was removed.<br />
<br />
==Navigation==<br />
As described in the problem statement, the robot should be able to move autonomously. We will investigate: <br />
# How the robot autonomously maneuvers through orchards, covering it fully.<br />
# How the robot operates when it needs to charge, needs to empty its container or has finished working a field. <br />
<br />
For the autonomous maneuvering across fields we consider the following approaches:<br />
* Full autonomy: the robot will given a field, determined by GPS coordinates, autonomously decide a(n) (optimal) route to fully cover a field.<br />
* Semi-autonomy: the robot will follow set route, obtained from GPS data generated by the user or provider of the robot. <br />
For both approaches the robot will automatically detect obstacles including humans and animals and halt operation temporarily. <br />
<br />
Full autonomy is highly desirable, as this improves the portability of the robot, reduces overhead for client and provider and potentially increases efficiency, in cases where a provided route is not optimal. However, full autonomy is hard to achieve, bears greater upfront costs and potentially is not cost-effective at all. <br />
Semi-autonomy, on the other hand, is cheaper and easier to implement, as following a set GPS route is near trivial. However it has the overhead that a GPS route has to be determined before operation can commence. Determining a (good) GPS is not hard, but costs time and effort, and has to be done for every individual field. As discussed in paper 14<ref name=sota14 />, determining a route for a tractor is not hard, it only requires the user to drive the desired route and then the autonomous system can replicate it, however in this use case, where the robot potentially is small, this would require a user to either use specialized equipment to determine a route, such as a remote drone, or to walk the route, which is less desirable. It is out of scope to fully design a system whichs creates a GPS route for the robot, however a solution similar to the method in paper 14 is suitable and technologically possible.<br />
<br />
Additionally, for bigger fields, a group of robots working together can be more cost-effective. In the case of fully autonomous robots, this means the robots must communicate and delegate parts of the field to each other. Depending on the implementation this can be done efficiently. Each robot could for example mark the visited coordinates or sectors on a shared digital data structure. Other robots can then avoid this areas and avoid doing extra work. Alternatively, at the initialization of the job, the robots could negotiate a sector of the field to be assigned to them and basically divide and conquer the work, as if the field was actually multiple small fields, worked by a single robot. Either way, this cooperation seems only marginally, if at all, <br />
more difficult than creating a fully autonomous robot and as such does not play for or against the fully autonomous system for deployment on bigger fields. <br />
As far as the semi-autonomous system is concerned, a possible cooperation technique for multiple such robots operating on the same big field could be a equal division of the pre-set path among all the cooperating robots. <br />
In conclusion, the size of the field does not particularly favor either implementation. Nevertheless, for an initial implementation, a single robot will work alone.<br />
<br />
Next to the size of the field, let us look at how the shape of the field impacts our design decision. First of all we have (near) rectangular fields. Arguably, such fields are easier to handle, both for (semi-) autonomous as well as non-autonomous systems, than irregular fields. One simple, but possibly suboptimal, manner of dealing with (near) rectangular fields is to drive the full length (or width) of the fields, turn around and repeat until the entire field has been covered. For a semi-autonomous system, such an approach can be created easily as discussed in paper 14<ref name=sota14 />. For fully autonomous system, such a field should also be easy to operate on, as in the worst case, it should be able to do exactly the same as a semi-autonomous system; a simple reflex agent, which turns around once detects the field border (via GPS or some other feature) and some termination conditions might even suffice. <br />
Let us then turn to irregular field shapes. Currently, farmers are already dealing with irregular fields manually, as such a semi-autonomous system can be given a route without any issues. For autonomous systems, however, irregular fields might prove to be more challenging. Of course, this depends on the quality of the AI, but performance might be lower in the worse case (an approach might for example be a semi-bruteforce of the field), than the performance of a semi-autonomous system, but in the best case this might be better. Either system is able to handle an irregular field, but the performance of the autonomous system is heavily reliant on the quality of the AI and should be investigated for a conclusive recommendation. For the fruit orchard use case, however, the structure of the field is somewhat easier: a set of lines of trees can be followed by the robot to operate, meaning the AI does not have to be very complex.<br />
<br />
Of course, an automated solution should be able to deal with obstructions. A robot can for example encounter low hanging/broken off branches of the trees, humans and animals. The system uses proximity sensor to sense its surroundings: if an obstacle presents itself in the robots path, the robot will halt and notify the user. While it waits for the user's response, it will update its status every 5 seconds. If at any point, before user response, the obstacle is no longer present, the robot will notify the user and continue operation. If not, it will wait for the user, who can decide to halt operation until a later point (for example after the user has cleared the obstacle) or can order the robot to ignore the obstacle and continue operation: for example imagine a low hanging branch is obstructing the robot. In this case the user can decide if the robot should simple run into the branch, with the intention that the robot pushes the branch out of the way by running into it. This proximity sensor system will prevent run-ins with obstacles, unless instructed by the user, meaning the system is safe for animals and humans.<br />
<br />
Overall, when only looking at the maneuvering of the robot on the field, and the safety of the robot, the system is able to autonomously deal with an entire field. A semi-autonomous system is guaranteed to fully cover the field, and is cheaper than a fully autonomous solution, however it has the additional overhead that a route has to be predefined. A fully autonomous robot has the potential to be more efficient in its route, but is more technically challenging. Since the size of the field, and the cooperation between robots, does not favor any particular solution and the shape of the field inconclusively favors a semi-autonomous system, our recommendation is to utilize a semi-autonomous, single robot system for now, until fully autonomous systems become more mainstream and less expensive. <br />
<br />
Next we discuss how a system should behave when it needs to charge, needs to empty its container or has finished working the field. <br />
We can distinguish a couple of behaviours in such cases:<br />
*The robot signals the user and waits for it to be picked up<br />
**The robot stops where it was at that moment<br />
**The robot moves to the edge of the field or even a designated point at the edge of the field<br />
*The robot autonomously moves to a point, where it can charge, empty or wait<br />
**The point is at the field edge<br />
**The point is further away<br />
**The robot autonomously moves to work another field<br />
<br />
Before we discuss the pros and cons of the above behaviors, we must point out that the desired behavior likely depends on the user. Some farms have all its fields close to or adjacent to each other, whereas other farms have their fields scattered around the vicinity. This heavily impacts whether a user is willing to pick up the robots or wants the robots to come to some “waiting place” or continue working another field. Also the wealth of the user determines whether each field has a charging point, or not. Finally the implementation of the charging point impacts the above: is it a fixed-in-place charging point, or more like a power bank that you place where and when needed?<br />
On closed farms, meaning farms where you can move between fields without encountering random people or vehicles anywhere, a more automated approach is viable: The robot could move from a field to a charge, empty or wait point somewhere else on the farm easily by just following a set route. It would then be the user’s responsibility that no objects or people get in the way, which is very manageable. Alternatively, again, a fully autonomous system could be used for the routing and maneuvering to the point. We can present similar pros and cons for a fully autonomous versus a semi-autonomous system again as above, but for this particular use case (closed farm) a semi-autonomous system would do just fine.<br />
<br />
==Concept gripper==<br />
The gripper should grab all kinds of weeds and remove them efficiently. The first concept uses two long parallel rods, which extend under the weed so the stem of the weed will be in between the two rods. When the gripper is at its place, the rod, mounted to a carriage, will be moved towards the stationary rod and the stem will be clamped in between the two rods. Now the weed is hold tightly at a relatively strong point, it can be pulled out of the soil, together with its roots. The gripper can then move to a weed container and dropping the weed in there. Below, a drawing of this gripper is shown, together with a carriage that will move one of the rods. The movement of the carriage is done by a rack and pinion actuator. The drawing is just a concept: manufacturing margins, motors, bearing seatings etc. still have been left out of the picture.<br />
<br />
The second gripper concept is radically different from the first one. After conducting research into weeds and analyzing a real life situation at a potential user, we concluded that only grabbing and pulling weeds might not be enough. That is why the second concept incorporates curved blades to obtain a scissor-like functionality. The blades can be used to cut stronger weeds that are too strong to be pulled out. We have chosen a curved blade in order to make sure that the weeds are being pushed to the center of the gripper, instead of being pushed out at the end. This is especially important for tough weeds that tend to move to the end of the gripper, the furthest away of the rotational axis. In addition, it removes unnecessary tension from the grabber when the weeds are being sliced off and it allows for a more evenly distributed cutting force along the radius of the weeds. Operation would be as follows: After a weed has been detected, the arm moves the grippers into position. The blades will be as low as possible to the ground and may even dig into the ground ever so slightly, the gripper grabs hold of the weed tightly enough to be able to pick it up, but not too tight to where it might crush the weed. After weeds have been grabbed by the gripper, the blades can snip the weed's stem or roots, depending on the weeds, and the gripper can then deposit the weed into the container of the robot. This concept is more complicated and more dangerous than the first one, but offers greater functionality and adaptability. Being able to snip the weeds' roots reduces the chance of the weeds returning, which is something the first concept could not do, therefore we suggest using the second concept for a first prototype. <br />
[[File:g5_q3_201819_gripper_iso_view.png|400px|thumb|Isometric view of the concept gripper]]<br />
[[File:model21.png|400px|thumb|Alternative gripper design]]<br />
<br />
==Battery==<br />
The robot needs to have energy to operate. The easiest way to provide the robot with energy is using a battery. Putting solar cells on the robot will not be enough, because the robot will operate underneath and between trees. The trees are blocking the sun, so the solar panels will not generate that much energy. Another option is providing energy by cables. A very long cable is needed in this situation, because the scope in which the robot works is very big. The cable can also be stuck behind some tree or other obstacle. Stationary cables providing energy (like is used by electric trains) is also not convenient. It is dangerous for human that enter the area, because they can get an electric shock. Also lots of cables are needed and it can be damaged easy. A battery doesn't have those disadvantages, but there is another disadvantage. A battery can run out of energy.<br />
<br />
A battery can be recharged, but that takes time. If the battery is in the robot, the robot has to wait till the battery is charged and cannot do the tasks for which it is intended. To solve this problem, there is an existing solution, namely a battery change system. In such a system, the battery can be easily removed from the robot and another battery can be placed. Currently the battery change is mostly done by humans, however the process is not difficult. We found a patent on a battery change system. The battery itself has contacts two opposite sides. At one side the contacts are used for charging and the contacts at the other side are used when the battery is in use. To remove the battery is something like a conveyor belt used. When the battery is removed, then a full battery needs to be placed in front of the battery space in the robot. This can be done with a linear movable battery rack. When the full battery is in front of the gap the conveyor belt is applied again to place the full battery in the robot. To see a picture of this, see [https://patents.google.com/patent/US4450400A/en].<br />
<br />
After measuring the battery usage the robot knows how long it can operate before getting the next battery. In the navigation, this can be taken into account. If this is done correctly, the robot will in practice never run out of battery.<br />
<br />
==Weed container==<br />
If you remove the weed and let it fall on the place where it was is not preferable. The removed weed can make that even more weed is growing on that place. If the robot makes the field weed free the next time, then the robot may detect the removed weed as weed that has to be removed. The speed of the robot decreases and the energy consumption increases. The removed weed can also be an obstacle, that the robot has to avoid the next time. Because of this, the robot has to take the weed and bring it to another place. It is not desirable that the robot per piece of weed drives to the place where the weed has to go. To collect the weed, the robot needs a weed container.<br />
<br />
If you throw the weed just in a container, then the container will be rapidly full, because most weed has a stiff structure. To solve this problem, a press can be installed in the container that makes the weed more compact. When the press has worked, more weed can be put in the container. The press does not have to work after each weed that is thrown into the container. This will impact the operation speed of the robot. If the top of the weed pile is to a certain level in the container, the press can operate. If the press does not go further than a set position, then the weed container is full and has to be emptied.<br />
<br />
Garbage trucks have the same functions as the weed container that we need in our robot. A size of a garbage truck is too large, so we should scale the solution a bit down, to fit it into our robot. For the weed container a scaled down version of a garbage truck can be used.<br />
<br />
The robot has to dump the weed also somewhere. This can be realized with an underground container that is only opened when the robot has to dump the weed in there. This is also a safety issue, such that human cannot fall in the gap. It is of course possible to open the container for human. The top of the container does not have to be electric. If it is realized as a sliding cover, then the robot can open and close it with the arm on which the tool to remove weed is.<br />
<br />
==Communication==<br />
[[File:G5_UI_app.png|200px|thumb|Mockup of application for owner]]<br />
[[File:G5_comm.png|200px|thumb|Communication schematic]]<br />
<br />
The robot has to communicate with its owner, such that the owner has control over the robot. Furthermore, if the robot works together with other robots, it has to communicate to the other robots too. If collaborating robots do not communicate, they can come in a situation, in which they are waiting on each other.<br />
<br />
With multiple robots, it is the most efficient when there is one central control unit for all the robots, a server. The robot communicates, like the other robots, with the server. The owner of the robots communicates to the server too and the server forwards the commands of the user to the right robot.<br />
<br />
The contact between the robot and the server is via an internet connection. The robot is connected to the internet via a mobile network, like 4G. The robot has also the possibility to connect to the internet over a WiFi connection. To setup those connections and to do other things in the software of the robot, the robot has also an USB connection, over which the technicians can send commands.<br />
<br />
For safety, the robot has one or more physical emergency stop buttons, such that they are reachable without walking around the robot. If an emergency stop is pressed, the power supply of the robot will be switched off immediately.<br />
<br />
The owner of the robot can control the robot via a smartphone app. We will give a mock-up for such an app, but we will first give the functionality of the app:<br />
<br />
* Showing battery level<br />
* Showing fill level of weed container<br />
* Showing what the camera on the robot sees<br />
* Warning in case help of a human is needed (for example when the robot is stuck)<br />
* Showing the progress of the robot in the field<br />
* Pause and resume the operation of the robot<br />
* Start the operation of the robot<br />
* Stop the operation of the robot<br />
* Support for multiple robots<br />
<br />
Starting the operation can be done in multiple fields. The robot determines based on location data in which field it starts the operation. This means that the robot should be in the field where it should start operating.<br />
<br />
==Safety==<br />
<br />
Safety is an important aspect of every machine. The robot will drive autonomously and has many moving parts and electrical components. These could cause injuries to people. To prevent this the robot has been designed to minimize those risks.<br />
<br />
*The robot has no sharp edges or parts, excluding the gripper, which could potentially hurt someone. The gripper will have sharp knives which can cause serious injuries if it touches someone. Therefore the gripper should only move if there are no obstacles around it. If the robot arm touches something wich it didn't expect it will stop moving to prevent prevent further damage.<br />
*Cameras and sensors on the robot can detect if something or someone is in front of the robot. This is necessary to prevent injuries to people and damage to the robot. In a situation where there is an obstacle in front of the robot the user will get a notification in the app and can let the robot continue driving if it is something small like a plastic bag or let the robot drive around the obstacle.<br />
*There is an emergency stop button on the robot and in the app.<br />
*The robot has a big battery and many electrical components. To prevent electric shocks the metal parts industrial robots and machines are earthed. In a driving robot which has rubber tires this is not possible. To minimize the risk of wires making contact with metal parts all electronic components must have double electrical insulation (class II).<br />
<br />
==Notes on design==<br />
The robot has 4 wheels, as 4 wheeled vehicles have proved to be effective and efficient in the agricultural sector there is no need to literally reinvent the wheel. <br />
The robot is small enough to fit between rows of trees in an orchard, but big enough to provide enough stability to maneuver through an orchard without issues. <br />
As not each orchard is the same, the size of the robot is not optimized to perfectly fit between a row of trees and cover either side, hence it only has one weeding arm. Future developments and iterations can change this property.<br />
<br />
==Operation==<br />
This section will describe the robot's operation in a real life environment.<br />
Before a robot can begin removing weeds in an orchard a number of steps have to be taken. First of all, the base station of the robot has to be installed, so that the robot can charge, empty its weed container and wait when it has finished operation. After this, a GPS route through the orchard has to be obtained and uploaded to the robot, and also a route from the base station to the orchard, which is preferably as small as possible. <br />
Now the robot can be started by the user and the robot will drive to the orchard and start removing weeds along the specified GPS route. With its cameras it will detect weeds, stop driving, remove the wees using the gripper mounted on the arm and place the weed in the robot's container, and continue driving until it finds more weeds. It will continue to do so until the entire route has been covered and then return to the base station, notifying the user that it has finished. It keeps track of its battery level, it makes sure to keep enough energy saved to return to the base station. If it needs to recharge during operation, it will notify the user and return to the base station and charge. After charging it notifies the user and returns to where it left off and continue operation. This process is identical for the emptying of the weed container. If the robot encounters situations it cannot deal with it notifies the user and halts operation until user response, unless the situation resolves itself and no longer obstructs the robot. Then it notifies the user that it has continued operation. <br />
<br />
The user is able to view the robot's location, battery level, how full the weed container is and view the robot's camera vision through an app. Via this app the robot can be started, paused and stopped.<br />
The user can schedule the robot's operation to for example have the robot remove weeds from field 1 every two weeks on Monday, and remove weeds from field 2 every week Tuesday etc. and can tell the robot to continue with another field after finishing one.<br />
<br />
A visualization of the robot model can be seen here:<br />
<br />
[[File:model20.png|400px|thumb|Final Design]]<br />
[[File:G5_movies.zip|400px|thumb|Animation of the Final Design]]<br />
<br />
<br />
==Validation==<br />
<br />
In order to test our gripper we have conducted some experiments using our 3D printed gripper. First, we went to a place which had a lot of different weeds and then we tried to pull out some weeds from the ground, using our gripper. This turned out to go very well. Our main concern for the gripper was that an optimal gripping force had to be determined because if the force is too low, the gripper would not be able to pull out the weeds and if it is too big, it would crush the weeds and it would cut them off instead of pulling them out altogether. From our experiments, we saw that the gripper did never cut off any weeds, even when we applied very high forces. This way, the maximum gripping force is only limited to mechanical properties of the gripper and that there is no cutting effect caused by applying too much force. A cutting effect could still be seen when gripping wood-like things like branches, but our gripper is not designed for this purpose.<br />
<br />
Something we did see was that sometimes when pulling weeds, we had to apply a lot of force pulling the gripper with the weed out of the ground and then we ended up breaking the weed because the roots were actually stronger than the stems. This confirms the need of our cutting blade, as it can cut off the weeds easily, without applying too much force. This process does not remove the weeds entirely, but it weakens them, including the roots. This way, they can be pulled out completely the next time our robot goes around the field.<br />
<br />
In order to determine the torque needed for our servo’s controlling the gripper, we took kitchen scales and put them in between our hands and the gripper in order to measure the force we applied. The force necessary to pull out the weeds varied for different kind of weeds, but in our experiments, we saw that a force of 50N, applied to the tip of the gripper turned out to be enough to pull out all weeds, without destroying them. This force would be equivalent to a servo torque of 7.5 Nm, which is acceptable.<br />
<br />
In addition to our experiments, we also went back to the farmer we had first spoken with, to discuss our design and to show how the robot would be operated. This included a demonstration of our app mock-up. The farmer liked the simplicity found in the app and that it did not contain any unnecessary or difficult to understand options. He also liked the design of the gripper and thought that it would function properly. However, he was concerned that it would take ages for the robot to go over the field as it has to grab every individual weed instead of just spraying over it altogether. We have not taken a look at speed optimizations of the complete system as this is dependent on the complete setup, all it’s different components and the way they work together. This is something that could be done in a follow-up study about our project. On top of that he also pointed out that it creates a big dependence on other companies, like IT for maintenance and setup, which conventional (mostly stubborn) farmers do not like.<br />
<br />
[[File:model22.jpeg|400px|thumb|Verification measurements]]<br />
[[File:model23.jpeg|400px|thumb|Weeds pulled out with roots]]<br />
<br />
=Cost Analysis=<br />
[[File:CostAnalysisG5_3.PNG|400px|thumb|Cost Analysis]]<br />
[[File:Cost_over_years_2_G5.PNG|400px|thumb|Cost Analysis]]<br />
[[File:pie chart costs G5.PNG|400px|thumb|Cost Analysis]]<br />
The cost analysis consists of estimates of part costs, and assembly costs. The estimates are very rough, and most likely are too low for a real product. The estimates are based on a hand made robot, not an assembly or factory with contracts with suppliers etc. Also some links are included with parts which could potentially be used.<br />
As visible in the table, part costs are approximately €6000. This is an estimate of the very minimal costs, and does not consider licensing fees, delivery costs etc. Neither does this include testing for functionality and quality and most likely, after an initial build, new or additional parts are required. <br />
The table also includes assembly and programming. It is hard to estimate a cost for those attributes. For a single robot/prototype, assembly and programming can be done in-house and would contain numerous ad-hoc solutions and inefficiencies. The values in the table represent a such in-house built and programmed robot. In a mass production environment the values would likely increase drastically.<br />
In conclusion, if we try to estimate the cost of a one-off in-house robot this would approach €20.000.<br />
<br />
Without going into detail about sell prices, taxes and all other aspects of running a company, and only looking at the estimated amount of €20.000, we can investigate how this compares to the already in place, pesticide solutions.<br />
We will analyse multiple scenarios and make recommendations based on those.<br />
Assumptions: pesticides cost €100 per acre, pesticides have to be sprayed every month on average, weeding using the robot has to be done every 2 weeks. <br />
The costs for the user we will consider for this case are only the costs of the pesticides needed to remove the weeds. Thus, per acre, per year, the user pays €1200 to use pesticides. <br />
The cost of the robot is €20.000. So if a user has 1 acre of land, the estimated time to earn back the money spent on the robot is about 17 years. <br />
However if the user has 3 acres, the costs of pesticides per year are €3600, and then it only take about 6 years to earn back the money spent on a robot. <br />
The idea is clear: the more land the user has, the more profitable a switch to robots is. The only consideration is that the robot is able to remove the weeds from all of the orchards within two weeks, otherwise multiple robots must be purchased and the payback time increases drastically.<br />
<br />
Without testing and prototypes we cannot accurately estimate the maintenance costs or life-span of our product. It is highly likely that the robot requires yearly maintenance and that such maintenance will cost money, therefore its return on investment time might be lower than depicted in the graphs, however we assumed a yearly cost of €200 for the maintenance of the robot to give a more realistic prediction than no maintenance at all. Also, for the robot to communicate with the user, the user potentially needs to pay for a 3G/4G subscription with a service provider. This will likely add another €100-€200 per year to the upkeep of the robot.<br />
<br />
Next to the purchasing of farming equipment, farmers often lease equipment. For this robotic system, however, leasing is not as simple. Due to the fact that the robot needs a route, a user would need to obtain a route before leasing a robot and the user would have to have the infrastructure to support the robot and it's base station. More then likely, this is not the case. Moreover, the weeding of the fields has to be done very regularly and leasing a system every 2-4 weeks is likely more expensive in the long run than purchasing a system. Hence we do not view leasing as a viable option for this robot.<br />
<br />
=Conclusion=<br />
This initial overview of robot for automated, semi-autonomous removal of weeds in the fruit orchard sector shows there is a future for such products. However, there is a lot of work and research left to do beforehand. For this particular design the following things remain to be done:<br />
*Proper part selection and testing: The robot must be build to last multiple years and minimize its costs and upkeep in order to become a solid competitor for pesticides, to this extent solid parts must be used and these must be tested for functionality, performance and life expectancy. The effects of rain, UV light etc. on the robot must be analysed.<br />
*Testing weed detection implementation: The performance of the weed detection must be measured and improved as much as possible.<br />
*Testing weed removal gripper: The gripper we designed must undergo intensive testing and the design must be improved accordingly.<br />
*Determine and improve performance of the entire package: Answer question such as: How long will the robot be able to work for on one battery charge? What is its operation speed? <br />
*Adjust cost analysis based on the above<br />
This is of course an iterative process.<br />
<br />
After the creation of a working system, it can be further optimized by for example adjusting its size to the use case, and add additional weed removal arms.<br />
<br />
When fully autonomous technology becomes more wide-spread and affordable, the robot can be updated or upgraded to incorporate such technology, improving its user-friendliness and potentially performance.<br />
<br />
A working system in the fruit orchard sector opens doors to many other sectors, both in agriculture and outside. Based on our findings and on those who continue with this base, systems can be designed for other sectors and ultimately reduce the worldwide usage of pesticides to create a better future.<br />
<br />
Based on the cost analysis we can recommend a robotic weed removal system which does not utilize pesticides to any fruit orchard farmer, to replace current pesticide solutions as a cost effective alternative.<br />
<br />
=References=<br />
<references /><br />
<br />
==Links to sources==<br />
#https://www.aaai.org/ojs/index.php/aimagazine/article/view/1132<br />
#https://www.aaai.org/ojs/index.php/aimagazine/article/view/1130<br />
#https://patents.google.com/patent/US5943733A/en<br />
#https://patents.google.com/patent/US5204814A/en<br />
#https://www.sciencedirect.com/science/article/pii/S0168169907001688<br />
#https://patents.google.com/patent/US2941223A/en<br />
#https://www.sciencedirect.com/science/article/pii/S092188909600053X<br />
#https://s3.amazonaws.com/academia.edu.documents/37918498/06850799.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1549803092&Signature=8GCjA4uM%2FhDytKf1RFWUmk6m0t4%3D&response-content-disposition=inline%3B%20filename%3DPath_Planning_Algorithm_Development_for.pdf<br />
#https://www.osti.gov/etdeweb/servlets/purl/895225<br />
#https://pdfs.semanticscholar.org/6b2f/19d3bd58c12071129ba6adba16a87c229aaa.pdf<br />
#https://ac.els-cdn.com/S0301479715304412/1-s2.0-S0301479715304412-main.pdf?_tid=bd717970-3888-4fd2-8cfd-4f89ef37f34a&acdnat=1549800079_288b461fdbddadb9ecad9edaef4d7786<br />
#https://ac.els-cdn.com/S0921889002002415/1-s2.0-S0921889002002415-main.pdf?_tid=b448d981-30f4-41b9-b527-6e13619c967b&acdnat=1549800321_10552114fd41bada89923042bbd7034d<br />
#http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.418.3615&rep=rep1&type=pdf<br />
#https://www.researchgate.net/profile/Carl_Wellington/publication/239932742_A_System_for_SemiAutonomous_Tractor_Operations/links/559de2af08aec72001828a7e.pdf<br />
#https://onlinelibrary-wiley-com.dianus.libr.tue.nl/doi/epdf/10.1002/rob.20301<br />
#https://www.mdpi.com/1424-8220/8/2/1278/htm<br />
#https://www-sciencedirect-com.dianus.libr.tue.nl/science/article/pii/S1474667016449207<br />
#https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/7438821<br />
#https://www.mdpi.com/1424-8220/13/2/2645/htm<br />
#https://www-tandfonline-com.dianus.libr.tue.nl/doi/abs/10.1163/016918609X12586141083777<br />
#http://edepot.wur.nl/398419<br />
#https://patents.google.com/patent/US20150202770A1/en<br />
#https://patents.google.com/patent/US9373149B2/en<br />
#https://patents.google.com/patent/US8364334B2/en<br />
#https://dspace.mit.edu/handle/1721.1/111698#files-area<br />
#http://dspace.ewubd.edu/handle/123456789/2501<br />
#https://ieeexplore.ieee.org/abstract/document/8336636<br />
#https://tue.on.worldcat.org/oclc/5872746903<br />
#https://tue.on.worldcat.org/oclc/5154827494<br />
#https://tue.on.worldcat.org/oclc/5831032581<br />
#https://link.springer.com/article/10.1007/s12369-009-0011-9<br />
#https://tue.on.worldcat.org/oclc/4934432761<br />
#https://tue.on.worldcat.org/oclc/5387876416<br />
#https://ieeexplore.ieee.org/abstract/document/5169487<br />
#https://acadpubl.eu/jsi/2018-118-7-9/articles/8/55.pdf<br />
#https://doi.org/10.1016/B978-0-12-809881-3.00008-5<br />
#https://doi.org/10.1016/j.cropro.2015.02.017<br />
#https://link.springer.com/article/10.1023/A:1015674004201<br />
#https://library.wur.nl/WebQuery/wurpubs/376454<br />
#https://doi.org/10.1002/rob.21727<br />
#http://dx.doi.org/10.4081/jae.2017.583<br />
#http://edepot.wur.nl/1099<br />
#https://doi.org/10.1016/j.compag.2013.08.008<br />
#https://doi.org/10.1016/j.compag.2011.10.006</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=PRE2018_3_Group5&diff=72653PRE2018 3 Group52019-04-08T13:11:19Z<p>S153905: /* Problem */</p>
<hr />
<div>__TOC__<br />
<br />
<br />
<span style="font-size: 14pt;font-weight: bold;">Group members</span><br />
{| class="wikitable"<br />
|-<br />
! Name<br />
! Student ID<br />
|-<br />
| Ruben Haakman<br />
| 0993994<br />
|-<br />
| Stan Latten<br />
| 1257196<br />
|-<br />
| Tom Mulders<br />
| 1008890<br />
|-<br />
| Jasper Stam<br />
| 1006240<br />
|-<br />
| Mathijs Vastenhouw<br />
| 1269496<br />
|}<br />
<br />
=Project setup=<br />
==Approach==<br />
After reviewing the literature, we will determine the requirements for the system. Based on these requirements we will investigate implementations for these requirements and analyze their suitability. We will analyze the costs associated with a solution and compare this to the current costs of using pesticides, the effects on the stakeholders and on the future of farming. Finally we will conclude with a recommendation for or against the automated removal of weeds on farm fields without the use of pesticides and recommend future research topics.<br />
<br />
==Milestones==<br />
*State-of-the-art analysis<br />
*Requirements<br />
*USE analysis<br />
*Design description<br />
*Model<br />
*Cost analysis<br />
*Conclusion<br />
<br />
==Deliverables==<br />
*Requirements<br />
*Design<br />
*USE analysis<br />
*Cost analysis<br />
*Conclusion<br />
<br />
==Planning==<br />
[[File:Planning3.PNG|400px|thumb|planning]]<br />
<br />
===Week 2===<br />
* Arguments for problem - Everyone<br />
* Concrete planning - Jasper<br />
* Goal of the project, some introduction for project. Little story - Mathijs<br />
* State of the Art analysis - Ruben<br />
* Start with requirements - Stan<br />
* USE analysis - Tom<br />
* Function definition - Everyone<br />
* Concepts for functions - Everyone<br />
<br />
===Week 3===<br />
* Contact zoeken - Mathijs<br />
* State of the Art aanpassen - Ruben<br />
* Problem statement aanpassen - Tom<br />
* Nieuwe state of the Art content - Tom, Jasper<br />
* Idee voor grijper - Stan<br />
<br />
===Week 4===<br />
* Contact boeren, domeinkennis onkruid - Mathijs<br />
* Contact onderzoekers - Mathijs, Stan<br />
* Vragenlijst - Jasper<br />
* Requirements - Jasper<br />
* User analysis - Tom<br />
* Movement system - Ruben<br />
<br />
===Week 5===<br />
* Update wiki general info - Tom<br />
* Literature study/refer to articles<br />
** Weed - Ruben<br />
** Navigation - Tom<br />
** All other functions (charging, mobility, communication) - Jasper<br />
* Visit greenhouse (inclusive preparation and reporting on wiki) - Mathijs, Stan<br />
* Requirements (after visit greenhouse) - Jasper, Tom<br />
<br />
====Update after Friday meeting====<br />
* Update structure of Wiki - Jasper<br />
* Structure of State of the art (not grouped on name, sources notation etc.) - Jasper<br />
* Function definition update - Jasper<br />
* Report on visit farmer - Stan, Mathijs<br />
* Requirements - Tom<br />
* Modeling of solution - Stan, Mathijs<br />
* Function definition navigation - Tom<br />
* Literature study weed - Ruben<br />
* Planning - Tom<br />
<br />
===Week 6===<br />
* UI - Jasper<br />
* Communicatie user - Jasper<br />
* Weed container - Jasper<br />
* STOA - Jasper<br />
* Cost analysis, lease, etc - Tom<br />
* Visualisatie - Mathijs, Stan<br />
* Design arm/gripper - Mathijs, Stan<br />
* Weed detection, types of weeds, interval - Ruben<br />
* Planning - Tom<br />
* Target User, schets operation - Tom<br />
* Safety - Ruben<br />
<br />
====Update after Friday meeting====<br />
<br />
* Change UI mockup - Jasper<br />
* Topics presentation - Jasper<br />
* Cost analysis - Tom<br />
* Target user - Tom<br />
* Schets operation - Tom<br />
* Weed detection etc. - Ruben<br />
* Safety - Ruben<br />
* Modeling design - Mathijs, Stan<br />
<br />
===Week 7===<br />
* Cost analysis - Tom<br />
* Design decisions - Tom<br />
* Presentation - Ruben, Jasper<br />
* Missing answers to interview - Stan, Mathijs<br />
* CAD model - Stan, Mathijs<br />
* Video of design - Stan, Mathijs<br />
* 3D printed gripper? - Stan, Mathijs<br />
* Sources in weed - Ruben<br />
* Safety - Ruben<br />
* Structure wiki - Jasper<br />
<br />
===Week 8===<br />
* Validation - Stan, Mathijs<br />
* Problem description - Ruben<br />
* Cost analysis - Tom<br />
* Structure wiki - Jasper<br />
* Cleanup wiki - Jasper<br />
* Conclusion/recommendation - Tom<br />
* Design decisions - Stan, Mathijs<br />
* Pictures CAD model - Stan, Mathijs<br />
<br />
=Problem statement=<br />
Weed control has always been a big challenge in farming. Weeds can decrease the amount of space, light, water and nutrients available for the crops. Good weed control has therefore become an important part in farming because it has a big impact on the amount which can be harvested from the plants. To remove these weeds, often pesticides are used. These pesticides can be harmful to insects, animals and humans and might even contaminate (ground)water. This could eventually lead to those pesticides end up in our food. There are also concerns about the health for the farmers and people living nearby the fields where pesticides are used.<br />
<br />
Due to all these disadvantages and concerns about pesticides there is an increasing demand for biological products. With this trend of increasing demand of biological products and the industry to become more environmentally friendly, we are looking for alternatives for pesticides and big farm trucks. A possible solution for this problem is a cooperation of small autonomous farming machines, which can control a field together. However, this solution is not new, people have already been working on the navigation of these small machines and on the detection of weeds in fields of crops. [1] That’s why we will try to make a weed picking device to be able to pick weeds without damaging the crops.<br />
[1] https://ieeexplore.ieee.org/document/6740018<br />
<br />
=State of the Art=<br />
==Articles==<br />
<br />
<!--===Jasper===--><br />
Article about a trash collecting robot (team). It is about office cleanup, but with some changes the technique can also be relevant for outside use.<br />
It is about a competition. One document describes the solution of the winning team, the other gives some more information about the competition.<ref name=sota1>Balch, T., Boone, G., Collins, T., Forbes, H., MacKenzie, D., & Santamar, J. C. (1995). Io, Ganymede, and Callisto a multiagent robot trash-collecting team. AI magazine, 16(2), 39.</ref><ref name=sota2>Simmons, R. (1995). The 1994 AAAI robot competition and exhibition. AI magazine, 16(2), 19.</ref><br />
<br />
A patent for sucking and filtering for a dust collection vehicle.<ref name=sota3>Tagliaferri, F. (1999). U.S. Patent No. 5,943,733. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
A patent for an autonomous lawn mower robot. Also about navigating over the lawn.<ref name=sota4>Noonan, T. H., Fisher, J., & Bryant, B. (1993). U.S. Patent No. 5,204,814. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
Paper about weed control, describing navigating through specific areas, detecting weed with a camera, making weed maps and spraying weed.<ref name=sota5>Slaughter, D. C., Giles, D. K., & Downey, D. (2008). Autonomous robotic weed control systems: A review. Computers and electronics in agriculture, 61(1), 63-78.</ref><br />
<br />
A patent for a snow sweeper for sidewalks.<ref name=sota6>Klauer, W. E. (1960). U.S. Patent No. 2,941,223. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
<!--===Tom===--><br />
Paper about the design of an autonomous vacuum cleaner.<ref name=sota7>Ulrich, I., Mondada, F., & Nicoud, J. D. (1997). Autonomous vacuum cleaner. Robotics and autonomous systems, 19(3-4), 233-245.</ref><br />
<br />
Paper about pathing algorithms for autonomous vacuum cleaner robots. <ref name=sota8>Hasan, K. M., & Reza, K. J. (2014, May). Path planning algorithm development for autonomous vacuum cleaner robots. In 2014 International Conference on Informatics, Electronics & Vision (ICIEV) (pp. 1-6). IEEE.</ref><br />
<br />
Analysis of snow melting approaches.<ref name=sota9>Lund, J. W. (2000). Pavement snow melting. Geo-Heat Center Quarterly Bulletin, 21(2), 12-19.</ref><br />
<br />
Paper about machine vision application for weed removal.<ref name=sota10>Giles, D. K., & Davis, C. (1996). Development of a machine vision system for weed control using precision chemical application.</ref><br />
<br />
Analysis of pavement maintenance methods.<ref name=sota11>Winston, R. J., Al-Rubaei, A. M., Blecken, G. T., Viklander, M., & Hunt, W. F. (2016). Maintenance measures for preservation and recovery of permeable pavement surface infiltration rate–The effects of street sweeping, vacuum cleaning, high pressure washing, and milling. Journal of environmental management, 169, 132-144.</ref><br />
<br />
Research into small (< 20kg) urban robots for disaster relief.<ref name=sota12>Matthies, L., Xiong, Y., Hogg, R., Zhu, D., Rankin, A., Kennedy, B., ... & Sukhatme, G. (2002). A portable, autonomous, urban reconnaissance robot. Robotics and Autonomous Systems, 40(2-3), 163-172.</ref><br />
<br />
Small summary of robots in farming<ref name=sota13>Yaghoubi, S., Akbarzadeh, N. A., Bazargani, S. S., Bazargani, S. S., Bamizan, M., & Asl, M. I. (2013). Autonomous robots for agricultural tasks and farm assignment and future trends in agro robots. International Journal of Mechanical and Mechatronics Engineering, 13(3), 1-6.</ref><br />
<br />
Autonomous tractors<ref name=sota14>Stentz, A., Dima, C., Wellington, C., Herman, H., & Stager, D. (2002). A system for semi-autonomous tractor operations. Autonomous Robots, 13(1), 87-104.</ref><br />
<br />
<!--===Stan===--><br />
Paper about navigation on pavements, avoiding litter, pedestrians and bicycles.<ref name=sota15>Morales, Y., Carballo, A., Takeuchi, E., Aburadani, A., & Tsubouchi, T. (2009). Autonomous robot navigation in outdoor cluttered pedestrian walkways. Journal of Field Robotics, 26(8), 609-635.</ref><br />
<br />
Paper about asphalt analysis, to detect whether the road needs maintenance. This paper was actually meant for airborne sensing, but could be used by our robot as well.<ref name=sota16>Pascucci, S., Bassani, C., Palombo, A., Poscolieri, M., & Cavalli, R. (2008). Road asphalt pavements analyzed by airborne thermal remote sensing: Preliminary results of the venice highway. Sensors, 8(2), 1278-1296.</ref><br />
<br />
Paper about stair-climbing methods for robots, useful for our robot to easily get on or off the pavement.<ref name=sota17>Labecki, P., Walas, K., & Kasinski, A. (2011). Autonomous stair climbing with multisensor feedback. IFAC Proceedings Volumes, 44(1), 8159-8164.</ref><br />
<br />
Article about weather forecasting in the road [network. Could be used by our robot to predict which task it has to do (e.g. de-icing the road)<ref name=sota18>Tomás, V. R., Pla-Castells, M., Martínez, J. J., & Martínez, J. (2016). Forecasting adverse weather situations in the road network. IEEE Transactions on Intelligent Transportation Systems, 17(8), 2334-2343.</ref><br />
<br />
Paper about autonomous docking at a recharging station for autonomous vehicles in general<ref name=sota19>Pérez, J., Nashashibi, F., Lefaudeux, B., Resende, P., & Pollard, E. (2013). Autonomous docking based on infrared system for electric vehicle charging in urban areas. Sensors, 13(2), 2645-2663.</ref><br />
<br />
Article about an autonomous cleaning robot for outdoor use, including path-finding and memory of cleaned areas<ref name=sota20>Chang, M. S., Chou, J. H., & Wu, C. M. (2010). Design and implementation of a novel outdoor road-cleaning robot. Advanced Robotics, 24(1-2), 85-101.</ref><br />
<br />
Article about different kind of weeds<ref name=sota21>Goddrie, P. D. (1965). Chemische onkruidbestrijding in de fruitteelt (No. 5). [sn].</ref><br />
<br />
<!--===Ruben===--><br />
Patent for communication of an autonomous sidewalk robot<ref name=sota22>Patron, A., Colin, Y., Bertrand, B., Pho, V., & Abhyanker, R. (2015). U.S. Patent Application No. 14/269,081.</ref><br />
<br />
Patent for an autonomous neighborhood vehicle controllable through a neighborhood social network<ref name=sota23>Abhyanker, R. (2016). U.S. Patent No. 9,373,149. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
Patent for a system and method for navigating an autonomous vehicle using laser detection and ranging<ref name=sota24>Au, K. W., Touchberry, A. B., VanVoorst, B., & Schewe, J. (2013). U.S. Patent No. 8,364,334. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
Paper about autonomous vehicles navigating trough sidewalks buildings and hallways<ref name=sota25>Everett, M. F. (2017). Robot designed for socially acceptable navigation (Doctoral dissertation, Massachusetts Institute of Technology).</ref><br />
<br />
Paper about an Autonomous Robot for Garbage Detection and Collection<ref name=sota26>Bhuiyan, M. N. I., Islam, N., & Shohag, M. H. (2017). Autonomous Robot for Garbage Detection and Collection (Doctoral dissertation, East West University).</ref><br />
<br />
Paper about multiple robots in smart city applications<ref name=sota27>Abbasi, M. H., Majidi, B., & Manzuri, M. T. (2018, February). Deep cross altitude visual interpretation for service robotic agents in smart city. In 2018 6th Iranian Joint Congress on Fuzzy and Intelligent Systems (CFIS) (pp. 79-82). IEEE.</ref><br />
<br />
<!--===Mathijs===--><br />
Paper on small autonomous robots working together to do big tasks.<ref name=sota28>Guillet, A., Lenain, R., Thuilot, B., & Martinet, P. (2014). Adaptable robot formation control: adaptive and predictive formation control of autonomous vehicles. IEEE Robotics & Automation Magazine, 21(1), 28-39.</ref><br />
<br />
Paper on autonomous navigation on crowded sidewalks.<ref name=sota29>Morales, Y., Carballo, A., Takeuchi, E., Aburadani, A., & Tsubouchi, T. (2009). Autonomous robot navigation in outdoor cluttered pedestrian walkways. Journal of Field Robotics, 26(8), 609-635.</ref><br />
<br />
Paper on robot navigation in highly populated pedestrian zones.<ref name=sota30>Kümmerle, R., Ruhnke, M., Steder, B., Stachniss, C., & Burgard, W. (2015). Autonomous robot navigation in highly populated pedestrian zones. Journal of Field Robotics, 32(4), 565-589.</ref><br />
<br />
Paper on human-robot interaction in urban environments.<ref name=sota31>Bauer, A., Klasing, K., Lidoris, G., Mühlbauer, Q., Rohrmüller, F., Sosnowski, S., ... & Buss, M. (2009). The autonomous city explorer: Towards natural human-robot interaction in urban environments. International journal of social robotics, 1(2), 127-140.</ref><br />
<br />
Paper on the design of a litter collecting robot.<ref name=sota32>Bonnema, G. M. (2012). System design of a litter collecting robot. Procedia computer science, 8, 479-484.</ref><br />
<br />
Article on electric snow removal by placing heating mats.<ref name=sota33>Anonymous. (1998). The abcs of an electric snow-removal system. Air Conditioning, Heating & Refrigeration News, 204(18), 8-8.</ref><br />
<br />
<!--===Weed detection and removal===--><br />
Paper about an algorithm that can detect weeds and also classify it.<ref name=sota34>Siddiqi, M. H., Ahmad, I., & Sulaiman, S. B. (2009, April). Weed recognition based on erosion and dilation segmentation algorithm. In 2009 International Conference on Education Technology and Computer (pp. 224-228). IEEE.</ref><br />
<br />
Paper about weed recognition trough image processing.<ref name=sota35>Kaarthik, K., & Vivek, C. (2018). Weed Remover In Agricultural Field Through Image Processing. International Journal of Pure and Applied Mathematics (pp. 393-399). Ijpam.</ref><br />
<br />
Paper about mechanical weed removal.<ref name=sota36>Hussain, M., Farooq, S., Merfield, C., & Jabran, K. (2018). Mechanical weed control. In Non-Chemical Weed Control (pp. 133-155). Academic Press.</ref><br />
<br />
Paper about an intelligent mechanical weeding machine<ref name=sota37>Melander, B., Lattanzi, B., & Pannacci, E. (2015). Intelligent versus non-intelligent mechanical intra-row weed control in transplanted onion and cabbage. Crop Protection, 72, 1-8.</ref><br />
<br />
Paper where test for mechanical weed control in greenhouses work<ref name=sota38>Åstrand, B., & Baerveldt, A. J. (2002). An agricultural mobile robot with vision-based perception for mechanical weed control. Autonomous robots, 13(1), 21-35.</ref><br />
<br />
Thesis on weed control. Very interesting also techniques for removing weed are discussed<ref name=sota39>Bakker, T. (2009). An autonomous robot for weed control: design, navigation and control.</ref><br />
<br />
Paper about a robot for plant-species–specific weed management using mechanical or chemical module to remove the weed<ref name=sota40>Bawden, O., Kulk, J., Russell, R., McCool, C., English, A., Dayoub, F., ... & Perez, T. (2017). Robot for weed species plant-specific management. Journal of Field Robotics, 34(6), 1179-1199.</ref><br />
<br />
Paper about different methods for non-chemical weed control<ref name=sota41>Peruzzi, A., Martelloni, L., Frasconi, C., Fontanelli, M., Pirchio, M., & Raffaelli, M. (2017). Machines for non-chemical intra-row weed control in narrow and wide-row crops: a review.</ref><br />
<br />
Paper about the complete design of an autonomous weeder robot platform<ref name=sota42>Bakker, T. (2009). An autonomous robot for weed control: design, navigation and control.</ref><br />
<br />
2 Papers about mechanical removing weed between plants<ref name=sota43>Gobor, Z., Lammers, P. S., & Martinov, M. (2013). Development of a mechatronic intra-row weeding system with rotational hoeing tools: Theoretical approach and simulation. Computers and electronics in agriculture, 98, 166-174.</ref><ref name=sota44>Pérez-Ruiz, M., Slaughter, D. C., Gliever, C. J., & Upadhyaya, S. K. (2012). Automatic GPS-based intra-row weed knife control system for transplanted row crops. Computers and Electronics in Agriculture, 80, 41-49.</ref><br />
<br />
==Analysis of articles==<br />
We found reports complete farming robots that are fighting weed. Some of these robots are spraying pesticide to fight weed. Our intention is to not use pesticides, but remove the weed mechanically. The reports are on robots that can be used in other farming disciplines, for example outside vegetable growing and in greenhouses. In those reports there is useful information about different important topics for us, like navigation and weed recognition. Examples of those reports are<ref name=sota5 /><ref name=sota42 /><br />
<br />
===Navigation===<br />
Navigation is an important topic. The robot should be able to find its way trough the fields in which it operates. Navigation is not only finding a route, such that the complete field is covered, but also the lifespan of the battery has to be taken into account and obstacles has to be avoided. We found several papers on navigation, both in farming and other robotic areas. The navigation in other robotic areas can be useful for the way of navigating in farming, because of similarities.<ref name=sota1 /><ref name=sota2 /><ref name=sota4 /><ref name=sota5 /><ref name=sota8 /><ref name=sota12 /><ref name=sota15 /><ref name=sota20 /><ref name=sota24 /><ref name=sota25 /><ref name=sota29 /><ref name=sota30 /><ref name=sota31 /><br />
<br />
===Recognition of weed===<br />
The robot has to detect weed autonomously. The robot has to remove only the weed and not the good vegetation. For this end, artificial intelligence is needed. When the robot detected the weed, it can move the arm with the tool to the weed and remove it. We found some papers about detection of weed. Those papers show that weed can be detected and that weed can be differentiated from crops. For this robot, this thing cannot be copied one to one from another application, but the same methodology can be followed to make weed recognition from a camera working on this robot. This is, because in this area, there appear other types of weed.<ref name=sota1 /><ref name=sota2 /><ref name=sota5 /><ref name=sota10 /><ref name=sota26 /><ref name=sota34 /><ref name=sota35 /><br />
<br />
===Collaboration of different robots===<br />
When the robot is applied on a larger scale, it can be that multiple robots have to work together. When robots work together, they have to communicate to each other, because if they don't do that, situations can appear that they are constantly waiting for each other and they are not efficient. It can even be that the robots recognize each other as an unknown obstacle and stop with their task for safety. To prevent this, we found also some articles about robot collaboration, such that we can think about a way of controlling the robot, such that it can work together.<ref name=sota1 /><ref name=sota2 /><ref name=sota27 /><ref name=sota28 /><br />
<br />
===Weed control===<br />
Research into weed is very important. We have to know which types of weed there are and how we can remove it. The robot should also not damage the crops. We also have to know with which frequency the robot has to maintain the fields, to keep it, until an acceptable level, free of weed. We also found papers about types of weed in our case and papers on how to remove wee mechanically.<ref name=sota21 /><ref name=sota36 /><ref name=sota37 /><ref name=sota38 /><ref name=sota39 /><ref name=sota40 /><ref name=sota41 /><ref name=sota43 /><ref name=sota44 /><br />
<br />
===General design of robot===<br />
To get an idea for a design for a robot, we found some papers on different kinds of robots. From those papers we maybe can use information for our design.<ref name=sota5 /><ref name=sota7 /><ref name=sota13 /><ref name=sota14 /><ref name=sota17 /><ref name=sota22 /><ref name=sota23 /><ref name=sota25 /><ref name=sota42 /><br />
<br />
===Battery and charging===<br />
Our robot has to be provided with energy. We also did some research into charging.<ref name=sota19 /><br />
<br />
===Current situation===<br />
To know the environment in which the robot has to work, we contacted a potential user. In his fields, we could see some examples of obstacles and weed and we know how big the robot can be and on what surface it has to drive. We also asked the potential user how he currently fights the weed and asked about his knowledge about weed and the crops. For more information, see this [[#Contact with users and other research teams|section]]<nowiki />.<br />
<br />
=Users=<br />
<br />
==USE Analysis==<br />
In this analysis we will first sketch the ideal operation of the robot: its functionality and deployment. Then we will analyze the effects and implications of the robot for each of the following stakeholders: Farmers, consumers, governments, society.<br />
<br />
'''Functionality and deployment'''<br />
The robot operates exclusively on fruit orchards. It removes weeds from in between the trees, without damaging the trees and without using pesticides.<br />
<br />
'''Stakeholders'''<br />
'''Farmers:'''<br />
First of all, farmers will no longer have to purchase pesticides, but will have to buy and maintain the robot. While the upfront cost of a (set of) robot(s) might be bigger than the cost of pesticides, the maintenance cost will be lower and hence will be more cost effective in the long run.<br />
Without the use of pesticides, farmers will no longer have to worry about any of the negative effects of the pesticides and hence will never suffer the consequences of potentially harmful product. <br />
Farmers may see an increase in demand and hence revenue, as people are potentially more inclined to buy pesticide-free products.<br />
Removed weeds can potentially be used as fertilizer, fuel or fodder, further highlighting the financial benefits.<br />
<br />
'''Consumers:'''<br />
No pesticides on food suggests healthier food and hence healthier and happier consumers. <br />
Since no pesticides have to be purchased, the product are cheaper.<br />
No pesticides in orchards reduces the chances of accidental consumption of contaminated produce by for example dogs. The means consumers have less to worry about and are generally more happy.<br />
<br />
'''Governments:'''<br />
Do not deal with the consequences of harmful product, contaminated (ground) water etc. <br />
Reduced costs for farming will allow poor government to produce more food, reducing famine.<br />
<br />
'''Society:'''<br />
Less pesticides implies healthier ecosystem, hence better world to live in.<br />
More cost-effective farming means more money for other sectors such as healthcare.<br />
More cost-effective farming means more food and less famine.<br />
<br />
==Target user==<br />
The document describes potential user groups, and discusses which solutions fit which customer and on which customer we will focus. In general, our product is aimed towards farmers who can deploy the robot on their orchards. However, there are different kind of farms and different kind of farmers. By the nature and purpose of the robot, it should be evident that robot is aimed towards farmers who grow fruit trees and experience negative effects from weed growth on their fields. This excludes farmers who only keep animals, or do not have a weeds growing on their fields (like in greenhouses). <br />
Hence the main prospective user group is farmers who grows fruit trees outside (so not in a greenhouse or anything alike).<br />
<br />
We can identify multiple different type of farms in this subgroup, however. <br />
Open farms: farms with their fields scattered around the area, where the areas between the farms can contain roads, buildings or other entities, not owned or controlled by the user. On such farms, the environment is highly variable and uncontrolled. People or animals can be found around or even on the fields. <br />
Closed farms: farms with their fields on a single, or set of, properties owned and managed by the user. These properties are closed for the public and the environment is controlled. Anything that happens on the farm can be controlled and adjusted in a way the user desires.<br />
Next-gen automated farms: farms which are in an experimental phase and are aimed towards full automation. As such, these farms are designed and managed for and by robots. Outside interaction is (very) limited. Conditions are controlled. (example: pixel farming)<br />
<br />
Each of these user groups will require the robot and autonomous system we are discussing to behave differently. <br />
For open farms, a user must either pick up the robots from fields and place them at fields themselves, or the robot must be able to maneuver public grounds and roads autonomously. Moreover, each field or set fields that is disconnected from other fields, must either have a charging and emptying point, or the user must manually move the robots to such points. Or even have to empty and charge the robot manually. Clearly, a fully autonomous robot could do such things autonomously, but for the near future such autonomy does not exist yet. Designing, implementing, and testing it would cost a lot of time and money and hence we decide to not offer such autonomy. The user-unfriendly nature of manual pick-ups and drop-offs of the robots is unlikely to appeal to any real customer, and as a result, we will not focus on this user group our system. <br />
As far as closed farms are concerned, an automated system is easier to realise. The movement between fields, charging and emptying points is not hindered by any entities, assuming the user enables this: proper briefing of staff and keeping routes obstacle free will allow an automated system to function effectively. Given this, our robot system will be able to operate effectively and efficiently: since we do not offer full autonomy, the routes in between fields, charging and emptying points will have to be provided to the system, as such, these routes should be kept fully accessible at all time. In conclusion, closed farms are a consideration for the main target group for this project.<br />
<br />
Finally, there is next-gen automated farms. By the nature of these farms, our robot would be a perfect fit in such environments. Hence such farms are a consideration for the main target group for this project.<br />
<br />
In order to maximize the number of potential users, and the experimental nature of “next-gen” farming, we have chosen to focus our product towards closed farms.<br />
Moreover, from our interview with a farmer with a fruit orchard, we have concluded that a fruit orchards is the ideal farm for a first-generation automated weeding system, which we aim to design. A fruit orchard is usually completely closed off from the public, has a clear layout and is designed in such a way that a tractor can easily move trough its entirety. The robot can thus move in a similar way as a tractor through the orchard and not get stuck on random objects or inconsistencies in the ground. Also, since the branches of the trees are not close to the ground, the robot will encounter few obstacles and not harm the trees or its branches.<br />
<br />
==Contact with users and other research teams==<br />
<br />
===Availability===<br />
*Tom: Monday afternoon, Tuesday, Thursday afternoon<br />
*Jasper: Monday afternoon, Tuesday morning not 19-2, Wednesday morning, Thursday afternoon <br />
*Ruben: Monday afternoon, Wednesday after 13-3, Thursday 21-3 and 28-3, Friday afternoon<br />
*Mathijs: Monday afternoon, Tuesday afternoon not 26-2, Wednesday, Thursday<br />
*Stan: Monday afternoon, Tuesday afternoon, Wednesday, Thursday<br />
<br />
===Questions===<br />
We came up with some questions that we have for a potential user and for other research teams. These questions are aimed to fine tune our design to the user's needs and improve our understanding of the problem scope. The answers to these question will be central to our solution.<br />
====User====<br />
* Is weed a big problem?<br />
* How do you currently fight weed?<br />
* How how many time costs it take to fight weed?<br />
* How many people are needed to fight weed?<br />
* What is the planning in removing weed? i.e. after how many time should you start again with the fields, how many times a season do you need to go over each field.<br />
* How big is the area in which weed should be removed?<br />
* Are all the locations reachable without using public roads?<br />
* Are there many animals such as rabbits, birds in the fields?<br />
* Which tools do you use currently?<br />
* What is the cost of the tools and how long do they last?<br />
* What it the cost of the people that are removing the weed?<br />
====Other researchers====<br />
* What are the main advantages of fighting weed with robots?<br />
* What is the main problem of pesticides?<br />
* What is the current solution, you have?<br />
* What is the weight of that solution?<br />
* How many energy consumes the current solution?<br />
* Is the solution dependent on the type of crop and on other circumstances?<br />
<br />
===Beltech contact log===<br />
We called Beltech to ask if it was possible to interview them about the possibilities of a mechanical weeds removal tool for use on the farm fields.<br />
Ron van Dooren, head marketing answered and he told us that there were possibilities for us and that Richard Vialle knew all the details about their weeds removal machine and that he should help us. We should send a mail to info@beltech.nl containing what our expectations for them were and what we wanted to know. This mail was sent and then on Monday 04-03-2019 we got a confirmation that the mail was received and that it was forwarded to Richard Vialle. He would reply to our request and help us further.<br />
<br />
As we did not receive any reply from our mail, we contacted Beltech again to ask if they had taken a look at our mail. On the phone, we were told that both Ron van Dooren and Richard Vialle were not available and that sending a mail would be the fastest way to contact the right person. After the call, we sent another mail asking if they had taken a look at our request and Ron van Dooren replied, stating that he would remind Richard Vialle to answer us. This mail was received on Thursday 14-03-2019. From there on, we have not received a reply from Richard Vialle. In the previous mail we sent, we also included all dates and times where we would be available for an appointment, for them to pick a right time. This was done to speed up the communication as we do not have much time left if we want to incorporate their information into our project.<br />
<br />
===Interview===<br />
<br />
<br />
[[File:G5_Q3_1.jpg|400px|thumb|Overview of situation]]<br />
[[File:G5_Q3_2.jpg|400px|thumb|Twigs that should be removed]]<br />
[[File:G5_Q3_3.jpg|400px|thumb|Obstruction by dead tree and dead weeds]]<br />
[[File:G5_Q3_4.jpg|400px|thumb|Obstruction by tree trunks]]<br />
[[File:G5_Q3_5.jpg|400px|thumb|Obstruction by broken guide wood]]<br />
<br />
Interview with the Farmer<br />
<br />
We went to a farmer and came to the conclusion that greenhouses are not the right location for our robot plans and ideas. However, for the outside fruit cultivation it could be very useful. We got the tip to look at fruit trees like apples, pear and cherries, instead of his strawberries. These are grown in the neighborhood as well. We found a fruit farmer who was willing to tell us something about his farming and he answered all our questions. <br />
After the interview we went to have a look in the fields. We made pictures of the situation and from a lot of the common obstructions. This gives us a good image for making a model of the environment we are facing.<br />
<br />
* Is weed a big problem?<br />
Weed is quite an issue as it takes away moisture and nutrients from the crops growing and thus having a negative impact on harvest rates as the crops cannot grow as good as they would without weeds. <br />
* How do you currently fight weed?<br />
We are currently using herbicides to fight the weeds. As the biggest problem we have is actually the weed couch-grass, which is found everywhere around the trees, removing this manually without the use of herbicides is almost impossible as it is a very time consuming task.<br />
* How much time does it take to fight weed?<br />
We can treat the complete farm with herbicides in a couple of hours. However, before we can do the treatment, the land has to be dry and the weather forecast should not give any rain for the coming day, in order for the herbicides to do their work.<br />
* How many people are needed to fight weed?<br />
To apply the herbicides to the farmland, we drive in between the tree rows with a small tractor, including a trailer which contains a tank with the herbicide mixture and a spraying device which sprays the herbicides just next to the trees.<br />
* What is the planning in removing weed? i.e. after how many time should you start again with the fields, how many times a season do you need to go over each field.<br />
The amount of times we need to spray depends on the type of herbicide used. When there are a lot of though weeds, we tend to use a stronger herbicide. This way, you do not have to spray it that often as it remains in the ground for longer, but using strong herbicides is not preferable as it is also more aggressive towards the fruit trees, but on average we have to spray three times a year.<br />
* Are all the locations reachable without using public roads?<br />
We have several different orchards separated by public roads. However, there is a patch of land at the ends of each tree row for the tractor or robot to turn without crossing the public road. This way, driving through the orchard is possible without crossing public roads.<br />
* Are there many animals such as rabbits, birds in the fields?<br />
Sometimes there are rabbits in the orchard, but they use it only to cross the land. They normally do not stay for long. Birds are a bigger problem as they normally come to eat the fruit. This way, we cannot sell it anymore and our yieldings decrease. Sometimes we do find mice in small holes, but this is not that much different of the animals that you find in an average garden.<br />
* Which tools do you use currently?<br />
For weed removal, we use a small tractor with a herbicides spraying device. This device is basically a container holding the herbicide mixture and a sprayer which delivers it at the right place. The tractor is used to move the spraying device along the trees in the orchard.<br />
* What is the cost of the tools and how long do they last?<br />
The tractor uses fuel to operate, but as we give it regular maintenance, it lasts for a lot of years. If something breaks, we try to repair it ourselves if possible or otherwise call a service company to take a look at it, but this happens very rarely. This also applies for the spraying device. Giving a specific number for the use costs is quite difficult as sometimes there are expensive parts breaking, which have to be replaced, but this does not happen every year.<br />
* What it the cost of the people that are removing the weed?<br />
We use herbicides to fight weeds and to apply them, this can be done by a single person driving the tractor, including container with herbicides which are then sprayed around the trees. This way, the amount of man-hours can be kept relatively low, but manual weed removal would cost a huge amount of labor as it is not only hard to get rid of the weeds in the ground, they also return faster without the use of herbicides.<br />
<br />
=Design=<br />
<br />
==RPCs==<br />
===Requirements===<br />
* The system recharges autonomously<br />
* The system must be able to differentiate crops from weeds<br />
* The system removes weed from the farm field and collects it for disposal<br />
* The system moves itself around the farmfield, following a predefined pattern unique for each farmfield<br />
* The system must not be harmful for the crops<br />
* The system detects obstructions in its path<br />
* The system can notify users on its status<br />
* The system can carry weeds<br />
<br />
===Preferences===<br />
* The system can operate for a long time before having to recharge<br />
* The system should make minimal errors in recognizing weeds<br />
* The system should damage its surroundings as less as possible<br />
<br />
===Constraints===<br />
* The system is more cost-efficient than human workers<br />
* The system is more cost-efficient that using pesticides<br />
* The system traverses the field autonomously<br />
* The system goes to recharge, before running out of battery charge<br />
* The system does not use pesticides<br />
<br />
==Weed control==<br />
<br />
Good weed control is important for farmers in order to maximize their yields. Weeds can decrease the amount of space, light, water and nutrients available for the crops. Weeds can also act as a shelter for insects and other animals like rats and mice. It is necessary to remove these weeds and prevent them from growing. Weed control has become an important part in farming because it has a big impact on the amount which can be harvested from the plants.<br />
<br />
<br />
Weeds can be divided into three groups:<br />
<br />
*Annual weeds: These weeds spread by seed and have a lifespan of one year, but produce a lot of seeds for the next year.<br />
*Biennial weeds: lifespan of two years. The grow only a cluster of leaves in the first year. The second year it produces flowers and seeds after which it will die. <br />
*Perennial weeds: Those weeds have big roots underground, so they are able to survive multiple years. Even if the part above the ground is removed, it will grow again the next year. These weeds are therefore the hardest to control.<br />
<br />
<br />
Examples of some of the most common weeds:<br />
<br />
*Cleavers (annual weed)<br />
*Thistles (biennial weed)<br />
*Stingnig nettles (perennial weed)<br />
*Couch grass (perennial weed)<br />
<br />
<br />
Types of weed control:<br />
<br />
*Cultural: Prevents the weeds from growing by reducing open spaces where weeds can grow by placing the desired plants close to each other. This method can be used in gardens but isn’t practical at farming because most crops need enough space between each other. <br />
<br />
*Mechanical: Pulling out or damaging the weeds causing them to die. These methods are effective but often time consuming. Pulling out the weed including the roots is one of the most effective ways. However, this is very time consuming since it must be done by hand. Ploughing the ground uproots weeds and causing most of them to die. This can be done with a machine, but some weeds can still continue growing if their roots aren't damaged.<br />
<br />
*Chemical: Using pesticides which kill the weeds but not the desired plants. This method is less time consuming but doesn’t work with all weeds and can be harmful for the environment. Farmers spray the chemicals mostly with a big machine on the weeds. This can only be done when there isn't too much wind.<br />
<br />
<br />
===Weed detection===<br />
<br />
In order to remove the weeds it is necessary for the robot to be able to recognize the weed so it can remove it. As described in the state of the art there have been multiple studies on weed detection. <ref name=sota5 /><ref name=sota10 /><ref name=sota34 /><ref name=sota35 /><ref name=sota39 /> With good cameras and image processing it is possible to accurately recognize weeds even between the crops. <br />
Most existing weed detection systems use a normal camera to take pictures of the ground which then are analyzed by a computer. It is out of scope to design such a system. The hardware is for those systems is widely available. The software is the most important part of these systems. The cost and time needed for developing is heavily dependent on the accuracy and speed of the system. <br />
<br />
When and how fast weeds grow depends on the type of weed, the weather, the soil and many other factors. There are many different kinds of weed and they all start growing on a different time. Most weeds start growing in the spring when it is getting warmer outside. <br />
There is no fixed interval between weed removals. It depends on the temperature, the weed and if there were any roots or seeds left behind since the last time the weed was removed.<br />
<br />
==Navigation==<br />
As described in the problem statement, the robot should be able to move autonomously. We will investigate: <br />
# How the robot autonomously maneuvers through orchards, covering it fully.<br />
# How the robot operates when it needs to charge, needs to empty its container or has finished working a field. <br />
<br />
For the autonomous maneuvering across fields we consider the following approaches:<br />
* Full autonomy: the robot will given a field, determined by GPS coordinates, autonomously decide a(n) (optimal) route to fully cover a field.<br />
* Semi-autonomy: the robot will follow set route, obtained from GPS data generated by the user or provider of the robot. <br />
For both approaches the robot will automatically detect obstacles including humans and animals and halt operation temporarily. <br />
<br />
Full autonomy is highly desirable, as this improves the portability of the robot, reduces overhead for client and provider and potentially increases efficiency, in cases where a provided route is not optimal. However, full autonomy is hard to achieve, bears greater upfront costs and potentially is not cost-effective at all. <br />
Semi-autonomy, on the other hand, is cheaper and easier to implement, as following a set GPS route is near trivial. However it has the overhead that a GPS route has to be determined before operation can commence. Determining a (good) GPS is not hard, but costs time and effort, and has to be done for every individual field. As discussed in paper 14<ref name=sota14 />, determining a route for a tractor is not hard, it only requires the user to drive the desired route and then the autonomous system can replicate it, however in this use case, where the robot potentially is small, this would require a user to either use specialized equipment to determine a route, such as a remote drone, or to walk the route, which is less desirable. It is out of scope to fully design a system whichs creates a GPS route for the robot, however a solution similar to the method in paper 14 is suitable and technologically possible.<br />
<br />
Additionally, for bigger fields, a group of robots working together can be more cost-effective. In the case of fully autonomous robots, this means the robots must communicate and delegate parts of the field to each other. Depending on the implementation this can be done efficiently. Each robot could for example mark the visited coordinates or sectors on a shared digital data structure. Other robots can then avoid this areas and avoid doing extra work. Alternatively, at the initialization of the job, the robots could negotiate a sector of the field to be assigned to them and basically divide and conquer the work, as if the field was actually multiple small fields, worked by a single robot. Either way, this cooperation seems only marginally, if at all, <br />
more difficult than creating a fully autonomous robot and as such does not play for or against the fully autonomous system for deployment on bigger fields. <br />
As far as the semi-autonomous system is concerned, a possible cooperation technique for multiple such robots operating on the same big field could be a equal division of the pre-set path among all the cooperating robots. <br />
In conclusion, the size of the field does not particularly favor either implementation. Nevertheless, for an initial implementation, a single robot will work alone.<br />
<br />
Next to the size of the field, let us look at how the shape of the field impacts our design decision. First of all we have (near) rectangular fields. Arguably, such fields are easier to handle, both for (semi-) autonomous as well as non-autonomous systems, than irregular fields. One simple, but possibly suboptimal, manner of dealing with (near) rectangular fields is to drive the full length (or width) of the fields, turn around and repeat until the entire field has been covered. For a semi-autonomous system, such an approach can be created easily as discussed in paper 14<ref name=sota14 />. For fully autonomous system, such a field should also be easy to operate on, as in the worst case, it should be able to do exactly the same as a semi-autonomous system; a simple reflex agent, which turns around once detects the field border (via GPS or some other feature) and some termination conditions might even suffice. <br />
Let us then turn to irregular field shapes. Currently, farmers are already dealing with irregular fields manually, as such a semi-autonomous system can be given a route without any issues. For autonomous systems, however, irregular fields might prove to be more challenging. Of course, this depends on the quality of the AI, but performance might be lower in the worse case (an approach might for example be a semi-bruteforce of the field), than the performance of a semi-autonomous system, but in the best case this might be better. Either system is able to handle an irregular field, but the performance of the autonomous system is heavily reliant on the quality of the AI and should be investigated for a conclusive recommendation. For the fruit orchard use case, however, the structure of the field is somewhat easier: a set of lines of trees can be followed by the robot to operate, meaning the AI does not have to be very complex.<br />
<br />
Of course, an automated solution should be able to deal with obstructions. A robot can for example encounter low hanging/broken off branches of the trees, humans and animals. The system uses proximity sensor to sense its surroundings: if an obstacle presents itself in the robots path, the robot will halt and notify the user. While it waits for the user's response, it will update its status every 5 seconds. If at any point, before user response, the obstacle is no longer present, the robot will notify the user and continue operation. If not, it will wait for the user, who can decide to halt operation until a later point (for example after the user has cleared the obstacle) or can order the robot to ignore the obstacle and continue operation: for example imagine a low hanging branch is obstructing the robot. In this case the user can decide if the robot should simple run into the branch, with the intention that the robot pushes the branch out of the way by running into it. This proximity sensor system will prevent run-ins with obstacles, unless instructed by the user, meaning the system is safe for animals and humans.<br />
<br />
Overall, when only looking at the maneuvering of the robot on the field, and the safety of the robot, the system is able to autonomously deal with an entire field. A semi-autonomous system is guaranteed to fully cover the field, and is cheaper than a fully autonomous solution, however it has the additional overhead that a route has to be predefined. A fully autonomous robot has the potential to be more efficient in its route, but is more technically challenging. Since the size of the field, and the cooperation between robots, does not favor any particular solution and the shape of the field inconclusively favors a semi-autonomous system, our recommendation is to utilize a semi-autonomous, single robot system for now, until fully autonomous systems become more mainstream and less expensive. <br />
<br />
Next we discuss how a system should behave when it needs to charge, needs to empty its container or has finished working the field. <br />
We can distinguish a couple of behaviours in such cases:<br />
*The robot signals the user and waits for it to be picked up<br />
**The robot stops where it was at that moment<br />
**The robot moves to the edge of the field or even a designated point at the edge of the field<br />
*The robot autonomously moves to a point, where it can charge, empty or wait<br />
**The point is at the field edge<br />
**The point is further away<br />
**The robot autonomously moves to work another field<br />
<br />
Before we discuss the pros and cons of the above behaviors, we must point out that the desired behavior likely depends on the user. Some farms have all its fields close to or adjacent to each other, whereas other farms have their fields scattered around the vicinity. This heavily impacts whether a user is willing to pick up the robots or wants the robots to come to some “waiting place” or continue working another field. Also the wealth of the user determines whether each field has a charging point, or not. Finally the implementation of the charging point impacts the above: is it a fixed-in-place charging point, or more like a power bank that you place where and when needed?<br />
On closed farms, meaning farms where you can move between fields without encountering random people or vehicles anywhere, a more automated approach is viable: The robot could move from a field to a charge, empty or wait point somewhere else on the farm easily by just following a set route. It would then be the user’s responsibility that no objects or people get in the way, which is very manageable. Alternatively, again, a fully autonomous system could be used for the routing and maneuvering to the point. We can present similar pros and cons for a fully autonomous versus a semi-autonomous system again as above, but for this particular use case (closed farm) a semi-autonomous system would do just fine.<br />
<br />
==Concept gripper==<br />
The gripper should grab all kinds of weeds and remove them efficiently. The first concept uses two long parallel rods, which extend under the weed so the stem of the weed will be in between the two rods. When the gripper is at its place, the rod, mounted to a carriage, will be moved towards the stationary rod and the stem will be clamped in between the two rods. Now the weed is hold tightly at a relatively strong point, it can be pulled out of the soil, together with its roots. The gripper can then move to a weed container and dropping the weed in there. Below, a drawing of this gripper is shown, together with a carriage that will move one of the rods. The movement of the carriage is done by a rack and pinion actuator. The drawing is just a concept: manufacturing margins, motors, bearing seatings etc. still have been left out of the picture.<br />
<br />
The second gripper concept is radically different from the first one. After conducting research into weeds and analyzing a real life situation at a potential user, we concluded that only grabbing and pulling weeds might not be enough. That is why the second concept incorporates curved blades to obtain a scissor-like functionality. The blades can be used to cut stronger weeds that are too strong to be pulled out. We have chosen a curved blade in order to make sure that the weeds are being pushed to the center of the gripper, instead of being pushed out at the end. This is especially important for tough weeds that tend to move to the end of the gripper, the furthest away of the rotational axis. In addition, it removes unnecessary tension from the grabber when the weeds are being sliced off and it allows for a more evenly distributed cutting force along the radius of the weeds. Operation would be as follows: After a weed has been detected, the arm moves the grippers into position. The blades will be as low as possible to the ground and may even dig into the ground ever so slightly, the gripper grabs hold of the weed tightly enough to be able to pick it up, but not too tight to where it might crush the weed. After weeds have been grabbed by the gripper, the blades can snip the weed's stem or roots, depending on the weeds, and the gripper can then deposit the weed into the container of the robot. This concept is more complicated and more dangerous than the first one, but offers greater functionality and adaptability. Being able to snip the weeds' roots reduces the chance of the weeds returning, which is something the first concept could not do, therefore we suggest using the second concept for a first prototype. <br />
[[File:g5_q3_201819_gripper_iso_view.png|400px|thumb|Isometric view of the concept gripper]]<br />
[[File:model21.png|400px|thumb|Alternative gripper design]]<br />
<br />
==Battery==<br />
The robot needs to have energy to operate. The easiest way to provide the robot with energy is using a battery. Putting solar cells on the robot will not be enough, because the robot will operate underneath and between trees. The trees are blocking the sun, so the solar panels will not generate that much energy. Another option is providing energy by cables. A very long cable is needed in this situation, because the scope in which the robot works is very big. The cable can also be stuck behind some tree or other obstacle. Stationary cables providing energy (like is used by electric trains) is also not convenient. It is dangerous for human that enter the area, because they can get an electric shock. Also lots of cables are needed and it can be damaged easy. A battery doesn't have those disadvantages, but there is another disadvantage. A battery can run out of energy.<br />
<br />
A battery can be recharged, but that takes time. If the battery is in the robot, the robot has to wait till the battery is charged and cannot do the tasks for which it is intended. To solve this problem, there is an existing solution, namely a battery change system. In such a system, the battery can be easily removed from the robot and another battery can be placed. Currently the battery change is mostly done by humans, however the process is not difficult. We found a patent on a battery change system. The battery itself has contacts two opposite sides. At one side the contacts are used for charging and the contacts at the other side are used when the battery is in use. To remove the battery is something like a conveyor belt used. When the battery is removed, then a full battery needs to be placed in front of the battery space in the robot. This can be done with a linear movable battery rack. When the full battery is in front of the gap the conveyor belt is applied again to place the full battery in the robot. To see a picture of this, see [https://patents.google.com/patent/US4450400A/en].<br />
<br />
After measuring the battery usage the robot knows how long it can operate before getting the next battery. In the navigation, this can be taken into account. If this is done correctly, the robot will in practice never run out of battery.<br />
<br />
==Weed container==<br />
If you remove the weed and let it fall on the place where it was is not preferable. The removed weed can make that even more weed is growing on that place. If the robot makes the field weed free the next time, then the robot may detect the removed weed as weed that has to be removed. The speed of the robot decreases and the energy consumption increases. The removed weed can also be an obstacle, that the robot has to avoid the next time. Because of this, the robot has to take the weed and bring it to another place. It is not desirable that the robot per piece of weed drives to the place where the weed has to go. To collect the weed, the robot needs a weed container.<br />
<br />
If you throw the weed just in a container, then the container will be rapidly full, because most weed has a stiff structure. To solve this problem, a press can be installed in the container that makes the weed more compact. When the press has worked, more weed can be put in the container. The press does not have to work after each weed that is thrown into the container. This will impact the operation speed of the robot. If the top of the weed pile is to a certain level in the container, the press can operate. If the press does not go further than a set position, then the weed container is full and has to be emptied.<br />
<br />
Garbage trucks have the same functions as the weed container that we need in our robot. A size of a garbage truck is too large, so we should scale the solution a bit down, to fit it into our robot. For the weed container a scaled down version of a garbage truck can be used.<br />
<br />
The robot has to dump the weed also somewhere. This can be realized with an underground container that is only opened when the robot has to dump the weed in there. This is also a safety issue, such that human cannot fall in the gap. It is of course possible to open the container for human. The top of the container does not have to be electric. If it is realized as a sliding cover, then the robot can open and close it with the arm on which the tool to remove weed is.<br />
<br />
==Communication==<br />
[[File:G5_UI_app.png|200px|thumb|Mockup of application for owner]]<br />
[[File:G5_comm.png|200px|thumb|Communication schematic]]<br />
<br />
The robot has to communicate with its owner, such that the owner has control over the robot. Furthermore, if the robot works together with other robots, it has to communicate to the other robots too. If collaborating robots do not communicate, they can come in a situation, in which they are waiting on each other.<br />
<br />
With multiple robots, it is the most efficient when there is one central control unit for all the robots, a server. The robot communicates, like the other robots, with the server. The owner of the robots communicates to the server too and the server forwards the commands of the user to the right robot.<br />
<br />
The contact between the robot and the server is via an internet connection. The robot is connected to the internet via a mobile network, like 4G. The robot has also the possibility to connect to the internet over a WiFi connection. To setup those connections and to do other things in the software of the robot, the robot has also an USB connection, over which the technicians can send commands.<br />
<br />
For safety, the robot has one or more physical emergency stop buttons, such that they are reachable without walking around the robot. If an emergency stop is pressed, the power supply of the robot will be switched off immediately.<br />
<br />
The owner of the robot can control the robot via a smartphone app. We will give a mock-up for such an app, but we will first give the functionality of the app:<br />
<br />
* Showing battery level<br />
* Showing fill level of weed container<br />
* Showing what the camera on the robot sees<br />
* Warning in case help of a human is needed (for example when the robot is stuck)<br />
* Showing the progress of the robot in the field<br />
* Pause and resume the operation of the robot<br />
* Start the operation of the robot<br />
* Stop the operation of the robot<br />
* Support for multiple robots<br />
<br />
Starting the operation can be done in multiple fields. The robot determines based on location data in which field it starts the operation. This means that the robot should be in the field where it should start operating.<br />
<br />
==Safety==<br />
<br />
Safety is an important aspect of every machine. The robot will drive autonomously and has many moving parts and electrical components. These could cause injuries to people. To prevent this the robot has been designed to minimize those risks.<br />
<br />
*The robot has no sharp edges or parts, excluding the gripper, which could potentially hurt someone. The gripper will have sharp knives which can cause serious injuries if it touches someone. Therefore the gripper should only move if there are no obstacles around it. If the robot arm touches something wich it didn't expect it will stop moving to prevent prevent further damage.<br />
*Cameras and sensors on the robot can detect if something or someone is in front of the robot. This is necessary to prevent injuries to people and damage to the robot. In a situation where there is an obstacle in front of the robot the user will get a notification in the app and can let the robot continue driving if it is something small like a plastic bag or let the robot drive around the obstacle.<br />
*There is an emergency stop button on the robot and in the app.<br />
*The robot has a big battery and many electrical components. To prevent electric shocks the metal parts industrial robots and machines are earthed. In a driving robot which has rubber tires this is not possible. To minimize the risk of wires making contact with metal parts all electronic components must have double electrical insulation (class II).<br />
<br />
==Notes on design==<br />
The robot has 4 wheels, as 4 wheeled vehicles have proved to be effective and efficient in the agricultural sector there is no need to literally reinvent the wheel. <br />
The robot is small enough to fit between rows of trees in an orchard, but big enough to provide enough stability to maneuver through an orchard without issues. <br />
As not each orchard is the same, the size of the robot is not optimized to perfectly fit between a row of trees and cover either side, hence it only has one weeding arm. Future developments and iterations can change this property.<br />
<br />
==Operation==<br />
This section will describe the robot's operation in a real life environment.<br />
Before a robot can begin removing weeds in an orchard a number of steps have to be taken. First of all, the base station of the robot has to be installed, so that the robot can charge, empty its weed container and wait when it has finished operation. After this, a GPS route through the orchard has to be obtained and uploaded to the robot, and also a route from the base station to the orchard, which is preferably as small as possible. <br />
Now the robot can be started by the user and the robot will drive to the orchard and start removing weeds along the specified GPS route. With its cameras it will detect weeds, stop driving, remove the wees using the gripper mounted on the arm and place the weed in the robot's container, and continue driving until it finds more weeds. It will continue to do so until the entire route has been covered and then return to the base station, notifying the user that it has finished. It keeps track of its battery level, it makes sure to keep enough energy saved to return to the base station. If it needs to recharge during operation, it will notify the user and return to the base station and charge. After charging it notifies the user and returns to where it left off and continue operation. This process is identical for the emptying of the weed container. If the robot encounters situations it cannot deal with it notifies the user and halts operation until user response, unless the situation resolves itself and no longer obstructs the robot. Then it notifies the user that it has continued operation. <br />
<br />
The user is able to view the robot's location, battery level, how full the weed container is and view the robot's camera vision through an app. Via this app the robot can be started, paused and stopped.<br />
The user can schedule the robot's operation to for example have the robot remove weeds from field 1 every two weeks on Monday, and remove weeds from field 2 every week Tuesday etc. and can tell the robot to continue with another field after finishing one.<br />
<br />
A visualization of the robot model can be seen here:<br />
<br />
[[File:model20.png|400px|thumb|Final Design]]<br />
[[File:G5_movies.zip|400px|thumb|Animation of the Final Design]]<br />
<br />
<br />
==Validation==<br />
<br />
In order to test our gripper we have conducted some experiments using our 3D printed gripper. First, we went to a place which had a lot of different weeds and then we tried to pull out some weeds from the ground, using our gripper. This turned out to go very well. Our main concern for the gripper was that an optimal gripping force had to be determined because if the force is too low, the gripper would not be able to pull out the weeds and if it is too big, it would crush the weeds and it would cut them off instead of pulling them out altogether. From our experiments, we saw that the gripper did never cut off any weeds, even when we applied very high forces. This way, the maximum gripping force is only limited to mechanical properties of the gripper and that there is no cutting effect caused by applying too much force. A cutting effect could still be seen when gripping wood-like things like branches, but our gripper is not designed for this purpose.<br />
<br />
Something we did see was that sometimes when pulling weeds, we had to apply a lot of force pulling the gripper with the weed out of the ground and then we ended up breaking the weed because the roots were actually stronger than the stems. This confirms the need of our cutting blade, as it can cut off the weeds easily, without applying too much force. This process does not remove the weeds entirely, but it weakens them, including the roots. This way, they can be pulled out completely the next time our robot goes around the field.<br />
<br />
In order to determine the torque needed for our servo’s controlling the gripper, we took kitchen scales and put them in between our hands and the gripper in order to measure the force we applied. The force necessary to pull out the weeds varied for different kind of weeds, but in our experiments, we saw that a force of 50N, applied to the tip of the gripper turned out to be enough to pull out all weeds, without destroying them. This force would be equivalent to a servo torque of 7.5 Nm, which is acceptable.<br />
<br />
In addition to our experiments, we also went back to the farmer we had first spoken with, to discuss our design and to show how the robot would be operated. This included a demonstration of our app mock-up. The farmer liked the simplicity found in the app and that it did not contain any unnecessary or difficult to understand options. He also liked the design of the gripper and thought that it would function properly. However, he was concerned that it would take ages for the robot to go over the field as it has to grab every individual weed instead of just spraying over it altogether. We have not taken a look at speed optimizations of the complete system as this is dependent on the complete setup, all it’s different components and the way they work together. This is something that could be done in a follow-up study about our project. On top of that he also pointed out that it creates a big dependence on other companies, like IT for maintenance and setup, which conventional (mostly stubborn) farmers do not like.<br />
<br />
[[File:model22.jpeg|400px|thumb|Verification measurements]]<br />
[[File:model23.jpeg|400px|thumb|Weeds pulled out with roots]]<br />
<br />
=Cost Analysis=<br />
[[File:CostAnalysisG5_3.PNG|400px|thumb|Cost Analysis]]<br />
[[File:Cost_over_years_2_G5.PNG|400px|thumb|Cost Analysis]]<br />
[[File:pie chart costs G5.PNG|400px|thumb|Cost Analysis]]<br />
The cost analysis consists of estimates of part costs, and assembly costs. The estimates are very rough, and most likely are too low for a real product. The estimates are based on a hand made robot, not an assembly or factory with contracts with suppliers etc. Also some links are included with parts which could potentially be used.<br />
As visible in the table, part costs are approximately €6000. This is an estimate of the very minimal costs, and does not consider licensing fees, delivery costs etc. Neither does this include testing for functionality and quality and most likely, after an initial build, new or additional parts are required. <br />
The table also includes assembly and programming. It is hard to estimate a cost for those attributes. For a single robot/prototype, assembly and programming can be done in-house and would contain numerous ad-hoc solutions and inefficiencies. The values in the table represent a such in-house built and programmed robot. In a mass production environment the values would likely increase drastically.<br />
In conclusion, if we try to estimate the cost of a one-off in-house robot this would approach €20.000.<br />
<br />
Without going into detail about sell prices, taxes and all other aspects of running a company, and only looking at the estimated amount of €20.000, we can investigate how this compares to the already in place, pesticide solutions.<br />
We will analyse multiple scenarios and make recommendations based on those.<br />
Assumptions: pesticides cost €100 per acre, pesticides have to be sprayed every month on average, weeding using the robot has to be done every 2 weeks. <br />
The costs for the user we will consider for this case are only the costs of the pesticides needed to remove the weeds. Thus, per acre, per year, the user pays €1200 to use pesticides. <br />
The cost of the robot is €20.000. So if a user has 1 acre of land, the estimated time to earn back the money spent on the robot is about 17 years. <br />
However if the user has 3 acres, the costs of pesticides per year are €3600, and then it only take about 6 years to earn back the money spent on a robot. <br />
The idea is clear: the more land the user has, the more profitable a switch to robots is. The only consideration is that the robot is able to remove the weeds from all of the orchards within two weeks, otherwise multiple robots must be purchased and the payback time increases drastically.<br />
<br />
Without testing and prototypes we cannot accurately estimate the maintenance costs or life-span of our product. It is highly likely that the robot requires yearly maintenance and that such maintenance will cost money, therefore its return on investment time might be lower than depicted in the graphs, however we assumed a yearly cost of €200 for the maintenance of the robot to give a more realistic prediction than no maintenance at all. Also, for the robot to communicate with the user, the user potentially needs to pay for a 3G/4G subscription with a service provider. This will likely add another €100-€200 per year to the upkeep of the robot.<br />
<br />
Next to the purchasing of farming equipment, farmers often lease equipment. For this robotic system, however, leasing is not as simple. Due to the fact that the robot needs a route, a user would need to obtain a route before leasing a robot and the user would have to have the infrastructure to support the robot and it's base station. More then likely, this is not the case. Moreover, the weeding of the fields has to be done very regularly and leasing a system every 2-4 weeks is likely more expensive in the long run than purchasing a system. Hence we do not view leasing as a viable option for this robot.<br />
<br />
=Conclusion=<br />
This initial overview of robot for automated, semi-autonomous removal of weeds in the fruit orchard sector shows there is a future for such products. However, there is a lot of work and research left to do beforehand. For this particular design the following things remain to be done:<br />
*Proper part selection and testing: The robot must be build to last multiple years and minimize its costs and upkeep in order to become a solid competitor for pesticides, to this extent solid parts must be used and these must be tested for functionality, performance and life expectancy. The effects of rain, UV light etc. on the robot must be analysed.<br />
*Testing weed detection implementation: The performance of the weed detection must be measured and improved as much as possible.<br />
*Testing weed removal gripper: The gripper we designed must undergo intensive testing and the design must be improved accordingly.<br />
*Determine and improve performance of the entire package: Answer question such as: How long will the robot be able to work for on one battery charge? What is its operation speed? <br />
*Adjust cost analysis based on the above<br />
This is of course an iterative process.<br />
<br />
After the creation of a working system, it can be further optimized by for example adjusting its size to the use case, and add additional weed removal arms.<br />
<br />
When fully autonomous technology becomes more wide-spread and affordable, the robot can be updated or upgraded to incorporate such technology, improving its user-friendliness and potentially performance.<br />
<br />
A working system in the fruit orchard sector opens doors to many other sectors, both in agriculture and outside. Based on our findings and on those who continue with this base, systems can be designed for other sectors and ultimately reduce the worldwide usage of pesticides to create a better future.<br />
<br />
Based on the cost analysis we can recommend a robotic weed removal system which does not utilize pesticides to any fruit orchard farmer, to replace current pesticide solutions as a cost effective alternative.<br />
<br />
=References=<br />
<references /><br />
<br />
==Links to sources==<br />
#https://www.aaai.org/ojs/index.php/aimagazine/article/view/1132<br />
#https://www.aaai.org/ojs/index.php/aimagazine/article/view/1130<br />
#https://patents.google.com/patent/US5943733A/en<br />
#https://patents.google.com/patent/US5204814A/en<br />
#https://www.sciencedirect.com/science/article/pii/S0168169907001688<br />
#https://patents.google.com/patent/US2941223A/en<br />
#https://www.sciencedirect.com/science/article/pii/S092188909600053X<br />
#https://s3.amazonaws.com/academia.edu.documents/37918498/06850799.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1549803092&Signature=8GCjA4uM%2FhDytKf1RFWUmk6m0t4%3D&response-content-disposition=inline%3B%20filename%3DPath_Planning_Algorithm_Development_for.pdf<br />
#https://www.osti.gov/etdeweb/servlets/purl/895225<br />
#https://pdfs.semanticscholar.org/6b2f/19d3bd58c12071129ba6adba16a87c229aaa.pdf<br />
#https://ac.els-cdn.com/S0301479715304412/1-s2.0-S0301479715304412-main.pdf?_tid=bd717970-3888-4fd2-8cfd-4f89ef37f34a&acdnat=1549800079_288b461fdbddadb9ecad9edaef4d7786<br />
#https://ac.els-cdn.com/S0921889002002415/1-s2.0-S0921889002002415-main.pdf?_tid=b448d981-30f4-41b9-b527-6e13619c967b&acdnat=1549800321_10552114fd41bada89923042bbd7034d<br />
#http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.418.3615&rep=rep1&type=pdf<br />
#https://www.researchgate.net/profile/Carl_Wellington/publication/239932742_A_System_for_SemiAutonomous_Tractor_Operations/links/559de2af08aec72001828a7e.pdf<br />
#https://onlinelibrary-wiley-com.dianus.libr.tue.nl/doi/epdf/10.1002/rob.20301<br />
#https://www.mdpi.com/1424-8220/8/2/1278/htm<br />
#https://www-sciencedirect-com.dianus.libr.tue.nl/science/article/pii/S1474667016449207<br />
#https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/7438821<br />
#https://www.mdpi.com/1424-8220/13/2/2645/htm<br />
#https://www-tandfonline-com.dianus.libr.tue.nl/doi/abs/10.1163/016918609X12586141083777<br />
#http://edepot.wur.nl/398419<br />
#https://patents.google.com/patent/US20150202770A1/en<br />
#https://patents.google.com/patent/US9373149B2/en<br />
#https://patents.google.com/patent/US8364334B2/en<br />
#https://dspace.mit.edu/handle/1721.1/111698#files-area<br />
#http://dspace.ewubd.edu/handle/123456789/2501<br />
#https://ieeexplore.ieee.org/abstract/document/8336636<br />
#https://tue.on.worldcat.org/oclc/5872746903<br />
#https://tue.on.worldcat.org/oclc/5154827494<br />
#https://tue.on.worldcat.org/oclc/5831032581<br />
#https://link.springer.com/article/10.1007/s12369-009-0011-9<br />
#https://tue.on.worldcat.org/oclc/4934432761<br />
#https://tue.on.worldcat.org/oclc/5387876416<br />
#https://ieeexplore.ieee.org/abstract/document/5169487<br />
#https://acadpubl.eu/jsi/2018-118-7-9/articles/8/55.pdf<br />
#https://doi.org/10.1016/B978-0-12-809881-3.00008-5<br />
#https://doi.org/10.1016/j.cropro.2015.02.017<br />
#https://link.springer.com/article/10.1023/A:1015674004201<br />
#https://library.wur.nl/WebQuery/wurpubs/376454<br />
#https://doi.org/10.1002/rob.21727<br />
#http://dx.doi.org/10.4081/jae.2017.583<br />
#http://edepot.wur.nl/1099<br />
#https://doi.org/10.1016/j.compag.2013.08.008<br />
#https://doi.org/10.1016/j.compag.2011.10.006</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=PRE2018_3_Group5&diff=70990PRE2018 3 Group52019-03-31T10:15:52Z<p>S153905: Safety</p>
<hr />
<div>__TOC__<br />
<br />
<br />
<span style="font-size: 14pt;font-weight: bold;">Group members</span><br />
{| class="wikitable"<br />
|-<br />
! Name<br />
! Student ID<br />
|-<br />
| Ruben Haakman<br />
| 0993994<br />
|-<br />
| Stan Latten<br />
| 1257196<br />
|-<br />
| Tom Mulders<br />
| 1008890<br />
|-<br />
| Jasper Stam<br />
| 1006240<br />
|-<br />
| Mathijs Vastenhouw<br />
| 1269496<br />
|}<br />
<br />
<div style="background-color: lightcyan;"><br />
'''Meaning of used colors'''<br />
<br />
Colors should be removed in the final version. They are to make changes and remarks better visible<br />
<br />
*Yellow background: remark what has to be done in section (maybe not directly possible).<br />
</div><br />
<br />
=Abstract=<br />
<br />
=Project setup=<br />
==Approach==<br />
After reviewing the literature, we will determine the requirements for the system. Based on these requirements we will investigate implementations for these requirements and analyse their suitability. We will analyse the costs associated with a solution and compare this to the current costs of using pesticides, the effects on the stakeholders and on the future of farming. Finally we will conclude with a recommendation for or against the automated removal of weeds on farm fields without the use of pesticides and recommend future research topics.<br />
<br />
==Milestones==<br />
*State-of-the-art analysis<br />
*Requirements Document<br />
*Use analysis<br />
*Implementation propositions<br />
*Implementation analysis<br />
*Cost analysis<br />
*Conclusion<br />
<br />
==Deliverables==<br />
*Requirements document<br />
*Implementation document<br />
*Use analysis<br />
*Cost analysis<br />
*Conclusion<br />
<br />
==Planning==<br />
[[File:G5Planning2.PNG|400px|thumb|planning]]<br />
<br />
===Task division over weeks===<br />
====Week 2====<br />
* Arguments for problem - Everyone<br />
* Concrete planning - Jasper<br />
* Goal of the project, some introduction for project. Little story - Mathijs<br />
* State of the Art analysis - Ruben<br />
* Start with requirements - Stan<br />
* USE analysis - Tom<br />
* Function definition - Everyone<br />
* Concepts for functions - Everyone<br />
<br />
====Week 3====<br />
* Contact zoeken - Mathijs<br />
* State of the Art aanpassen - Ruben<br />
* Problem statement aanpassen - Tom<br />
* Nieuwe state of the Art content - Tom, Jasper<br />
* Idee voor grijper - Stan<br />
<br />
====Week 4====<br />
* Contact boeren, domeinkennis onkruid - Mathijs<br />
* Contact onderzoekers - Mathijs, Stan<br />
* Vragenlijst - Jasper<br />
* Requirements - Jasper<br />
* User analysis - Tom<br />
* Movement system - Ruben<br />
<br />
====Week 5====<br />
* Update wiki general info - Tom<br />
* Literature study/refer to articles<br />
** Weed - Ruben<br />
** Navigation - Tom<br />
** All other functions (charging, mobility, communication) - Jasper<br />
* Visit greenhouse (inclusive preparation and reporting on wiki) - Mathijs, Stan<br />
* Requirements (after visit greenhouse) - Jasper, Tom<br />
<br />
=====Update after Friday meeting=====<br />
* Update structure of Wiki - Jasper<br />
* Structure of State of the art (not grouped on name, sources notation etc.) - Jasper<br />
* Function definition update - Jasper<br />
* Report on visit farmer - Stan, Mathijs<br />
* Requirements - Tom<br />
* Modeling of solution - Stan, Mathijs<br />
* Function definition navigation - Tom<br />
* Literature study weed - Ruben<br />
* Planning - Tom<br />
<br />
====Week 6====<br />
* UI - Jasper<br />
* Communicatie user - Jasper<br />
* Weed container - Jasper<br />
* STOA - Jasper<br />
* Cost analysis, lease, etc - Tom<br />
* Visualisatie - Mathijs, Stan<br />
* Design arm/gripper - Mathijs, Stan<br />
* Weed detection, types of weeds, interval - Ruben<br />
* Planning - Tom<br />
* Target User, schets operation - Tom<br />
* Safety - Ruben<br />
<br />
=====Update after Friday meeting=====<br />
<br />
* Change UI mockup - Jasper<br />
* Topics presentation - Jasper<br />
* Cost analysis - Tom<br />
* Target user - Tom<br />
* Schets operation - Tom<br />
* Weed detection etc. - Ruben<br />
* Safety - Ruben<br />
* Modeling design - Mathijs, Stan<br />
<br />
====Week 7====<br />
* Cost analysis - Tom<br />
* Design decisions - Tom<br />
* Presentation - Ruben, Jasper<br />
* Missing answers to interview - Stan, Mathijs<br />
* CAD model - Stam, Mathijs<br />
* Video of design - Stan, Mathijs<br />
* 3D printed gripper? - Stan, Mathijs<br />
* Sources in weed - Ruben<br />
* Safety - Ruben<br />
* Structure wiki - Jasper<br />
<br />
====Week 8====<br />
* Validation<br />
* Problem description<br />
* Cost analysis<br />
* Structure wiki<br />
* Cleanup wiki<br />
* Conclusion/recommendation<br />
<br />
=Problem=<br />
When farmers grow crops, the have to deal with weeds growing on their fields in between their crops. To remove these weeds, pesticides are used. These pesticides can be harmful to insects, animals and humans and might even contaminate (ground)water. Clearly an alternative is needed. <br />
<br />
==Problem statement==<br />
<br />
In the current situation, a lot of pesticides are used in farming. These pesticides are used for treating bugs and diseases, but also for weeds. With the trend to be more environmentally friendly, we are looking for alternatives for pesticides and big farm trucks. A possible solution for this problem is a cooperation of small autonomous farming machines, which can control a field together. However, this solution is not new, people have already been working on the navigation of these small machines and on the detection of weeds in fields of crops. [1] That’s why we will try to make a weed picking device to be able to pick weeds without damaging the crops. For these small devices, we see future in the vertical agriculture as well, because they allow for a higher field density. <br />
<br />
[1] https://ieeexplore.ieee.org/document/6740018<br />
<br />
=State of the Art=<br />
==Finding articles==<br />
<br />
<!--===Jasper===--><br />
Article about a trash collecting robot (team). It is about office cleanup, but with some changes the technique can also be relevant for outside use.<br />
It is about a competition. One document describes the solution of the winning team, the other gives some more information about the competition.<ref name=sota1>Balch, T., Boone, G., Collins, T., Forbes, H., MacKenzie, D., & Santamar, J. C. (1995). Io, Ganymede, and Callisto a multiagent robot trash-collecting team. AI magazine, 16(2), 39.</ref><ref name=sota2>Simmons, R. (1995). The 1994 AAAI robot competition and exhibition. AI magazine, 16(2), 19.</ref><br />
<br />
A patent for sucking and filtering for a dust collection vehicle.<ref name=sota3>Tagliaferri, F. (1999). U.S. Patent No. 5,943,733. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
A patent for an autonomous lawn mower robot. Also about navigating over the lawn.<ref name=sota4>Noonan, T. H., Fisher, J., & Bryant, B. (1993). U.S. Patent No. 5,204,814. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
Paper about weed control, describing navigating through specific areas, detecting weed with a camera, making weed maps and spraying weed.<ref name=sota5>Slaughter, D. C., Giles, D. K., & Downey, D. (2008). Autonomous robotic weed control systems: A review. Computers and electronics in agriculture, 61(1), 63-78.</ref><br />
<br />
A patent for a snow sweeper for sidewalks.<ref name=sota6>Klauer, W. E. (1960). U.S. Patent No. 2,941,223. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
<!--===Tom===--><br />
Paper about the design of an autonomous vacuum cleaner.<ref name=sota7>Ulrich, I., Mondada, F., & Nicoud, J. D. (1997). Autonomous vacuum cleaner. Robotics and autonomous systems, 19(3-4), 233-245.</ref><br />
<br />
Paper about pathing algorithms for autonomous vacuum cleaner robots. <ref name=sota8>Hasan, K. M., & Reza, K. J. (2014, May). Path planning algorithm development for autonomous vacuum cleaner robots. In 2014 International Conference on Informatics, Electronics & Vision (ICIEV) (pp. 1-6). IEEE.</ref><br />
<br />
Analysis of snow melting approaches.<ref name=sota9>Lund, J. W. (2000). Pavement snow melting. Geo-Heat Center Quarterly Bulletin, 21(2), 12-19.</ref><br />
<br />
Paper about machine vision application for weed removal.<ref name=sota10>Giles, D. K., & Davis, C. (1996). Development of a machine vision system for weed control using precision chemical application.</ref><br />
<br />
Analysis of pavement maintenance methods.<ref name=sota11>Winston, R. J., Al-Rubaei, A. M., Blecken, G. T., Viklander, M., & Hunt, W. F. (2016). Maintenance measures for preservation and recovery of permeable pavement surface infiltration rate–The effects of street sweeping, vacuum cleaning, high pressure washing, and milling. Journal of environmental management, 169, 132-144.</ref><br />
<br />
Research into small (< 20kg) urban robots for disaster relief.<ref name=sota12>Matthies, L., Xiong, Y., Hogg, R., Zhu, D., Rankin, A., Kennedy, B., ... & Sukhatme, G. (2002). A portable, autonomous, urban reconnaissance robot. Robotics and Autonomous Systems, 40(2-3), 163-172.</ref><br />
<br />
Small summary of robots in farming<ref name=sota13>Yaghoubi, S., Akbarzadeh, N. A., Bazargani, S. S., Bazargani, S. S., Bamizan, M., & Asl, M. I. (2013). Autonomous robots for agricultural tasks and farm assignment and future trends in agro robots. International Journal of Mechanical and Mechatronics Engineering, 13(3), 1-6.</ref><br />
<br />
Autonomous tractors<ref name=sota14>Stentz, A., Dima, C., Wellington, C., Herman, H., & Stager, D. (2002). A system for semi-autonomous tractor operations. Autonomous Robots, 13(1), 87-104.</ref><br />
<br />
<!--===Stan===--><br />
Paper about navigation on pavements, avoiding litter, pedestrians and bicycles.<ref name=sota15>Morales, Y., Carballo, A., Takeuchi, E., Aburadani, A., & Tsubouchi, T. (2009). Autonomous robot navigation in outdoor cluttered pedestrian walkways. Journal of Field Robotics, 26(8), 609-635.</ref><br />
<br />
Paper about asphalt analysis, to detect whether the road needs maintenance. This paper was actually meant for airborne sensing, but could be used by our robot as well.<ref name=sota16>Pascucci, S., Bassani, C., Palombo, A., Poscolieri, M., & Cavalli, R. (2008). Road asphalt pavements analyzed by airborne thermal remote sensing: Preliminary results of the venice highway. Sensors, 8(2), 1278-1296.</ref><br />
<br />
Paper about stair-climbing methods for robots, useful for our robot to easily get on or off the pavement.<ref name=sota17>Labecki, P., Walas, K., & Kasinski, A. (2011). Autonomous stair climbing with multisensor feedback. IFAC Proceedings Volumes, 44(1), 8159-8164.</ref><br />
<br />
Article about weather forecasting in the road [network. Could be used by our robot to predict which task it has to do (e.g. de-icing the road)<ref name=sota18>Tomás, V. R., Pla-Castells, M., Martínez, J. J., & Martínez, J. (2016). Forecasting adverse weather situations in the road network. IEEE Transactions on Intelligent Transportation Systems, 17(8), 2334-2343.</ref><br />
<br />
Paper about autonomous docking at a recharging station for autonomous vehicles in general<ref name=sota19>Pérez, J., Nashashibi, F., Lefaudeux, B., Resende, P., & Pollard, E. (2013). Autonomous docking based on infrared system for electric vehicle charging in urban areas. Sensors, 13(2), 2645-2663.</ref><br />
<br />
Article about an autonomous cleaning robot for outdoor use, including path-finding and memory of cleaned areas<ref name=sota20>Chang, M. S., Chou, J. H., & Wu, C. M. (2010). Design and implementation of a novel outdoor road-cleaning robot. Advanced Robotics, 24(1-2), 85-101.</ref><br />
<br />
Article about different kind of weeds<ref name=sota21>Goddrie, P. D. (1965). Chemische onkruidbestrijding in de fruitteelt (No. 5). [sn].</ref><br />
<br />
<!--===Ruben===--><br />
Patent for communication of an autonomous sidewalk robot<ref name=sota22>Patron, A., Colin, Y., Bertrand, B., Pho, V., & Abhyanker, R. (2015). U.S. Patent Application No. 14/269,081.</ref><br />
<br />
Patent for an autonomous neighborhood vehicle controllable through a neighborhood social network<ref name=sota23>Abhyanker, R. (2016). U.S. Patent No. 9,373,149. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
Patent for a system and method for navigating an autonomous vehicle using laser detection and ranging<ref name=sota24>Au, K. W., Touchberry, A. B., VanVoorst, B., & Schewe, J. (2013). U.S. Patent No. 8,364,334. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
Paper about autonomous vehicles navigating trough sidewalks buildings and hallways<ref name=sota25>Everett, M. F. (2017). Robot designed for socially acceptable navigation (Doctoral dissertation, Massachusetts Institute of Technology).</ref><br />
<br />
Paper about an Autonomous Robot for Garbage Detection and Collection<ref name=sota26>Bhuiyan, M. N. I., Islam, N., & Shohag, M. H. (2017). Autonomous Robot for Garbage Detection and Collection (Doctoral dissertation, East West University).</ref><br />
<br />
Paper about multiple robots in smart city applications<ref name=sota27>Abbasi, M. H., Majidi, B., & Manzuri, M. T. (2018, February). Deep cross altitude visual interpretation for service robotic agents in smart city. In 2018 6th Iranian Joint Congress on Fuzzy and Intelligent Systems (CFIS) (pp. 79-82). IEEE.</ref><br />
<br />
<!--===Mathijs===--><br />
Paper on small autonomous robots working together to do big tasks.<ref name=sota28>Guillet, A., Lenain, R., Thuilot, B., & Martinet, P. (2014). Adaptable robot formation control: adaptive and predictive formation control of autonomous vehicles. IEEE Robotics & Automation Magazine, 21(1), 28-39.</ref><br />
<br />
Paper on autonomous navigation on crowded sidewalks.<ref name=sota29>Morales, Y., Carballo, A., Takeuchi, E., Aburadani, A., & Tsubouchi, T. (2009). Autonomous robot navigation in outdoor cluttered pedestrian walkways. Journal of Field Robotics, 26(8), 609-635.</ref><br />
<br />
Paper on robot navigation in highly populated pedestrian zones.<ref name=sota30>Kümmerle, R., Ruhnke, M., Steder, B., Stachniss, C., & Burgard, W. (2015). Autonomous robot navigation in highly populated pedestrian zones. Journal of Field Robotics, 32(4), 565-589.</ref><br />
<br />
Paper on human-robot interaction in urban environments.<ref name=sota31>Bauer, A., Klasing, K., Lidoris, G., Mühlbauer, Q., Rohrmüller, F., Sosnowski, S., ... & Buss, M. (2009). The autonomous city explorer: Towards natural human-robot interaction in urban environments. International journal of social robotics, 1(2), 127-140.</ref><br />
<br />
Paper on the design of a litter collecting robot.<ref name=sota32>Bonnema, G. M. (2012). System design of a litter collecting robot. Procedia computer science, 8, 479-484.</ref><br />
<br />
Article on electric snow removal by placing heating mats.<ref name=sota33>Anonymous. (1998). The abcs of an electric snow-removal system. Air Conditioning, Heating & Refrigeration News, 204(18), 8-8.</ref><br />
<br />
<!--===Weed detection and removal===--><br />
Paper about an algorithm that can detect weeds and also classify it.<ref name=sota34>Siddiqi, M. H., Ahmad, I., & Sulaiman, S. B. (2009, April). Weed recognition based on erosion and dilation segmentation algorithm. In 2009 International Conference on Education Technology and Computer (pp. 224-228). IEEE.</ref><br />
<br />
Paper about weed recognition trough image processing.<ref name=sota35>Kaarthik, K., & Vivek, C. (2018). Weed Remover In Agricultural Field Through Image Processing. International Journal of Pure and Applied Mathematics (pp. 393-399). Ijpam.</ref><br />
<br />
Paper about mechanical weed removal.<ref name=sota36>Hussain, M., Farooq, S., Merfield, C., & Jabran, K. (2018). Mechanical weed control. In Non-Chemical Weed Control (pp. 133-155). Academic Press.</ref><br />
<br />
Paper about an intelligent mechanical weeding machine<ref name=sota37>Melander, B., Lattanzi, B., & Pannacci, E. (2015). Intelligent versus non-intelligent mechanical intra-row weed control in transplanted onion and cabbage. Crop Protection, 72, 1-8.</ref><br />
<br />
Paper where test for mechanical weed control in greenhouses work<ref name=sota38>Åstrand, B., & Baerveldt, A. J. (2002). An agricultural mobile robot with vision-based perception for mechanical weed control. Autonomous robots, 13(1), 21-35.</ref><br />
<br />
Thesis on weed control. Very interesting also techniques for removing weed are discussed<ref name=sota39>Bakker, T. (2009). An autonomous robot for weed control: design, navigation and control.</ref><br />
<br />
Paper about a robot for plant-species–specific weed management using mechanical or chemical module to remove the weed<ref name=sota40>Bawden, O., Kulk, J., Russell, R., McCool, C., English, A., Dayoub, F., ... & Perez, T. (2017). Robot for weed species plant-specific management. Journal of Field Robotics, 34(6), 1179-1199.</ref><br />
<br />
Paper about different methods for non-chemical weed control<ref name=sota41>Peruzzi, A., Martelloni, L., Frasconi, C., Fontanelli, M., Pirchio, M., & Raffaelli, M. (2017). Machines for non-chemical intra-row weed control in narrow and wide-row crops: a review.</ref><br />
<br />
Paper about the complete design of an autonomous weeder robot platform<ref name=sota42>Bakker, T. (2009). An autonomous robot for weed control: design, navigation and control.</ref><br />
<br />
2 Papers about mechanical removing weed between plants<ref name=sota43>Gobor, Z., Lammers, P. S., & Martinov, M. (2013). Development of a mechatronic intra-row weeding system with rotational hoeing tools: Theoretical approach and simulation. Computers and electronics in agriculture, 98, 166-174.</ref><ref name=sota44>Pérez-Ruiz, M., Slaughter, D. C., Gliever, C. J., & Upadhyaya, S. K. (2012). Automatic GPS-based intra-row weed knife control system for transplanted row crops. Computers and Electronics in Agriculture, 80, 41-49.</ref><br />
<br />
==Analysis of found articles==<br />
We found reports complete farming robots that are fighting weed. Some of these robots are spraying pesticide to fight weed. Our intention is to not use pesticides, but remove the weed mechanically. The reports are on robots that can be used in other farming disciplines, for example outside vegetable growing and in greenhouses. In those reports there is useful information about different important topics for us, like navigation and weed recognition. Examples of those reports are<ref name=sota5 /><ref name=sota42 /><br />
<br />
===Navigation===<br />
Navigation is an important topic. The robot should be able to find its way trough the fields in which it operates. Navigation is not only finding a route, such that the complete field is covered, but also the lifespan of the battery has to be taken into account and obstacles has to be avoided. We found several papers on navigation, both in farming and other robotic areas. The navigation in other robotic areas can be useful for the way of navigating in farming, because of similarities.<ref name=sota1 /><ref name=sota2 /><ref name=sota4 /><ref name=sota5 /><ref name=sota8 /><ref name=sota12 /><ref name=sota15 /><ref name=sota20 /><ref name=sota24 /><ref name=sota25 /><ref name=sota29 /><ref name=sota30 /><ref name=sota31 /><br />
<br />
===Recognition of weed===<br />
The robot has to detect weed autonomously. The robot has to remove only the weed and not the good vegetation. For this end, artificial intelligence is needed. When the robot detected the weed, it can move the arm with the tool to the weed and remove it. We found some papers about detection of weed. Those papers show that weed can be detected and that weed can be differentiated from crops. For this robot, this thing cannot be copied one to one from another application, but the same methodology can be followed to make weed recognition from a camera working on this robot. This is, because in this area, there appear other types of weed.<ref name=sota1 /><ref name=sota2 /><ref name=sota5 /><ref name=sota10 /><ref name=sota26 /><ref name=sota34 /><ref name=sota35 /><br />
<br />
===Collaboration of different robots===<br />
When the robot is applied on a larger scale, it can be that multiple robots have to work together. When robots work together, they have to communicate to each other, because if they don't do that, situations can appear that they are constantly waiting for each other and they are not efficient. It can even be that the robots recognize each other as an unknown obstacle and stop with their task for safety. To prevent this, we found also some articles about robot collaboration, such that we can think about a way of controlling the robot, such that it can work together.<ref name=sota1 /><ref name=sota2 /><ref name=sota27 /><ref name=sota28 /><br />
<br />
===Weed control===<br />
Research into weed is very important. We have to know which types of weed there are and how we can remove it. The robot should also not damage the crops. We also have to know with which frequency the robot has to maintain the fields, to keep it, until an acceptable level, free of weed. We also found papers about types of weed in our case and papers on how to remove wee mechanically.<ref name=sota21 /><ref name=sota36 /><ref name=sota37 /><ref name=sota38 /><ref name=sota39 /><ref name=sota40 /><ref name=sota41 /><ref name=sota43 /><ref name=sota44 /><br />
<br />
===General design of robot===<br />
To get an idea for a design for a robot, we found some papers on different kinds of robots. From those papers we maybe can use information for our design.<ref name=sota5 /><ref name=sota7 /><ref name=sota13 /><ref name=sota14 /><ref name=sota17 /><ref name=sota22 /><ref name=sota23 /><ref name=sota25 /><ref name=sota42 /><br />
<br />
===Battery and charging===<br />
Our robot has to be provided with energy. We also did some research into charging.<ref name=sota19 /><br />
<br />
===Current situation===<br />
To know the environment in which the robot has to work, we contacted a potential user. In his fields, we could see some examples of obstacles and weed and we know how big the robot can be and on what surface it has to drive. We also asked the potential user how he currently fights the weed and asked about his knowledge about weed and the crops. For more information, see this [[#Contact with users and other research teams|section]]<nowiki />.<br />
<br />
=Users=<br />
<br />
==USE Analysis==<br />
In this analysis we will first sketch the ideal operation of the robot: its functionality and deployment. Then we will analyse the effects and implications of the robot for each of the following stakeholders: Farmers, consumers, governments, society.<br />
<br />
'''Functionality and deployment'''<br />
The robot operates exclusively on fruit orchards. It removes weeds from in between the trees, without damaging the trees and without using pesticides.<br />
<br />
'''Stakeholders'''<br />
'''Farmers:'''<br />
First of all, farmers will no longer have to purchase pesticides, but will have to buy and maintain the robot. While the upfront cost of a (set of) robot(s) might be bigger than the cost of pesticides, the maintenance cost will be lower and hence will be more cost effective in the long run.<br />
Without the use of pesticides, farmers will no longer have to worry about any of the negative effects of the pesticides and hence will never suffer the consequences of potentially harmful product. <br />
Farmers may see an increase in demand and hence revenue, as people are potentially more inclined to buy pesticide-free products.<br />
Removed weeds can potentially be used as fertilizer, fuel or fodder, further highlighting the financial benefits.<br />
<br />
'''Consumers:'''<br />
No pesticides on food suggests healthier food and hence healthier and happier consumers. <br />
Since no pesticides have to be purchased, the product are cheaper.<br />
No pesticides in orchards reduces the chances of accidental consumption of contaminated produce by for example dogs. The means consumers have less to worry about and are generally more happy.<br />
<br />
'''Governments:'''<br />
Do not deal with the consequences of harmful product, contaminated (ground) water etc. <br />
Reduced costs for farming will allow poor government to produce more food, reducing famine.<br />
<br />
'''Society:'''<br />
Less pesticides implies healthier ecosystem, hence better world to live in.<br />
More cost-effective farming means more money for other sectors such as healthcare.<br />
More cost-effective farming means more food and less famine.<br />
<br />
==Target user==<br />
The document describes potential user groups, and discusses which solutions fit which customer and on which customer we will focus. In general, our product is aimed towards farmers who can deploy the robot on their orchards. However, there are different kind of farms and different kind of farmers. By the nature and purpose of the robot, it should be evident that robot is aimed towards farmers who grow fruit trees and experience negative effects from weed growth on their fields. This excludes farmers who only keep animals, or do not have a weeds growing on their fields (like in greenhouses). <br />
Hence the main prospective user group is farmers who grows fruit trees outside (so not in a greenhouse or anything alike).<br />
<br />
We can identify multiple different type of farms in this subgroup, however. <br />
Open farms: farms with their fields scattered around the area, where the areas between the farms can contain roads, buildings or other entities, not owned or controlled by the user. On such farms, the environment is highly variable and uncontrolled. People or animals can be found around or even on the fields. <br />
Closed farms: farms with their fields on a single, or set of, properties owned and managed by the user. These properties are closed for the public and the environment is controlled. Anything that happens on the farm can be controlled and adjusted in a way the user desires.<br />
Next-gen automated farms: farms which are in an experimental phase and are aimed towards full automation. As such, these farms are designed and managed for and by robots. Outside interaction is (very) limited. Conditions are controlled. (example: pixel farming)<br />
<br />
Each of these user groups will require the robot and autonomous system we are discussing to behave differently. <br />
For open farms, a user must either pick up the robots from fields and place them at fields themselves, or the robot must be able to maneuver public grounds and roads autonomously. Moverover, each field or set fields that is disconnected from other fields, must either have a charging and emptying point, or the user must manually move the robots to such points. Or even have to empty and charge the robot manually. Clearly, a fully autonomous robot could do such things autonomously, but for the near future such autonomy does not exist yet. Designing, implementing, and testing it would cost a lot of time and money and hence we decide to not offer such autonomy. The user-unfriendly nature of manual pick-ups and drop-offs of the robots is unlikely to appeal to any real customer, and as a result, we will not focus on this user group our system. <br />
As far as closed farms are concerned, an automated system is easier to realise. The movement between fields, charging and emptying points is not hindered by any entities, assuming the user enables this: proper briefing of staff and keeping routes obstacle free will allow an automated system to function effectively. Given this, our robot system will be able to operate effectively and efficiently: since we do not offer full autonomy, the routes in between fields, charging and emptying points will have to be provided to the system, as such, these routes should be kept fully accessible at all time. In conclusion, closed farms are a consideration for the main target group for this project.<br />
<br />
Finally, there is next-gen automated farms. By the nature of these farms, our robot would be a perfect fit in such environments. Hence such farms are a consideration for the main target group for this project.<br />
<br />
In order to maximize the number of potential users, and the experimental nature of “next-gen” farming, we have chosen to focus our product towards closed farms.<br />
Moreover, from our interview with a farmer with a fruit orchard, we have concluded that a fruit orchards is the ideal farm for a first-generation automated weeding system, which we aim to design. A fruit orchard is usually completely closed off from the public, has a clear layout and is designed in such a way that a tractor can easily move trough its entirety. The robot can thus move in a similar way as a tractor through the orchard and not get stuck on random objects or inconsistencies in the ground. Also, since the branches of the trees are not close to the ground, the robot will encounter few obstacles and not harm the trees or its branches.<br />
<br />
==Contact with users and other research teams==<br />
<br />
===Availability===<br />
*Tom: maandag middag, dinsdag, donderdag middag<br />
*Jasper: maandag middag, dinsdag ochtend niet 19-2, woensdag ochtend, donderdag middag <br />
*Ruben: Maandag middag, woensdag vanaf 13 maart, donderdag 21 en 28 maart, vrijdag middag<br />
*Mathijs: Maandag middag, dinsdag middag niet 26, woensdag, donderdag.<br />
*Stan: Maandag middag, dinsdag middag, woensdag, donderdag.<br />
<br />
===Questions===<br />
We came up with some questions that we have for a potential user and for other research teams.<br />
====User====<br />
* Is weed a big problem?<br />
* How do you currently fight weed?<br />
* How how many time costs it take to fight weed?<br />
* How many people are needed to fight weed?<br />
* What is the planning in removing weed? i.e. after how many time should you start again with the fields, how many times a season do you need to go over each field.<br />
* How big is the area in which weed should be removed?<br />
* Are all the locations reachable without using public roads?<br />
* Are there many animals such as rabbits, birds in the fields?<br />
* Which tools do you use currently?<br />
* What is the cost of the tools and how long do they last?<br />
* What it the cost of the people that are removing the weed?<br />
====Other researchers====<br />
* What are the main advantages of fighting weed with robots?<br />
* What is the main problem of pesticides?<br />
* What is the current solution, you have?<br />
* What is the weight of that solution?<br />
* How many energy consumes the current solution?<br />
* Is the solution dependent on the type of crop and on other circumstances?<br />
<br />
===Beltech contact log===<br />
We called Beltech to ask if it was possible to interview them about the possibilities of a mechanical weeds removal tool for use on the farm fields.<br />
Ron van Dooren, head marketing answered and he told us that there were possibilities for us and that Richard Vialle knew all the details about their weeds removal machine and that he should help us. We should send a mail to info@beltech.nl containing what our expectations for them were and what we wanted to know. This mail was sent and then on Monday 04-03-2019 we got a confirmation that the mail was received and that it was forwarded to Richard Vialle. He would reply to our request and help us further.<br />
<br />
As we did not receive any reply from our mail, we contacted Beltech again to ask if they had taken a look at our mail. On the phone, we were told that both Ron van Dooren and Richard Vialle were not available and that sending a mail would be the fastest way to contact the right person. After the call, we sent another mail asking if they had taken a look at our request and Ron van Dooren replied, stating that he would remind Richard Vialle to answer us. This mail was received on Thursday 14-03-2019. From there on, we have not received a reply from Richard Vialle. In the previous mail we sent, we also included all dates and times where we would be available for an appointment, for them to pick a right time. This was done to speed up the communication as we do not have much time left if we want to incorporate their information into our project.<br />
<br />
===Interview===<br />
<br />
<br />
[[File:G5_Q3_1.jpg|400px|thumb|Overview of situation]]<br />
[[File:G5_Q3_2.jpg|400px|thumb|Twigs that should be removed]]<br />
[[File:G5_Q3_3.jpg|400px|thumb|Obstruction by dead tree and dead weeds]]<br />
[[File:G5_Q3_4.jpg|400px|thumb|Obstruction by tree trunks]]<br />
[[File:G5_Q3_5.jpg|400px|thumb|Obstruction by broken guide wood]]<br />
<br />
Interview with the Farmer<br />
<br />
We went to a farmer and came to the conclusion that greenhouses are not the right location for our robot plans and ideas. However, for the outside fruit cultivation it could be very useful. We got the tip to look at fruit trees like apples, pear and cherries, instead of his strawberries. These are grown in the neighborhood as well. We found a fruit farmer who was willing to tell us something about his farming and he answered all our questions. <br />
After the interview we went to have a look in the fields. We made pictures of the situation and from a lot of the common obstructions. This gives us a good image for making a model of the environment we are facing.<br />
<br />
* Is weed a big problem?<br />
Weed is quite an issue as it takes away moisture and nutrients from the crops growing and thus having a negative impact on harvest rates as the crops cannot grow as good as they would without weeds. <br />
* How do you currently fight weed?<br />
We are currently using herbicides to fight the weeds. As the biggest problem we have is actually the weed couch-grass, which is found everywhere around the trees, removing this manually without the use of herbicides is almost impossible as it is a very time consuming task.<br />
* How much time does it take to fight weed?<br />
We can treat the complete farm with herbicides in a couple of hours. However, before we can do the treatment, the land has to be dry and the weather forecast should not give any rain for the coming day, in order for the herbicides to do their work.<br />
* How many people are needed to fight weed?<br />
To apply the herbicides to the farmland, we drive in between the tree rows with a small tractor, including a trailer which contains a tank with the herbicide mixture and a spraying device which sprays the herbicides just next to the trees.<br />
* What is the planning in removing weed? i.e. after how many time should you start again with the fields, how many times a season do you need to go over each field.<br />
<br />
* How big is the area in which weed should be removed?<br />
* Are all the locations reachable without using public roads?<br />
* Are there many animals such as rabbits, birds in the fields?<br />
* Which tools do you use currently?<br />
* What is the cost of the tools and how long do they last?<br />
* What it the cost of the people that are removing the weed?<br />
<br />
=Function definition=<br />
<br />
==RPCs==<br />
===Requirements===<br />
* The system recharges autonomously<br />
* The system must be able to differentiate crops from weeds<br />
* The system removes weed from the farm field and collects it for disposal<br />
* The system moves itself around the farmfield, following a predefined pattern unique for each farmfield<br />
* The system must not be harmful for the crops<br />
* The system detects obstructions in its path<br />
* The system can notify users on its status<br />
* The system can carry weeds<br />
<br />
===Preferences===<br />
* The system can operate for a long time before having to recharge<br />
* The system should make minimal errors in recognizing weeds<br />
* The system should damage its surroundings as less as possible<br />
<br />
===Constraints===<br />
* The system is more cost-efficient than human workers<br />
* The system is more cost-efficient that using pesticides<br />
* The system traverses the field autonomously<br />
* The system goes to recharge, before running out of battery charge<br />
* The system does not use pesticides<br />
<br />
==Weed control==<br />
<br />
Good weed control is important for farmers in order to maximize their yields. Weeds can decrease the amount of space, light, water and nutrients available for the crops. Weeds can also act as a shelter for insects and other animals like rats and mice. It is necessary to remove these weeds and prevent them from growing. Weed control has become an important part in farming because it has a big impact on the amount which can be harvested from the plants.<br />
<br />
<br />
Weeds can be divided into three groups:<br />
<br />
*Annual weeds: These weeds spread by seed and have a lifespan of one year, but produce a lot of seeds for the next year.<br />
*Biennial weeds: lifespan of two years. The grow only a cluster of leaves in the first year. The second year it produces flowers and seeds after which it will die. <br />
*Perennial weeds: Those weeds have big roots underground, so they are able to survive multiple years. Even if the part above the ground is removed, it will grow again the next year. These weeds are therefore the hardest to control.<br />
<br />
<br />
Examples of some of the most common weeds:<br />
<br />
*Cleavers (annual weed)<br />
*Thistles (biennial weed)<br />
*Stingnig nettles (perennial weed)<br />
*Couch grass (perennial weed)<br />
<br />
<br />
Types of weed control:<br />
<br />
*Cultural: Prevents the weeds from growing by reducing open spaces where weeds can grow by placing the desired plants close to each other. This method can be used in gardens but isn’t practical at farming because most crops need enough space between each other. <br />
<br />
*Mechanical: Pulling out or damaging the weeds causing them to die. These methods are effective but often time consuming. Pulling out the weed including the roots is one of the most effective ways. However, this is very time consuming since it must be done by hand. Ploughing the ground uproots weeds and causing most of them to die. This can be done with a machine, but some weeds can still continue growing if their roots aren't damaged.<br />
<br />
*Chemical: Using pesticides which kill the weeds but not the desired plants. This method is less time consuming but doesn’t work with all weeds and can be harmful for the environment. Farmers spray the chemicals mostly with a big machine on the weeds. This can only be done when there isn't too much wind.<br />
<br />
<br />
===Weed detection===<br />
<br />
In order to remove the weeds it is necessary for the robot to be able to recognize the weed so it can remove it. As described in the state of the art there have been multiple studies on weed detection. <ref name=sota5 /><ref name=sota10 /><ref name=sota34 /><ref name=sota35 /><ref name=sota39 /> With good cameras and image processing it is possible to accurately recognize weeds even between the crops. <br />
Most existing weed detection systems use a normal camera to take pictures of the ground which then are analyzed by a computer. It is out of scope to design such a system. The hardware is for those systems is widely available. The software is the most important part of these systems. The cost and time needed for developing is heavily dependent on the accuracy and speed of the system. <br />
<br />
When and how fast weeds grow depends on the type of weed, the weather, the soil and many other factors. There are many different kinds of weed and they all start growing on a different time. Most weeds start growing in the spring when it is getting warmer outside. <br />
There is no fixed interval between weed removals. It depends on the temperature, the weed and if there were any roots or seeds left behind since the last time the weed was removed.<br />
<br />
==Navigation==<br />
As described in the problem statement, the robot should be able to move autonomously. We will investigate: <br />
# How the robot autonomously maneuvers through orchards, covering it fully.<br />
# How the robot operates when it needs to charge, needs to empty its container or has finished working a field. <br />
<br />
For the autonomous maneuvering across fields we consider the following approaches:<br />
* Full autonomy: the robot will given a field, determined by GPS coordinates, autonomously decide a(n) (optimal) route to fully cover a field.<br />
* Semi-autonomy: the robot will follow set route, obtained from GPS data generated by the user or provider of the robot. <br />
For both approaches the robot will automatically detect obstacles including humans and animals and halt operation temporarily. <br />
<br />
Full autonomy is highly desirable, as this improves the portability of the robot, reduces overhead for client and provider and potentially increases efficiency, in cases where a provided route is not optimal. However, full autonomy is hard to achieve, bears greater upfront costs and potentially is not cost-effective at all. <br />
Semi-autonomy, on the other hand, is cheaper and easier to implement, as following a set GPS route is near trivial. However it has the overhead that a GPS route has to be determined before operation can commence. Determining a (good) GPS is not hard, but costs time and effort, and has to be done for every individual field. As discussed in paper 14<ref name=sota14 />, determining a route for a tractor is not hard, it only requires the user to drive the desired route and then the autonomous system can replicate it, however in this use case, where the robot potentially is small, this would require a user to either use specialized equipment to determine a route, such as a remote drone, or to walk the route, which is less desirable. It is out of scope to fully design a system whichs creates a GPS route for the robot, however a solution similar to the method in paper 14 is suitable and technologically possible.<br />
<br />
Additionally, for bigger fields, a group of robots working together can be more cost-effective. In the case of fully autonomous robots, this means the robots must communicate and delegate parts of the field to each other. Depending on the implementation this can be done efficiently. Each robot could for example mark the visited coordinates or sectors on a shared digital data structure. Other robots can then avoid this areas and avoid doing extra work. Alternatively, at the initialization of the job, the robots could negotiate a sector of the field to be assigned to them and basically divide and conquer the work, as if the field was actually multiple small fields, worked by a single robot. Either way, this cooperation seems only marginally, if at all, <br />
more difficult than creating a fully autonomous robot and as such does not play for or against the fully autonomous system for deployment on bigger fields. <br />
As far as the semi-autonomous system is concerned, a possible cooperation technique for multiple such robots operating on the same big field could be a equal division of the pre-set path among all the cooperating robots. <br />
In conclusion, the size of the field does not particularly favor either implementation. Nevertheless, for an initial implementation, a single robot will work alone.<br />
<br />
Next to the size of the field, let us look at how the shape of the field impacts our design decision. First of all we have (near) rectangular fields. Arguably, such fields are easier to handle, both for (semi-) autonomous as well as non-autonomous systems, than irregular fields. One simple, but possibly suboptimal, manner of dealing with (near) rectangular fields is to drive the full length (or width) of the fields, turn around and repeat until the entire field has been covered. For a semi-autonomous system, such an approach can be created easily as discussed in paper 14<ref name=sota14 />. For fully autonomous system, such a field should also be easy to operate on, as in the worst case, it should be able to do exactly the same as a semi-autonomous system; a simple reflex agent, which turns around once detects the field border (via GPS or some other feature) and some termination conditions might even suffice. <br />
Let us then turn to irregular field shapes. Currently, farmers are already dealing with irregular fields manually, as such a semi-autonomous system can be given a route without any issues. For autonomous systems, however, irregular fields might prove to be more challenging. Of course, this depends on the quality of the AI, but performance might be lower in the worse case (an approach might for example be a semi-bruteforce of the field), than the performance of a semi-autonomous system, but in the best case this might be better. Either system is able to handle an irregular field, but the performance of the autonomous system is heavily reliant on the quality of the AI and should be investigated for a conclusive recommendation. For the fruit orchard use case, however, the structure of the field is somewhat easier: a set of lines of trees can be followed by the robot to operate, meaning the AI does not have to be very complex.<br />
<br />
Of course, an automated solution should be able to deal with obstructions. A robot can for example encounter low hanging/broken off branches of the trees, humans and animals. The system uses proximity sensor to sense its surroundings: if an obstacle presents itself in the robots path, the robot will halt and notify the user. While it waits for the user's response, it will update its status every 5 seconds. If at any point, before user response, the obstacle is no longer present, the robot will notify the user and continue operation. If not, it will wait for the user, who can decide to halt operation until a later point (for example after the user has cleared the obstacle) or can order the robot to ignore the obstacle and continue operation: for example imagine a low hanging branch is obstructing the robot. In this case the user can decide if the robot should simple run into the branch, with the intention that the robot pushes the branch out of the way by running into it. This proximity sensor system will prevent run-ins with obstacles, unless instructed by the user, meaning the system is safe for animals and humans.<br />
<br />
Overall, when only looking at the maneuvering of the robot on the field, and the safety of the robot, the system is able to autonomously deal with an entire field. A semi-autonomous system is guaranteed to fully cover the field, and is cheaper than a fully autonomous solution, however it has the additional overhead that a route has to be predefined. A fully autonomous robot has the potential to be more efficient in its route, but is more technically challenging. Since the size of the field, and the cooperation between robots, does not favor any particular solution and the shape of the field inconclusively favors a semi-autonomous system, our recommendation is to utilize a semi-autonomous, single robot system for now, until fully autonomous systems become more mainstream and less expensive. <br />
<br />
Next we discuss how a system should behave when it needs to charge, needs to empty its container or has finished working the field. <br />
We can distinguish a couple of behaviours in such cases:<br />
*The robot signals the user and waits for it to be picked up<br />
**The robot stops where it was at that moment<br />
**The robot moves to the edge of the field or even a designated point at the edge of the field<br />
*The robot autonomously moves to a point, where it can charge, empty or wait<br />
**The point is at the field edge<br />
**The point is further away<br />
**The robot autonomously moves to work another field<br />
<br />
Before we discuss the pros and cons of the above behaviours, we must point out that the desired behaviour likely depends on the user. Some farms have all its fields close to or adjacent to each other, whereas other farms have their fields scattered around the vicinity. This heavily impacts whether a user is willing to pick up the robots or wants the robots to come to some “waiting place” or continue working another field. Also the wealth of the user determines whether each field has a charging point, or not. Finally the implementation of the charging point impacts the above: is it a fixed-in-place charging point, or more like a powerbank that you place where and when needed?<br />
On closed farms, meaning farms where you can move between fields without encountering random people or vehicles anywhere, a more automated approach is viable: The robot could move from a field to a charge, empty or wait point somewhere else on the farm easily by just following a set route. It would then be the user’s responsibility that no objects or people get in the way, which is very manageable. Alternatively, again, a fully autonomous system could be used for the routing and maneuvering to the point. We can present similar pros and cons for a fully autonomous versus a semi-autonomous system again as above, but for this particular use case (closed farm) a semi-autonomous system would do just fine.<br />
<br />
==Concept gripper==<br />
The gripper should grab all kinds of weeds and remove them efficiently. The first concept uses two long parallel rods, which extend under the weed so the stem of the weed will be in between the two rods. When the gripper is at its place, the rod, mounted to a carriage, will be moved towards the stationary rod and the stem will be clamped in between the two rods. Now the weed is hold tightly at a relatively strong point, it can be pulled out of the soil, together with its roots. The gripper can then move to a weed container and dropping the weed in there. Below, a drawing of this gripper is shown, together with a carriage that will move one of the rods. The movement of the carriage is done by a rack and pinion actuator. The drawing is just a concept: manufacturing margins, motors, bearing seatings etc. still have been left out of the picture.<br />
<br />
The second gripper concept is radically different from the first one. After conducting research into weeds and analysing a real life situation at a potential user, we concluded that only grapping and pulling weeds might not be enough. That is why the second concept incorporates blades to obtain a scissor-like functionality. The blades can be used to cut stronger weeds that are too strong to be pulled out. Operation would be as follows: After a weed has been detected, the arm moves the grippers into position. The blades will be as low as possible to the ground and may even dig into the ground ever so slightly, the gripper grabs hold of the weed tightly enough to be able to pick it up, but not too tight to where it might crush the weed. After weeds have been grabbed by the gripper, the blades can snip the weed's stem or roots, depending on the weeds, and the gripper can then deposit the weed into the container of the robot. This concept is more complicated and more dangerous than the first one, but offers greater functionality and adaptability. Being able to snip the weeds' roots reduces the chance of the weeds returning, which is something the first concept could not do, therefore we suggest using the second concept for a first prototype. <br />
[[File:g5_q3_201819_gripper_side_view.png|400px|thumb|Side view of the gripper]]<br />
[[File:g5_q3_201819_gripper_iso_view.png|400px|thumb|Isometric view of the gripper]]<br />
[[File:gripper2.png|400px|thumb|alternative gripper design]]<br />
<br />
==Battery==<br />
The robot needs to have energy to operate. The easiest way to provide the robot with energy is using a battery. Putting solar cells on the robot will not be enough, because the robot will operate underneath and between trees. The trees are blocking the sun, so the solar panels will not generate that much energy. Another option is providing energy by cables. A very long cable is needed in this situation, because the scope in which the robot works is very big. The cable can also be stuck behind some tree or other obstacle. Stationary cables providing energy (like is used by electric trains) is also not convenient. It is dangerous for human that enter the area, because they can get an electric shock. Also lots of cables are needed and it can be damaged easy. A battery doesn't have those disadvantages, but there is another disadvantage. A battery can run out of energy.<br />
<br />
A battery can be recharged, but that takes time. If the battery is in the robot, the robot has to wait till the battery is charged and cannot do the tasks for which it is intended. To solve this problem, there is an existing solution, namely a battery change system. In such a system, the battery can be easily removed from the robot and another battery can be placed. Currently the battery change is mostly done by humans, however the process is not difficult. We found a patent on a battery change system. The battery itself has contacts two opposite sides. At one side the contacts are used for charging and the contacts at the other side are used when the battery is in use. To remove the battery is something like a conveyor belt used. When the battery is removed, then a full battery needs to be placed in front of the battery space in the robot. This can be done with a linear movable battery rack. When the full battery is in front of the gap the conveyor belt is applied again to place the full battery in the robot. To see a picture of this, see [https://patents.google.com/patent/US4450400A/en].<br />
<br />
After measuring the battery usage the robot knows how long it can operate before getting the next battery. In the navigation, this can be taken into account. If this is done correctly, the robot will in practice never run out of battery.<br />
<br />
==Weed container==<br />
If you remove the weed and let it fall on the place where it was is not preferable. The removed weed can make that even more weed is growing on that place. If the robot makes the field weed free the next time, then the robot may detect the removed weed as weed that has to be removed. The speed of the robot decreases and the energy consumption increases. The removed weed can also be an obstacle, that the robot has to avoid the next time. Because of this, the robot has to take the weed and bring it to another place. It is not desirable that the robot per piece of weed drives to the place where the weed has to go. To collect the weed, the robot needs a weed container.<br />
<br />
If you throw the weed just in a container, then the container will be rapidly full, because most weed has a stiff structure. To solve this problem, a press can be installed in the container that makes the weed more compact. When the press has worked, more weed can be put in the container. The press does not have to work after each weed that is thrown into the container. This will impact the operation speed of the robot. If the top of the weed pile is to a certain level in the container, the press can operate. If the press does not go further than a set position, then the weed container is full and has to be emptied.<br />
<br />
Garbage trucks have the same functions as the weed container that we need in our robot. A size of a garbage truck is too large, so we should scale the solution a bit down, to fit it into our robot. For the weed container a scaled down version of a garbage truck can be used.<br />
<br />
The robot has to dump the weed also somewhere. This can be realized with an underground container that is only opened when the robot has to dump the weed in there. This is also a safety issue, such that human cannot fall in the gap. It is of course possible to open the container for human. The top of the container does not have to be electric. If it is realized as a sliding cover, then the robot can open and close it with the arm on which the tool to remove weed is.<br />
<br />
==Communication==<br />
[[File:G5_UI_app.png|200px|thumb|Mockup of application for owner]]<br />
[[File:G5_comm.png|200px|thumb|Communication schema]]<br />
<br />
The robot has to communicate with its owner, such that the owner has control over the robot. Furthermore, if the robot works together with other robots, it has to communicate to the other robots too. If collaborating robots do not communicate, they can come in a situation, in which they are waiting on each other.<br />
<br />
With multiple robots, it is the most efficient when there is one central control unit for all the robots, a server. The robot communicates, like the other robots, with the server. The owner of the robots communicates to the server too and the server forwards the commands of the user to the right robot.<br />
<br />
The contact between the robot and the server is via an internet connection. The robot is connected to the internet via a mobile network, like 4G. The robot has also the possibility to connect to the internet over a WiFi connection. To setup those connections and to do other things in the software of the robot, the robot has also an USB connection, over which the technicians can send commands.<br />
<br />
For safety, the robot has one or more physical emergency stop buttons, such that they are reachable without walking around the robot. If an emergency stop is pressed, the power supply of the robot will be switched off immediately.<br />
<br />
The owner of the robot can control the robot via a smartphone app. We will give a mock-up for such an app, but we will first give the functionality of the app:<br />
<br />
* Showing battery level<br />
* Showing fill level of weed container<br />
* Showing what the camera on the robot sees<br />
* Warning in case help of a human is needed (for example when the robot is stuck)<br />
* Showing the progress of the robot in the field<br />
* Pause and resume the operation of the robot<br />
* Start the operation of the robot<br />
* Stop the operation of the robot<br />
* Support for multiple robots<br />
<br />
Starting the operation can be done in multiple fields. The robot determines based on location data in which field it starts the operation. This means that the robot should be in the field where it should start operating.<br />
<br />
=Safety=<br />
<br />
Safety is an important aspect of every machine. The robot will drive autonomously and has many moving parts and electical components. These could cause injuries to people. To prevent this the robot has been designed to minimize those risks.<br />
<br />
*The robot has no sharp edges or parts, excluding the gripper, wich could potentially hurt someone. The gripper will have sharp knives which can cause serious injuries if it thouches someone. Therefore the gripper should only move if there are no obstacles arounds it. If the robotarm touches something wich it didn't expect it will stop moving to prevent prevent further damage.<br />
*Cameras and sensors on the robot can detect if something or someone is in front of the robot. This is nescessary to prevent injuries to people and damage to the robot. In a situation where there is an obstacle in front of the robot the user will get a notification in the app and can let the robot continue driving if it is something small like a plastic bag or let the robot drive around the obstacle.<br />
*There is an emergency stop button on the robot and in the app.<br />
*The robot has a big battery and many electrical components. To prevent electric shocks the metal parts industrial robots and machines are earthed. In a driving robot which has rubber tires this is not possible. To minimize the risk of wires making contact with metal parts all electronic components must have double electrical insulation (class II).<br />
<br />
=Cost Analysis=<br />
[[File:Cost Analysis 2 G5.PNG|400px|thumb|Cost Analysis]]<br />
[[File:cost over years G5.PNG|400px|thumb|Cost Analysis]]<br />
[[File:pie chart costs G5.PNG|400px|thumb|Cost Analysis]]<br />
The cost analysis consists of estimates of part costs, and assembly costs. The estimates are very rough, and most likely are too low for a real product. The estimates are based on a hand made robot, not an assembly or factory with contracts with suppliers etc. Also some links are included with parts which could potentially be used.<br />
As visible in the table, part costs are approximately €6000. This is an estimate of the very minimal costs, and does not consider licensing fees, delivery costs etc. Neither does this include testing for functionality and quality and most likely, after an initial build, new or additional parts are required. <br />
The table also includes assembly and programming. It is hard to estimate a cost for those attributes. For a single robot/prototype, assembly and programming can be done in-house and would contain numerous ad-hoc solutions and inefficiencies. The values in the table represent a such in-house built and programmed robot. In a mass production environment the values would likely increase drastically.<br />
In conclusion, if we try to estimate the cost of a one-off in-house robot this would approach €20.000.<br />
The cost for recharging and maintaining the robot is undoubtedly less than refueling and maintaining a tractor with gasoline and hence the costs will not be calculated explicitly.<br />
<br />
Without going into detail about sell prices, taxes and all other aspects of running a company, and only looking at the estimated amount of €20.000, we can investigate how this compares to the already in place, pesticide solutions.<br />
We will analyse multiple scenarios and make recommendations based on those.<br />
Assumptions: pesticides cost €100 per acre, pesticides have to be sprayed every month on average, weeding using the robot has to be done every 2 weeks. <br />
The costs for the user we will consider for this case are only the costs of the pesticides needed to remove the weeds. Thus, per acre, per year, the user pays €1200 to use pesticides. <br />
The cost of the robot is €20.000. So if a user has 1 acre of land, the estimated time to earn back the money spent on the robot is 17 years. <br />
However if the user has 3 acres, the costs of pesticides per year are €3600, and then it only take about 6 years to earn back the money spent on a robot. <br />
The idea is clear: the more land the user has, the more profitable a switch to robots is. The only consideration is that the robot is able to remove the weeds from all of the orchards within two weeks, otherwise multiple robots must be purchased and the payback time increases drastically.<br />
<br />
Without testing and prototypes we cannot estimate the maintenance costs or life-span of our product. It is highly likely that the robot requires yearly maintenance and that such maintenance will cost money, therefore its return on investment time might be lower than depicted in the graphs.<br />
<br />
Next to the purchasing of farming equipment, farmers often lease equipment. For this robotic system, however, leasing is not as simple. Due to the fact that the robot needs a route, a user would need to obtain a route before leasing a robot and the user would have to have the infrastructure to support the robot and it's base station. More then likely, this is not the case. Moreover, the weeding of the fields has to be done very regularly and leasing a system every 2-4 weeks is likely more expensive in the long run than purchasing a system. Hence we do not view leasing as a viable option for this robot.<br />
<br />
=Notes on design=<br />
The robot has 4 wheels, as 4 wheeled vehicles have proved to be effective and efficient in the agricultural sector there is no need to literally reinvent the wheel. <br />
The robot is small enough to fit between rows of trees in an orchard, but big enough to provide enough stability to maneuver through an orchard without issues. <br />
As not each orchard is the same, the size of the robot is not optimized to perfectly fit between a row of trees and cover either side, hence it only has one weeding arm. Future developments and iterations can change this property.<br />
<br />
= Operation=<br />
This section will describe the robot's operation in a real life environment.<br />
Before a robot can begin removing weeds in an orchard a number of steps have to be taken. First of all, the base station of the robot has to be installed, so that the robot can charge, empty its weed container and wait when it has finished operation. After this, a GPS route through the orchard has to be obtained and uploaded to the robot, and also a route from the base station to the orchard, which is preferably as small as possible. <br />
Now the robot can be started by the user and the robot will drive to the orchard and start removing weeds along the specified GPS route. With its cameras it will detect weeds, stop driving, remove the wees using the gripper mounted on the arm and place the weed in the robot's container, and continue driving until it finds more weeds. It will continue to do so until the entire route has been covered and then return to the base station, notifying the user that it has finished. It keeps track of its battery level, it makes sure to keep enough energy saved to return to the base station. If it needs to recharge during operation, it will notify the user and return to the base station and charge. After charging it notifies the user and returns to where it left off and continue operation. This process is identical for the emptying of the weed container. If the robot encounters situations it cannot deal with it notifies the user and halts operation until user response, unless the situation resolves itself and no longer obstructs the robot. Then it notifies the user that it has continued operation. <br />
<br />
The user is able to view the robot's location, battery level, how full the weed container is and view the robot's camera vision through an app. Via this app the robot can be started, paused and stopped.<br />
The user can schedule the robot's operation to for example have the robot remove weeds from field 1 every two weeks on monday, and remove weeds from field 2 every week tuesday etc. and can tell the robot to continue with another field after finishing one.<br />
<br />
=Discussion of future=<br />
This initial overview of robot for automated, semi-autonomous removal of weeds in the fruit orchard sector shows there is a future for such products. However, there is a lot of work and research left to do beforehand. For this particular design the following things remain to be done:<br />
*Proper part selection and testing<br />
*Testing weed detection implementation<br />
*Testing weed removal gripper<br />
*Determine and improve performance on all fronts (weed removal speed, battery life etc.)<br />
*Adjust cost analysis based on the above<br />
This is of course an iterative process.<br />
<br />
A working system in the fruit orchard sector opens doors to many other sectors, both in agriculture and outside. Based on our findings and on those who continue with this base, systems can be designed for other sectors and ultimately reduce the worldwide usage of pesticides to create a better future.<br />
<br />
=References=<br />
<references /><br />
<br />
==Websites of sources (changed to APA notation in references)==<br />
#https://www.aaai.org/ojs/index.php/aimagazine/article/view/1132<br />
#https://www.aaai.org/ojs/index.php/aimagazine/article/view/1130<br />
#https://patents.google.com/patent/US5943733A/en<br />
#https://patents.google.com/patent/US5204814A/en<br />
#https://www.sciencedirect.com/science/article/pii/S0168169907001688<br />
#https://patents.google.com/patent/US2941223A/en<br />
#https://www.sciencedirect.com/science/article/pii/S092188909600053X<br />
#https://s3.amazonaws.com/academia.edu.documents/37918498/06850799.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1549803092&Signature=8GCjA4uM%2FhDytKf1RFWUmk6m0t4%3D&response-content-disposition=inline%3B%20filename%3DPath_Planning_Algorithm_Development_for.pdf<br />
#https://www.osti.gov/etdeweb/servlets/purl/895225<br />
#https://pdfs.semanticscholar.org/6b2f/19d3bd58c12071129ba6adba16a87c229aaa.pdf<br />
#https://ac.els-cdn.com/S0301479715304412/1-s2.0-S0301479715304412-main.pdf?_tid=bd717970-3888-4fd2-8cfd-4f89ef37f34a&acdnat=1549800079_288b461fdbddadb9ecad9edaef4d7786<br />
#https://ac.els-cdn.com/S0921889002002415/1-s2.0-S0921889002002415-main.pdf?_tid=b448d981-30f4-41b9-b527-6e13619c967b&acdnat=1549800321_10552114fd41bada89923042bbd7034d<br />
#http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.418.3615&rep=rep1&type=pdf<br />
#https://www.researchgate.net/profile/Carl_Wellington/publication/239932742_A_System_for_SemiAutonomous_Tractor_Operations/links/559de2af08aec72001828a7e.pdf<br />
#https://onlinelibrary-wiley-com.dianus.libr.tue.nl/doi/epdf/10.1002/rob.20301<br />
#https://www.mdpi.com/1424-8220/8/2/1278/htm<br />
#https://www-sciencedirect-com.dianus.libr.tue.nl/science/article/pii/S1474667016449207<br />
#https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/7438821<br />
#https://www.mdpi.com/1424-8220/13/2/2645/htm<br />
#https://www-tandfonline-com.dianus.libr.tue.nl/doi/abs/10.1163/016918609X12586141083777<br />
#http://edepot.wur.nl/398419<br />
#https://patents.google.com/patent/US20150202770A1/en<br />
#https://patents.google.com/patent/US9373149B2/en<br />
#https://patents.google.com/patent/US8364334B2/en<br />
#https://dspace.mit.edu/handle/1721.1/111698#files-area<br />
#http://dspace.ewubd.edu/handle/123456789/2501<br />
#https://ieeexplore.ieee.org/abstract/document/8336636<br />
#https://tue.on.worldcat.org/oclc/5872746903<br />
#https://tue.on.worldcat.org/oclc/5154827494<br />
#https://tue.on.worldcat.org/oclc/5831032581<br />
#https://link.springer.com/article/10.1007/s12369-009-0011-9<br />
#https://tue.on.worldcat.org/oclc/4934432761<br />
#https://tue.on.worldcat.org/oclc/5387876416<br />
#https://ieeexplore.ieee.org/abstract/document/5169487<br />
#https://acadpubl.eu/jsi/2018-118-7-9/articles/8/55.pdf<br />
#https://doi.org/10.1016/B978-0-12-809881-3.00008-5<br />
#https://doi.org/10.1016/j.cropro.2015.02.017<br />
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#https://library.wur.nl/WebQuery/wurpubs/376454<br />
#https://doi.org/10.1002/rob.21727<br />
#http://dx.doi.org/10.4081/jae.2017.583<br />
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#https://doi.org/10.1016/j.compag.2011.10.006</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=PRE2018_3_Group5&diff=70255PRE2018 3 Group52019-03-26T19:04:29Z<p>S153905: /* Weed detection */</p>
<hr />
<div>__TOC__<br />
<br />
<br />
<span style="font-size: 14pt;font-weight: bold;">Group members</span><br />
{| class="wikitable"<br />
|-<br />
! Name<br />
! Student ID<br />
|-<br />
| Ruben Haakman<br />
| 0993994<br />
|-<br />
| Stan Latten<br />
| 1257196<br />
|-<br />
| Tom Mulders<br />
| 1008890<br />
|-<br />
| Jasper Stam<br />
| 1006240<br />
|-<br />
| Mathijs Vastenhouw<br />
| 1269496<br />
|}<br />
<br />
<div style="background-color: lightcyan;"><br />
'''Meaning of used colors'''<br />
<br />
Colors should be removed in the final version. They are to make changes and remarks better visible<br />
<br />
*Yellow background: remark what has to be done in section (maybe not directly possible).<br />
</div><br />
<br />
=Abstract=<br />
<br />
=Project setup=<br />
==Approach==<br />
After reviewing the literature, we will determine the requirements for the system. Based on these requirements we will investigate implementations for these requirements and analyse their suitability. We will analyse the costs associated with a solution and compare this to the current costs of using pesticides, the effects on the stakeholders and on the future of farming. Finally we will conclude with a recommendation for or against the automated removal of weeds on farm fields without the use of pesticides and recommend future research topics.<br />
<br />
==Milestones==<br />
*State-of-the-art analysis<br />
*Requirements Document<br />
*Use analysis<br />
*Implementation propositions<br />
*Implementation analysis<br />
*Cost analysis<br />
*Conclusion<br />
<br />
==Deliverables==<br />
*Requirements document<br />
*Implementation document<br />
*Use analysis<br />
*Cost analysis<br />
*Conclusion<br />
<br />
==Planning==<br />
[[File:planningG5.PNG|400px|thumb|planning]]<br />
<br />
===Task division over weeks===<br />
====Week 2====<br />
* Arguments for problem - Everyone<br />
* Concrete planning - Jasper<br />
* Goal of the project, some introduction for project. Little story - Mathijs<br />
* State of the Art analysis - Ruben<br />
* Start with requirements - Stan<br />
* USE analysis - Tom<br />
* Function definition - Everyone<br />
* Concepts for functions - Everyone<br />
<br />
====Week 3====<br />
* Contact zoeken - Mathijs<br />
* State of the Art aanpassen - Ruben<br />
* Problem statement aanpassen - Tom<br />
* Nieuwe state of the Art content - Tom, Jasper<br />
* Idee voor grijper - Stan<br />
<br />
====Week 4====<br />
* Contact boeren, domeinkennis onkruid - Mathijs<br />
* Contact onderzoekers - Mathijs, Stan<br />
* Vragenlijst - Jasper<br />
* Requirements - Jasper<br />
* User analysis - Tom<br />
* Movement system - Ruben<br />
<br />
====Week 5====<br />
* Update wiki general info - Tom<br />
* Literature study/refer to articles<br />
** Weed - Ruben<br />
** Navigation - Tom<br />
** All other functions (charging, mobility, communication) - Jasper<br />
* Visit greenhouse (inclusive preparation and reporting on wiki) - Mathijs, Stan<br />
* Requirements (after visit greenhouse) - Jasper, Tom<br />
<br />
=====Update after Friday meeting=====<br />
* Update structure of Wiki - Jasper<br />
* Structure of State of the art (not grouped on name, sources notation etc.) - Jasper<br />
* Function definition update - Jasper<br />
* Report on visit farmer - Stan, Mathijs<br />
* Requirements - Tom<br />
* Modeling of solution - Stan, Mathijs<br />
* Function definition navigation - Tom<br />
* Literature study weed - Ruben<br />
* Planning - Tom<br />
<br />
====Week 6====<br />
* UI - Jasper<br />
* Communicatie user - Jasper<br />
* Weed container - Jasper<br />
* STOA - Jasper<br />
* Cost analysis, lease, etc - Tom<br />
* Visualisatie - Mathijs, Stan<br />
* Design arm/gripper - Mathijs, Stan<br />
* Weed detection, types of weeds, interval - Ruben<br />
* Planning - Tom<br />
* Target User, schets operation - Tom<br />
* Safety - Ruben<br />
<br />
=====Update after Friday meeting=====<br />
<br />
* Change UI mockup - Jasper<br />
* Topics presentation - Jasper<br />
* Cost analysis - Tom<br />
* Target user - Tom<br />
* Schets operation - Tom<br />
* Weed detection etc. - Ruben<br />
* Safety - Ruben<br />
* Modeling design - Mathijs, Stan<br />
<br />
====Week 7====<br />
* Cost analysis - Tom<br />
* Design decisions - Tom<br />
* Presentation - Ruben, Jasper<br />
* Missing answers to interview - Stan, Mathijs<br />
* CAD model - Stam, Mathijs<br />
* Video of design - Stan, Mathijs<br />
* 3D printed gripper? - Stan, Mathijs<br />
* Sources in weed - Ruben<br />
* Safety - Ruben<br />
* Structure wiki - Jasper<br />
<br />
=Problem=<br />
When farmers grow crops, the have to deal with weeds growing on their fields in between their crops. To remove these weeds, pesticides are used. These pesticides can be harmful to insects, animals and humans and might even contaminate (ground)water. Clearly an alternative is needed. <br />
<br />
==Problem statement==<br />
<br />
In the current situation, a lot of pesticides are used in farming. These pesticides are used for treating bugs and diseases, but also for weeds. With the trend to be more environmentally friendly, we are looking for alternatives for pesticides and big farm trucks. A possible solution for this problem is a cooperation of small autonomous farming machines, which can control a field together. However, this solution is not new, people have already been working on the navigation of these small machines and on the detection of weeds in fields of crops. [1] That’s why we will try to make a weed picking device to be able to pick weeds without damaging the crops. For these small devices, we see future in the vertical agriculture as well, because they allow for a higher field density. <br />
<br />
[1] https://ieeexplore.ieee.org/document/6740018<br />
<br />
=State of the Art=<br />
==Finding articles==<br />
<br />
<!--===Jasper===--><br />
Article about a trash collecting robot (team). It is about office cleanup, but with some changes the technique can also be relevant for outside use.<br />
It is about a competition. One document describes the solution of the winning team, the other gives some more information about the competition.<ref name=sota1>Balch, T., Boone, G., Collins, T., Forbes, H., MacKenzie, D., & Santamar, J. C. (1995). Io, Ganymede, and Callisto a multiagent robot trash-collecting team. AI magazine, 16(2), 39.</ref><ref name=sota2>Simmons, R. (1995). The 1994 AAAI robot competition and exhibition. AI magazine, 16(2), 19.</ref><br />
<br />
A patent for sucking and filtering for a dust collection vehicle.<ref name=sota3>Tagliaferri, F. (1999). U.S. Patent No. 5,943,733. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
A patent for an autonomous lawn mower robot. Also about navigating over the lawn.<ref name=sota4>Noonan, T. H., Fisher, J., & Bryant, B. (1993). U.S. Patent No. 5,204,814. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
Paper about weed control, describing navigating through specific areas, detecting weed with a camera, making weed maps and spraying weed.<ref name=sota5>Slaughter, D. C., Giles, D. K., & Downey, D. (2008). Autonomous robotic weed control systems: A review. Computers and electronics in agriculture, 61(1), 63-78.</ref><br />
<br />
A patent for a snow sweeper for sidewalks.<ref name=sota6>Klauer, W. E. (1960). U.S. Patent No. 2,941,223. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
<!--===Tom===--><br />
Paper about the design of an autonomous vacuum cleaner.<ref name=sota7>Ulrich, I., Mondada, F., & Nicoud, J. D. (1997). Autonomous vacuum cleaner. Robotics and autonomous systems, 19(3-4), 233-245.</ref><br />
<br />
Paper about pathing algorithms for autonomous vacuum cleaner robots. <ref name=sota8>Hasan, K. M., & Reza, K. J. (2014, May). Path planning algorithm development for autonomous vacuum cleaner robots. In 2014 International Conference on Informatics, Electronics & Vision (ICIEV) (pp. 1-6). IEEE.</ref><br />
<br />
Analysis of snow melting approaches.<ref name=sota9>Lund, J. W. (2000). Pavement snow melting. Geo-Heat Center Quarterly Bulletin, 21(2), 12-19.</ref><br />
<br />
Paper about machine vision application for weed removal.<ref name=sota10>Giles, D. K., & Davis, C. (1996). Development of a machine vision system for weed control using precision chemical application.</ref><br />
<br />
Analysis of pavement maintenance methods.<ref name=sota11>Winston, R. J., Al-Rubaei, A. M., Blecken, G. T., Viklander, M., & Hunt, W. F. (2016). Maintenance measures for preservation and recovery of permeable pavement surface infiltration rate–The effects of street sweeping, vacuum cleaning, high pressure washing, and milling. Journal of environmental management, 169, 132-144.</ref><br />
<br />
Research into small (< 20kg) urban robots for disaster relief.<ref name=sota12>Matthies, L., Xiong, Y., Hogg, R., Zhu, D., Rankin, A., Kennedy, B., ... & Sukhatme, G. (2002). A portable, autonomous, urban reconnaissance robot. Robotics and Autonomous Systems, 40(2-3), 163-172.</ref><br />
<br />
Small summary of robots in farming<ref name=sota13>Yaghoubi, S., Akbarzadeh, N. A., Bazargani, S. S., Bazargani, S. S., Bamizan, M., & Asl, M. I. (2013). Autonomous robots for agricultural tasks and farm assignment and future trends in agro robots. International Journal of Mechanical and Mechatronics Engineering, 13(3), 1-6.</ref><br />
<br />
Autonomous tractors<ref name=sota14>Stentz, A., Dima, C., Wellington, C., Herman, H., & Stager, D. (2002). A system for semi-autonomous tractor operations. Autonomous Robots, 13(1), 87-104.</ref><br />
<br />
<!--===Stan===--><br />
Paper about navigation on pavements, avoiding litter, pedestrians and bicycles.<ref name=sota15>Morales, Y., Carballo, A., Takeuchi, E., Aburadani, A., & Tsubouchi, T. (2009). Autonomous robot navigation in outdoor cluttered pedestrian walkways. Journal of Field Robotics, 26(8), 609-635.</ref><br />
<br />
Paper about asphalt analysis, to detect whether the road needs maintenance. This paper was actually meant for airborne sensing, but could be used by our robot as well.<ref name=sota16>Pascucci, S., Bassani, C., Palombo, A., Poscolieri, M., & Cavalli, R. (2008). Road asphalt pavements analyzed by airborne thermal remote sensing: Preliminary results of the venice highway. Sensors, 8(2), 1278-1296.</ref><br />
<br />
Paper about stair-climbing methods for robots, useful for our robot to easily get on or off the pavement.<ref name=sota17>Labecki, P., Walas, K., & Kasinski, A. (2011). Autonomous stair climbing with multisensor feedback. IFAC Proceedings Volumes, 44(1), 8159-8164.</ref><br />
<br />
Article about weather forecasting in the road [network. Could be used by our robot to predict which task it has to do (e.g. de-icing the road)<ref name=sota18>Tomás, V. R., Pla-Castells, M., Martínez, J. J., & Martínez, J. (2016). Forecasting adverse weather situations in the road network. IEEE Transactions on Intelligent Transportation Systems, 17(8), 2334-2343.</ref><br />
<br />
Paper about autonomous docking at a recharging station for autonomous vehicles in general<ref name=sota19>Pérez, J., Nashashibi, F., Lefaudeux, B., Resende, P., & Pollard, E. (2013). Autonomous docking based on infrared system for electric vehicle charging in urban areas. Sensors, 13(2), 2645-2663.</ref><br />
<br />
Article about an autonomous cleaning robot for outdoor use, including path-finding and memory of cleaned areas<ref name=sota20>Chang, M. S., Chou, J. H., & Wu, C. M. (2010). Design and implementation of a novel outdoor road-cleaning robot. Advanced Robotics, 24(1-2), 85-101.</ref><br />
<br />
Article about different kind of weeds<ref name=sota21>Goddrie, P. D. (1965). Chemische onkruidbestrijding in de fruitteelt (No. 5). [sn].</ref><br />
<br />
<!--===Ruben===--><br />
Patent for communication of an autonomous sidewalk robot<ref name=sota22>Patron, A., Colin, Y., Bertrand, B., Pho, V., & Abhyanker, R. (2015). U.S. Patent Application No. 14/269,081.</ref><br />
<br />
Patent for an autonomous neighborhood vehicle controllable through a neighborhood social network<ref name=sota23>Abhyanker, R. (2016). U.S. Patent No. 9,373,149. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
Patent for a system and method for navigating an autonomous vehicle using laser detection and ranging<ref name=sota24>Au, K. W., Touchberry, A. B., VanVoorst, B., & Schewe, J. (2013). U.S. Patent No. 8,364,334. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
Paper about autonomous vehicles navigating trough sidewalks buildings and hallways<ref name=sota25>Everett, M. F. (2017). Robot designed for socially acceptable navigation (Doctoral dissertation, Massachusetts Institute of Technology).</ref><br />
<br />
Paper about an Autonomous Robot for Garbage Detection and Collection<ref name=sota26>Bhuiyan, M. N. I., Islam, N., & Shohag, M. H. (2017). Autonomous Robot for Garbage Detection and Collection (Doctoral dissertation, East West University).</ref><br />
<br />
Paper about multiple robots in smart city applications<ref name=sota27>Abbasi, M. H., Majidi, B., & Manzuri, M. T. (2018, February). Deep cross altitude visual interpretation for service robotic agents in smart city. In 2018 6th Iranian Joint Congress on Fuzzy and Intelligent Systems (CFIS) (pp. 79-82). IEEE.</ref><br />
<br />
<!--===Mathijs===--><br />
Paper on small autonomous robots working together to do big tasks.<ref name=sota28>Guillet, A., Lenain, R., Thuilot, B., & Martinet, P. (2014). Adaptable robot formation control: adaptive and predictive formation control of autonomous vehicles. IEEE Robotics & Automation Magazine, 21(1), 28-39.</ref><br />
<br />
Paper on autonomous navigation on crowded sidewalks.<ref name=sota29>Morales, Y., Carballo, A., Takeuchi, E., Aburadani, A., & Tsubouchi, T. (2009). Autonomous robot navigation in outdoor cluttered pedestrian walkways. Journal of Field Robotics, 26(8), 609-635.</ref><br />
<br />
Paper on robot navigation in highly populated pedestrian zones.<ref name=sota30>Kümmerle, R., Ruhnke, M., Steder, B., Stachniss, C., & Burgard, W. (2015). Autonomous robot navigation in highly populated pedestrian zones. Journal of Field Robotics, 32(4), 565-589.</ref><br />
<br />
Paper on human-robot interaction in urban environments.<ref name=sota31>Bauer, A., Klasing, K., Lidoris, G., Mühlbauer, Q., Rohrmüller, F., Sosnowski, S., ... & Buss, M. (2009). The autonomous city explorer: Towards natural human-robot interaction in urban environments. International journal of social robotics, 1(2), 127-140.</ref><br />
<br />
Paper on the design of a litter collecting robot.<ref name=sota32>Bonnema, G. M. (2012). System design of a litter collecting robot. Procedia computer science, 8, 479-484.</ref><br />
<br />
Article on electric snow removal by placing heating mats.<ref name=sota33>Anonymous. (1998). The abcs of an electric snow-removal system. Air Conditioning, Heating & Refrigeration News, 204(18), 8-8.</ref><br />
<br />
<!--===Weed detection and removal===--><br />
Paper about an algorithm that can detect weeds and also classify it.<ref name=sota34>Siddiqi, M. H., Ahmad, I., & Sulaiman, S. B. (2009, April). Weed recognition based on erosion and dilation segmentation algorithm. In 2009 International Conference on Education Technology and Computer (pp. 224-228). IEEE.</ref><br />
<br />
Paper about weed recognition trough image processing.<ref name=sota35>Kaarthik, K., & Vivek, C. (2018). Weed Remover In Agricultural Field Through Image Processing. International Journal of Pure and Applied Mathematics (pp. 393-399). Ijpam.</ref><br />
<br />
Paper about mechanical weed removal.<ref name=sota36>Hussain, M., Farooq, S., Merfield, C., & Jabran, K. (2018). Mechanical weed control. In Non-Chemical Weed Control (pp. 133-155). Academic Press.</ref><br />
<br />
Paper about an intelligent mechanical weeding machine<ref name=sota37>Melander, B., Lattanzi, B., & Pannacci, E. (2015). Intelligent versus non-intelligent mechanical intra-row weed control in transplanted onion and cabbage. Crop Protection, 72, 1-8.</ref><br />
<br />
Paper where test for mechanical weed control in greenhouses work<ref name=sota38>Åstrand, B., & Baerveldt, A. J. (2002). An agricultural mobile robot with vision-based perception for mechanical weed control. Autonomous robots, 13(1), 21-35.</ref><br />
<br />
Thesis on weed control. Very interesting also techniques for removing weed are discussed<ref name=sota39>Bakker, T. (2009). An autonomous robot for weed control: design, navigation and control.</ref><br />
<br />
Paper about a robot for plant-species–specific weed management using mechanical or chemical module to remove the weed<ref name=sota40>Bawden, O., Kulk, J., Russell, R., McCool, C., English, A., Dayoub, F., ... & Perez, T. (2017). Robot for weed species plant-specific management. Journal of Field Robotics, 34(6), 1179-1199.</ref><br />
<br />
Paper about different methods for non-chemical weed control<ref name=sota41>Peruzzi, A., Martelloni, L., Frasconi, C., Fontanelli, M., Pirchio, M., & Raffaelli, M. (2017). Machines for non-chemical intra-row weed control in narrow and wide-row crops: a review.</ref><br />
<br />
Paper about the complete design of an autonomous weeder robot platform<ref name=sota42>Bakker, T. (2009). An autonomous robot for weed control: design, navigation and control.</ref><br />
<br />
2 Papers about mechanical removing weed between plants<ref name=sota43>Gobor, Z., Lammers, P. S., & Martinov, M. (2013). Development of a mechatronic intra-row weeding system with rotational hoeing tools: Theoretical approach and simulation. Computers and electronics in agriculture, 98, 166-174.</ref><ref name=sota44>Pérez-Ruiz, M., Slaughter, D. C., Gliever, C. J., & Upadhyaya, S. K. (2012). Automatic GPS-based intra-row weed knife control system for transplanted row crops. Computers and Electronics in Agriculture, 80, 41-49.</ref><br />
<br />
==Analysis of found articles==<br />
We found reports complete farming robots that are fighting weed. Some of these robots are spraying pesticide to fight weed. Our intention is to not use pesticides, but remove the weed mechanically. The reports are on robots that can be used in other farming disciplines, for example outside vegetable growing and in greenhouses. In those reports there is useful information about different important topics for us, like navigation and weed recognition. Examples of those reports are<ref name=sota5 /><ref name=sota42 /><br />
<br />
===Navigation===<br />
Navigation is an important topic. The robot should be able to find its way trough the fields in which it operates. Navigation is not only finding a route, such that the complete field is covered, but also the lifespan of the battery has to be taken into account and obstacles has to be avoided. We found several papers on navigation, both in farming and other robotic areas. The navigation in other robotic areas can be useful for the way of navigating in farming, because of similarities.<ref name=sota1 /><ref name=sota2 /><ref name=sota4 /><ref name=sota5 /><ref name=sota8 /><ref name=sota12 /><ref name=sota15 /><ref name=sota20 /><ref name=sota24 /><ref name=sota25 /><ref name=sota29 /><ref name=sota30 /><ref name=sota31 /><br />
<br />
===Recognition of weed===<br />
The robot has to detect weed autonomously. The robot has to remove only the weed and not the good vegetation. For this end, artificial intelligence is needed. When the robot detected the weed, it can move the arm with the tool to the weed and remove it. We found some papers about detection of weed. Those papers show that weed can be detected and that weed can be differentiated from crops. For this robot, this thing cannot be copied one to one from another application, but the same methodology can be followed to make weed recognition from a camera working on this robot. This is, because in this area, there appear other types of weed.<ref name=sota1 /><ref name=sota2 /><ref name=sota5 /><ref name=sota10 /><ref name=sota26 /><ref name=sota34 /><ref name=sota35 /><br />
<br />
===Collaboration of different robots===<br />
When the robot is applied on a larger scale, it can be that multiple robots have to work together. When robots work together, they have to communicate to each other, because if they don't do that, situations can appear that they are constantly waiting for each other and they are not efficient. It can even be that the robots recognize each other as an unknown obstacle and stop with their task for safety. To prevent this, we found also some articles about robot collaboration, such that we can think about a way of controlling the robot, such that it can work together.<ref name=sota1 /><ref name=sota2 /><ref name=sota27 /><ref name=sota28 /><br />
<br />
===Weed control===<br />
Research into weed is very important. We have to know which types of weed there are and how we can remove it. The robot should also not damage the crops. We also have to know with which frequency the robot has to maintain the fields, to keep it, until an acceptable level, free of weed. We also found papers about types of weed in our case and papers on how to remove wee mechanically.<ref name=sota21 /><ref name=sota36 /><ref name=sota37 /><ref name=sota38 /><ref name=sota39 /><ref name=sota40 /><ref name=sota41 /><ref name=sota43 /><ref name=sota44 /><br />
<br />
===General design of robot===<br />
To get an idea for a design for a robot, we found some papers on different kinds of robots. From those papers we maybe can use information for our design.<ref name=sota5 /><ref name=sota7 /><ref name=sota13 /><ref name=sota14 /><ref name=sota17 /><ref name=sota22 /><ref name=sota23 /><ref name=sota25 /><ref name=sota42 /><br />
<br />
===Battery and charging===<br />
Our robot has to be provided with energy. We also did some research into charging.<ref name=sota19 /><br />
<br />
===Current situation===<br />
To know the environment in which the robot has to work, we contacted a potential user. In his fields, we could see some examples of obstacles and weed and we know how big the robot can be and on what surface it has to drive. We also asked the potential user how he currently fights the weed and asked about his knowledge about weed and the crops. For more information, see this [[#Contact with users and other research teams|section]]<nowiki />.<br />
<br />
=Users=<br />
<br />
==USE Analysis==<br />
In this analysis we will first sketch the ideal operation of the robot: its functionality and deployment. Then we will analyse the effects and implications of the robot for each of the following stakeholders: Farmers, consumers, governments, society.<br />
<br />
'''Functionality and deployment'''<br />
The robot operates exclusively on fruit orchards. It removes weeds from in between the trees, without damaging the trees and without using pesticides.<br />
<br />
'''Stakeholders'''<br />
'''Farmers:'''<br />
First of all, farmers will no longer have to purchase pesticides, but will have to buy and maintain the robot. While the upfront cost of a (set of) robot(s) might be bigger than the cost of pesticides, the maintenance cost will be lower and hence will be more cost effective in the long run.<br />
Without the use of pesticides, farmers will no longer have to worry about any of the negative effects of the pesticides and hence will never suffer the consequences of potentially harmful product. <br />
Farmers may see an increase in demand and hence revenue, as people are potentially more inclined to buy pesticide-free products.<br />
Removed weeds can potentially be used as fertilizer, fuel or fodder, further highlighting the financial benefits.<br />
<br />
'''Consumers:'''<br />
No pesticides on food suggests healthier food and hence healthier and happier consumers. <br />
Since no pesticides have to be purchased, the product are cheaper.<br />
No pesticides in orchards reduces the chances of accidental consumption of contaminated produce by for example dogs. The means consumers have less to worry about and are generally more happy.<br />
<br />
'''Governments:'''<br />
Do not deal with the consequences of harmful product, contaminated (ground) water etc. <br />
Reduced costs for farming will allow poor government to produce more food, reducing famine.<br />
<br />
'''Society:'''<br />
Less pesticides implies healthier ecosystem, hence better world to live in.<br />
More cost-effective farming means more money for other sectors such as healthcare.<br />
More cost-effective farming means more food and less famine.<br />
<br />
==Target user==<br />
The document describes potential user groups, and discusses which solutions fit which customer and on which customer we will focus. In general, our product is aimed towards farmers who can deploy the robot on their orchards. However, there are different kind of farms and different kind of farmers. By the nature and purpose of the robot, it should be evident that robot is aimed towards farmers who grow fruit trees and experience negative effects from weed growth on their fields. This excludes farmers who only keep animals, or do not have a weeds growing on their fields (like in greenhouses). <br />
Hence the main prospective user group is farmers who grows fruit trees outside (so not in a greenhouse or anything alike).<br />
<br />
We can identify multiple different type of farms in this subgroup, however. <br />
Open farms: farms with their fields scattered around the area, where the areas between the farms can contain roads, buildings or other entities, not owned or controlled by the user. On such farms, the environment is highly variable and uncontrolled. People or animals can be found around or even on the fields. <br />
Closed farms: farms with their fields on a single, or set of, properties owned and managed by the user. These properties are closed for the public and the environment is controlled. Anything that happens on the farm can be controlled and adjusted in a way the user desires.<br />
Next-gen automated farms: farms which are in an experimental phase and are aimed towards full automation. As such, these farms are designed and managed for and by robots. Outside interaction is (very) limited. Conditions are controlled. (example: pixel farming)<br />
<br />
Each of these user groups will require the robot and autonomous system we are discussing to behave differently. <br />
For open farms, a user must either pick up the robots from fields and place them at fields themselves, or the robot must be able to maneuver public grounds and roads autonomously. Moverover, each field or set fields that is disconnected from other fields, must either have a charging and emptying point, or the user must manually move the robots to such points. Or even have to empty and charge the robot manually. Clearly, a fully autonomous robot could do such things autonomously, but for the near future such autonomy does not exist yet. Designing, implementing, and testing it would cost a lot of time and money and hence we decide to not offer such autonomy. The user-unfriendly nature of manual pick-ups and drop-offs of the robots is unlikely to appeal to any real customer, and as a result, we will not focus on this user group our system. <br />
As far as closed farms are concerned, an automated system is easier to realise. The movement between fields, charging and emptying points is not hindered by any entities, assuming the user enables this: proper briefing of staff and keeping routes obstacle free will allow an automated system to function effectively. Given this, our robot system will be able to operate effectively and efficiently: since we do not offer full autonomy, the routes in between fields, charging and emptying points will have to be provided to the system, as such, these routes should be kept fully accessible at all time. In conclusion, closed farms are a consideration for the main target group for this project.<br />
<br />
Finally, there is next-gen automated farms. By the nature of these farms, our robot would be a perfect fit in such environments. Hence such farms are a consideration for the main target group for this project.<br />
<br />
In order to maximize the number of potential users, and the experimental nature of “next-gen” farming, we have chosen to focus our product towards closed farms.<br />
Moreover, from our interview with a farmer with a fruit orchard, we have concluded that a fruit orchards is the ideal farm for a first-generation automated weeding system, which we aim to design. A fruit orchard is usually completely closed off from the public, has a clear layout and is designed in such a way that a tractor can easily move trough its entirety. The robot can thus move in a similar way as a tractor through the orchard and not get stuck on random objects or inconsistencies in the ground. Also, since the branches of the trees are not close to the ground, the robot will encounter few obstacles and not harm the trees or its branches.<br />
<br />
==Contact with users and other research teams==<br />
<br />
===Availability===<br />
*Tom: maandag middag, dinsdag, donderdag middag<br />
*Jasper: maandag middag, dinsdag ochtend niet 19-2, woensdag ochtend, donderdag middag <br />
*Ruben: Maandag middag, woensdag vanaf 13 maart, donderdag 21 en 28 maart, vrijdag middag<br />
*Mathijs: Maandag middag, dinsdag middag niet 26, woensdag, donderdag.<br />
*Stan: Maandag middag, dinsdag middag, woensdag, donderdag.<br />
<br />
===Questions===<br />
We came up with some questions that we have for a potential user and for other research teams.<br />
====User====<br />
* Is weed a big problem?<br />
* How do you currently fight weed?<br />
* How how many time costs it take to fight weed?<br />
* How many people are needed to fight weed?<br />
* What is the planning in removing weed? i.e. after how many time should you start again with the fields, how many times a season do you need to go over each field.<br />
* How big is the area in which weed should be removed?<br />
* Are all the locations reachable without using public roads?<br />
* Are there many animals such as rabbits, birds in the fields?<br />
* Which tools do you use currently?<br />
* What is the cost of the tools and how long do they last?<br />
* What it the cost of the people that are removing the weed?<br />
====Other researchers====<br />
* What are the main advantages of fighting weed with robots?<br />
* What is the main problem of pesticides?<br />
* What is the current solution, you have?<br />
* What is the weight of that solution?<br />
* How many energy consumes the current solution?<br />
* Is the solution dependent on the type of crop and on other circumstances?<br />
<br />
===Beltech contact log===<br />
We called Beltech to ask if it was possible to interview them about the possibilities of a mechanical weeds removal tool for use on the farm fields.<br />
Ron van Dooren, head marketing answered and he told us that there were possibilities for us and that Richard Vialle knew all the details about their weeds removal machine and that he should help us. We should send a mail to info@beltech.nl containing what our expectations for them were and what we wanted to know. This mail was sent and then on Monday 04-03-2019 we got a confirmation that the mail was received and that it was forwarded to Richard Vialle. He would reply to our request and help us further.<br />
<br />
As we did not receive any reply from our mail, we contacted Beltech again to ask if they had taken a look at our mail. On the phone, we were told that both Ron van Dooren and Richard Vialle were not available and that sending a mail would be the fastest way to contact the right person. After the call, we sent another mail asking if they had taken a look at our request and Ron van Dooren replied, stating that he would remind Richard Vialle to answer us. This mail was received on Thursday 14-03-2019. From there on, we have not received a reply from Richard Vialle. In the previous mail we sent, we also included all dates and times where we would be available for an appointment, for them to pick a right time. This was done to speed up the communication as we do not have much time left if we want to incorporate their information into our project.<br />
<br />
===Interview===<br />
<br />
<br />
[[File:G5_Q3_1.jpg|400px|thumb|Overview of situation]]<br />
[[File:G5_Q3_2.jpg|400px|thumb|Twigs that should be removed]]<br />
[[File:G5_Q3_3.jpg|400px|thumb|Obstruction by dead tree and dead weeds]]<br />
[[File:G5_Q3_4.jpg|400px|thumb|Obstruction by tree trunks]]<br />
[[File:G5_Q3_5.jpg|400px|thumb|Obstruction by broken guide wood]]<br />
<br />
Interview with the Farmer<br />
<br />
We went to a farmer and came to the conclusion that greenhouses are not the right location for our robot plans and ideas. However, for the outside fruit cultivation it could be very useful. We got the tip to look at fruit trees like apples, pear and cherries, instead of his strawberries. These are grown in the neighborhood as well. We found a fruit farmer who was willing to tell us something about his farming and he answered all our questions. <br />
After the interview we went to have a look in the fields. We made pictures of the situation and from a lot of the common obstructions. This gives us a good image for making a model of the environment we are facing.<br />
<br />
* Is weed a big problem?<br />
Weed is quite an issue as it takes away moisture and nutrients from the crops growing and thus having a negative impact on harvest rates as the crops cannot grow as good as they would without weeds. <br />
* How do you currently fight weed?<br />
We are currently using herbicides to fight the weeds. As the biggest problem we have is actually the weed couch-grass, which is found everywhere around the trees, removing this manually without the use of herbicides is almost impossible as it is a very time consuming task.<br />
* How much time does it take to fight weed?<br />
We can treat the complete farm with herbicides in a couple of hours. However, before we can do the treatment, the land has to be dry and the weather forecast should not give any rain for the coming day, in order for the herbicides to do their work.<br />
* How many people are needed to fight weed?<br />
To apply the herbicides to the farmland, we drive in between the tree rows with a small tractor, including a trailer which contains a tank with the herbicide mixture and a spraying device which sprays the herbicides just next to the trees.<br />
* What is the planning in removing weed? i.e. after how many time should you start again with the fields, how many times a season do you need to go over each field.<br />
<br />
* How big is the area in which weed should be removed?<br />
* Are all the locations reachable without using public roads?<br />
* Are there many animals such as rabbits, birds in the fields?<br />
* Which tools do you use currently?<br />
* What is the cost of the tools and how long do they last?<br />
* What it the cost of the people that are removing the weed?<br />
<br />
=Function definition=<br />
<br />
==RPCs==<br />
===Requirements===<br />
* The system recharges autonomously<br />
* The system must be able to differentiate crops from weeds<br />
* The system removes weed from the farm field and collects it for disposal<br />
* The system moves itself around the farmfield, following a predefined pattern unique for each farmfield<br />
* The system must not be harmful for the crops<br />
* The system detects obstructions in its path<br />
* The system can notify users on its status<br />
* The system can carry weeds<br />
<br />
===Preferences===<br />
* The system can operate for a long time before having to recharge<br />
* The system should make minimal errors in recognizing weeds<br />
* The system should damage its surroundings as less as possible<br />
<br />
===Constraints===<br />
* The system is more cost-efficient than human workers<br />
* The system is more cost-efficient that using pesticides<br />
* The system traverses the field autonomously<br />
* The system goes to recharge, before running out of battery charge<br />
* The system does not use pesticides<br />
<br />
==Weed control==<br />
<br />
Good weed control is important for farmers in order to maximize their yields. Weeds can decrease the amount of space, light, water and nutrients available for the crops. Weeds can also act as a shelter for insects and other animals like rats and mice. It is necessary to remove these weeds and prevent them from growing. Weed control has become an important part in farming because it has a big impact on the amount which can be harvested from the plants.<br />
<br />
<br />
Weeds can be divided into three groups:<br />
<br />
*Annual weeds: These weeds spread by seed and have a lifespan of one year, but produce a lot of seeds for the next year.<br />
*Biennial weeds: lifespan of two years. The grow only a cluster of leaves in the first year. The second year it produces flowers and seeds after which it will die. <br />
*Perennial weeds: Those weeds have big roots underground, so they are able to survive multiple years. Even if the part above the ground is removed, it will grow again the next year. These weeds are therefore the hardest to control.<br />
<br />
<br />
Examples of some of the most common weeds:<br />
<br />
*Cleavers (annual weed)<br />
*Thistles (biennial weed)<br />
*Stingnig nettles (perennial weed)<br />
*Couch grass (perennial weed)<br />
<br />
<br />
Types of weed control:<br />
<br />
*Cultural: Prevents the weeds from growing by reducing open spaces where weeds can grow by placing the desired plants close to each other. This method can be used in gardens but isn’t practical at farming because most crops need enough space between each other. <br />
<br />
*Mechanical: Pulling out or damaging the weeds causing them to die. These methods are effective but often time consuming. Pulling out the weed including the roots is one of the most effective ways. However, this is very time consuming since it must be done by hand. Ploughing the ground uproots weeds and causing most of them to die. This can be done with a machine, but some weeds can still continue growing if their roots aren't damaged.<br />
<br />
*Chemical: Using pesticides which kill the weeds but not the desired plants. This method is less time consuming but doesn’t work with all weeds and can be harmful for the environment. Farmers spray the chemicals mostly with a big machine on the weeds. This can only be done when there isn't too much wind.<br />
<br />
<br />
===Weed detection===<br />
<br />
In order to remove the weeds it is necessary for the robot to be able to recognize the weed so it can remove it. As described in the state of the art there have been multiple studies on weed detection. <ref name=sota5 /><ref name=sota10 /><ref name=sota34 /><ref name=sota35 /><ref name=sota39 /> With good cameras and image processing it is possible to accurately recognize weeds even between the crops. <br />
Most existing weed detection systems use a normal camera to take pictures of the ground which then are analyzed by a computer. It is out of scope to design such a system. The hardware is for those systems is widely available. The software is the most important part of these systems. The cost and time needed for developing is heavily dependent on the accuracy and speed of the system. <br />
<br />
When and how fast weeds grow depends on the type of weed, the weather, the soil and many other factors. There are many different kinds of weed and they all start growing on a different time. Most weeds start growing in the spring when it is getting warmer outside. <br />
There is no fixed interval between weed removals. It depends on the temperature, the weed and if there were any roots or seeds left behind since the last time the weed was removed.<br />
<br />
==Navigation around the farmfield==<br />
As described in the problem statement, the robot should be able to move autonomously. For this document, we will investigate 1. how the robot autonomously maneuvers through orchards, covering it fully and 2. How the robot operates when it needs to charge, needs to empty its container or has finished working a field. <br />
<br />
For the autonomous maneuvering across fields we consider the following approaches:<br />
Full autonomy: the robot will given a field, determined by GPS coordinates, autonomously decide a(n) (optimal) route to fully cover a field.<br />
Semi-autonomy: the robot will follow set route, obtained from GPS data generated by the user or provider of the robot. <br />
For both approaches the robot will automatically detect obstacles including humans and animals and halt operation temporarily. <br />
<br />
Full autonomy is highly desirable, as this improves the portability of the robot, reduces overhead for client and provider and potentially increases efficiency, in cases where a provided route is not optimal. However, full autonomy is hard to achieve, bears greater upfront costs and potentially is not cost-effective at all. <br />
Semi-autonomy, on the other hand, is cheaper and easier to implement, as following a set GPS route is near trivial. However it has the overhead that a GPS route has to be determined before operation can commence. Determining a (good) GPS is not hard, but costs time and effort, and has to be done for every individual field. As discussed in paper 14<ref name=sota14 />, determining a route for a tractor is not hard, it only requires the user to drive the desired route and then the autonomous system can replicate it, however in this use case, where the robot potentially is small, this would require a user to either use specialized equipment to determine a route, such as a remote drone, or to walk the route, which is less desirable. It is out of scope to fully design a system whichs creates a GPS route for the robot, however a solution similar to the method in paper 14 is suitable and technologically possible.<br />
<br />
Additionally, for bigger fields, a group of robots working together can be more cost-effective. In the case of fully autonomous robots, this means the robots must communicate and delegate parts of the field to each other. Depending on the implementation this can be done efficiently. Each robot could for example mark the visited coordinates or sectors on a shared digital data structure. Other robots can then avoid this areas and avoid doing extra work. Alternatively, at the initialization of the job, the robots could negotiate a sector of the field to be assigned to them and basically divide and conquer the work, as if the field was actually multiple small fields, worked by a single robot. Either way, this cooperation seems only marginally, if at all, <br />
more difficult than creating a fully autonomous robot and as such does not play for or against the fully autonomous system for deployment on bigger fields. <br />
As far as the semi-autonomous system is concerned, a possible cooperation technique for multiple such robots operating on the same big field could be a equal division of the pre-set path among all the cooperating robots. <br />
In conclusion, the size of the field does not particularly favor either implementation. Nevertheless, for an initial implementation, a single robot will work alone.<br />
<br />
Next to the size of the field, let us look at how the shape of the field impacts our design decision. First of all we have (near) rectangular fields. Arguably, such fields are easier to handle, both for (semi-) autonomous as well as non-autonomous systems, than irregular fields. One simple, but possibly suboptimal, manner of dealing with (near) rectangular fields is to drive the full length (or width) of the fields, turn around and repeat until the entire field has been covered. For a semi-autonomous system, such an approach can be created easily as discussed in paper 14<ref name=sota14 />. For fully autonomous system, such a field should also be easy to operate on, as in the worst case, it should be able to do exactly the same as a semi-autonomous system; a simple reflex agent, which turns around once detects the field border (via GPS or some other feature) and some termination conditions might even suffice. <br />
Let us then turn to irregular field shapes. Currently, farmers are already dealing with irregular fields manually, as such a semi-autonomous system can be given a route without any issues. For autonomous systems, however, irregular fields might prove to be more challenging. Of course, this depends on the quality of the AI, but performance might be lower in the worse case (an approach might for example be a semi-bruteforce of the field), than the performance of a semi-autonomous system, but in the best case this might be better. Either system is able to handle an irregular field, but the performance of the autonomous system is heavily reliant on the quality of the AI and should be investigated for a conclusive recommendation. For the fruit orchard use case, however, the structure of the field is somewhat easier: a set of lines of trees can be followed by the robot to operate, meaning the AI does not have to be very complex.<br />
<br />
Of course, an automated solution should be able to deal with obstructions. A robot can for example encounter low hanging/broken off branches of the trees, humans and animals. The system uses proximity sensor to sense its surroundings: if an obstacle presents itself in the robots path, the robot will halt and notify the user. While it waits for the user's response, it will update its status every 5 seconds. If at any point, before user response, the obstacle is no longer present, the robot will notify the user and continue operation. If not, it will wait for the user, who can decide to halt operation until a later point (for example after the user has cleared the obstacle) or can order the robot to ignore the obstacle and continue operation: for example imagine a low hanging branch is obstructing the robot. In this case the user can decide if the robot should simple run into the branch, with the intention that the robot pushes the branch out of the way by running into it. This proximity sensor system will prevent run-ins with obstacles, unless instructed by the user, meaning the system is safe for animals and humans.<br />
<br />
Overall, when only looking at the maneuvering of the robot on the field, and the safety of the robot, the system is able to autonomously deal with an entire field. A semi-autonomous system is guaranteed to fully cover the field, and is cheaper than a fully autonomous solution, however it has the additional overhead that a route has to be predefined. A fully autonomous robot has the potential to be more efficient in its route, but is more technically challenging. Since the size of the field, and the cooperation between robots, does not favor any particular solution and the shape of the field inconclusively favors a semi-autonomous system, our recommendation is to utilize a semi-autonomous, single robot system for now, until fully autonomous systems become more mainstream and less expensive. <br />
<br />
Next we discuss how a system should behave when it needs to charge, needs to empty its container or has finished working the field. <br />
We can distinguish a couple of behaviours in such cases:<br />
*The robot signals the user and waits for it to be picked up<br />
**The robot stops where it was at that moment<br />
**The robot moves to the edge of the field or even a designated point at the edge of the field<br />
*The robot autonomously moves to a point, where it can charge, empty or wait<br />
**The point is at the field edge<br />
**The point is further away<br />
**The robot autonomously moves to work another field<br />
<br />
Before we discuss the pros and cons of the above behaviours, we must point out that the desired behaviour likely depends on the user. Some farms have all its fields close to or adjacent to each other, whereas other farms have their fields scattered around the vicinity. This heavily impacts whether a user is willing to pick up the robots or wants the robots to come to some “waiting place” or continue working another field. Also the wealth of the user determines whether each field has a charging point, or not. Finally the implementation of the charging point impacts the above: is it a fixed-in-place charging point, or more like a powerbank that you place where and when needed?<br />
On closed farms, meaning farms where you can move between fields without encountering random people or vehicles anywhere, a more automated approach is viable: The robot could move from a field to a charge, empty or wait point somewhere else on the farm easily by just following a set route. It would then be the user’s responsibility that no objects or people get in the way, which is very manageable. Alternatively, again, a fully autonomous system could be used for the routing and maneuvering to the point. We can present similar pros and cons for a fully autonomous versus a semi-autonomous system again as above, but for this particular use case (closed farm) a semi-autonomous system would do just fine.<br />
<br />
==Concept gripper==<br />
The gripper should grab all kinds of weeds and remove them efficiently. The first concept uses two long parallel rods, which extend under the weed so the stem of the weed will be in between the two rods. When the gripper is at its place, the rod, mounted to a carriage, will be moved towards the stationary rod and the stem will be clamped in between the two rods. Now the weed is hold tightly at a relatively strong point, it can be pulled out of the soil, together with its roots. The gripper can then move to a weed container and dropping the weed in there. Below, a drawing of this gripper is shown, together with a carriage that will move one of the rods. The movement of the carriage is done by a rack and pinion actuator. The drawing is just a concept: manufacturing margins, motors, bearing seatings etc. still have been left out of the picture.<br />
[[File:g5_q3_201819_gripper_side_view.png|400px|thumb|Side view of the gripper]]<br />
[[File:g5_q3_201819_gripper_iso_view.png|400px|thumb|Isometric view of the gripper]]<br />
<br />
==Battery==<br />
The robot needs to have energy to operate. The easiest way to provide the robot with energy is using a battery. Putting solar cells on the robot will not be enough, because the robot will operate underneath and between trees. The trees are blocking the sun, so the solar panels will not generate that much energy. Another option is providing energy by cables. A very long cable is needed in this situation, because the scope in which the robot works is very big. The cable can also be stuck behind some tree or other obstacle. Stationary cables providing energy (like is used by electric trains) is also not convenient. It is dangerous for human that enter the area, because they can get an electric shock. Also lots of cables are needed and it can be damaged easy. A battery doesn't have those disadvantages, but there is another disadvantage. A battery can run out of energy.<br />
<br />
A battery can be recharged, but that takes time. If the battery is in the robot, the robot has to wait till the battery is charged and cannot do the tasks for which it is intended. To solve this problem, there is an existing solution, namely a battery change system. In such a system, the battery can be easily removed from the robot and another battery can be placed. Currently the battery change is mostly done by humans, however the process is not difficult. We found a patent on a battery change system. The battery itself has contacts two opposite sides. At one side the contacts are used for charging and the contacts at the other side are used when the battery is in use. To remove the battery is something like a conveyor belt used. When the battery is removed, then a full battery needs to be placed in front of the battery space in the robot. This can be done with a linear movable battery rack. When the full battery is in front of the gap the conveyor belt is applied again to place the full battery in the robot. To see a picture of this, see [https://patents.google.com/patent/US4450400A/en].<br />
<br />
After measuring the battery usage the robot knows how long it can operate before getting the next battery. In the navigation, this can be taken into account. If this is done correctly, the robot will in practice never run out of battery.<br />
<br />
==Weed container==<br />
If you remove the weed and let it fall on the place where it was is not preferable. The removed weed can make that even more weed is growing on that place. If the robot makes the field weed free the next time, then the robot may detect the removed weed as weed that has to be removed. The speed of the robot decreases and the energy consumption increases. The removed weed can also be an obstacle, that the robot has to avoid the next time. Because of this, the robot has to take the weed and bring it to another place. It is not desirable that the robot per piece of weed drives to the place where the weed has to go. To collect the weed, the robot needs a weed container.<br />
<br />
If you throw the weed just in a container, then the container will be rapidly full, because most weed has a stiff structure. To solve this problem, a press can be installed in the container that makes the weed more compact. When the press has worked, more weed can be put in the container. The press does not have to work after each weed that is thrown into the container. This will impact the operation speed of the robot. If the top of the weed pile is to a certain level in the container, the press can operate. If the press does not go further than a set position, then the weed container is full and has to be emptied.<br />
<br />
Garbage trucks have the same functions as the weed container that we need in our robot. A size of a garbage truck is too large, so we should scale the solution a bit down, to fit it into our robot. For the weed container a scaled down version of a garbage truck can be used.<br />
<br />
The robot has to dump the weed also somewhere. This can be realized with an underground container that is only opened when the robot has to dump the weed in there. This is also a safety issue, such that human cannot fall in the gap. It is of course possible to open the container for human. The top of the container does not have to be electric. If it is realized as a sliding cover, then the robot can open and close it with the arm on which the tool to remove weed is.<br />
<br />
==Communication==<br />
[[File:G5_UI_app.png|200px|thumb|Mockup of application for owner]]<br />
<br />
The robot has to communicate with its owner, such that the owner has control over the robot. Furthermore, if the robot works together with other robots, it has to communicate to the other robots too. If collaborating robots do not communicate, they can come in a situation, in which they are waiting on each other.<br />
<br />
With multiple robots, it is the most efficient when there is one central control unit for all the robots, a server. The robot communicates, like the other robots, with the server. The owner of the robots communicates to the server too and the server forwards the commands of the user to the right robot.<br />
<br />
The contact between the robot and the server is via an internet connection. The robot is connected to the internet via a mobile network, like 4G. The robot has also the possibility to connect to the internet over a WiFi connection. To setup those connections and to do other things in the software of the robot, the robot has also an USB connection, over which the technicians can send commands.<br />
<br />
For safety, the robot has one or more physical emergency stop buttons, such that they are reachable without walking around the robot. If an emergency stop is pressed, the power supply of the robot will be switched off immediately.<br />
<br />
The owner of the robot can control the robot via a smartphone app. We will give a mock-up for such an app, but we will first give the functionality of the app:<br />
<br />
* Showing battery level<br />
* Showing fill level of weed container<br />
* Showing what the camera on the robot sees<br />
* Warning in case help of a human is needed (for example when the robot is stuck)<br />
* Showing the progress of the robot in the field<br />
* Pause and resume the operation of the robot<br />
* Start the operation of the robot<br />
* Stop the operation of the robot<br />
* Support for multiple robots<br />
<br />
Starting the operation can be done in multiple fields. The robot determines based on location data in which field it starts the operation. This means that the robot should be in the field where it should start operating.<br />
<br />
=Cost Analysis=<br />
[[File:Cost Analysis 2 G5.PNG|400px|thumb|Cost Analysis]]<br />
[[File:cost over years G5.PNG|400px|thumb|Cost Analysis]]<br />
[[File:pie chart costs G5.PNG|400px|thumb|Cost Analysis]]<br />
The cost analysis consists of estimates of part costs, and assembly costs. The estimates are very rough, and most likely are too low for a real product. The estimates are based on a hand made robot, not an assembly or factory with contracts with suppliers etc. Also some links are included with parts which could potentially be used.<br />
As visible in the table, part costs are approximately €6000. This is an estimate of the very minimal costs, and does not consider licensing fees, delivery costs etc. Neither does this include testing for functionality and quality and most likely, after an initial build, new or additional parts are required. <br />
The table also includes assembly and programming. It is hard to estimate a cost for those attributes. For a single robot/prototype, assembly and programming can be done in-house and would contain numerous ad-hoc solutions and inefficiencies. The values in the table represent a such in-house built and programmed robot. In a mass production environment the values would likely increase drastically.<br />
In conclusion, if we try to estimate the cost of a one-off in-house robot this would approach €20.000.<br />
The cost for recharging and maintaining the robot is undoubtedly less than refueling and maintaining a tractor with gasoline and hence the costs will not be calculated explicitly.<br />
<br />
Without going into detail about sell prices, taxes and all other aspects of running a company, and only looking at the estimated amount of €20.000, we can investigate how this compares to the already in place, pesticide solutions.<br />
We will analyse multiple scenarios and make recommendations based on those.<br />
Assumptions: pesticides cost €100 per acre, pesticides have to be sprayed every month on average, weeding using the robot has to be done every 2 weeks. <br />
The costs for the user we will consider for this case are only the costs of the pesticides needed to remove the weeds. Thus, per acre, per year, the user pays €1200 to use pesticides. <br />
The cost of the robot is €20.000. So if a user has 1 acre of land, the estimated time to earn back the money spent on the robot is 17 years. <br />
However if the user has 3 acres, the costs of pesticides per year are €3600, and then it only take about 6 years to earn back the money spent on a robot. <br />
The idea is clear: the more land the user has, the more profitable a switch to robots is. The only consideration is that the robot is able to remove the weeds from all of the orchards within two weeks, otherwise multiple robots must be purchased and the payback time increases drastically.<br />
<br />
Without testing and prototypes we cannot estimate the maintenance costs or life-span of our product.<br />
<br />
=Notes on design=<br />
The robot has 4 wheels, as 4 wheeled vehicles have proved to be effective and efficient in the agricultural sector there is no need to literally reinvent the wheel. <br />
The robot is small enough to fit between rows of trees in an orchard, but big enough to provide enough stability to maneuver through an orchard without issues. <br />
As not each orchard is the same, the size of the robot is not optimized to perfectly fit between a row of trees and cover either side, hence it only has one weeding arm. Future developments and iterations can change this property.<br />
<br />
= Operation=<br />
This section will describe the robot's operation in a real life environment.<br />
Before a robot can begin removing weeds in an orchard a number of steps have to be taken. First of all, the base station of the robot has to be installed, so that the robot can charge, empty its weed container and wait when it has finished operation. After this, a GPS route through the orchard has to be obtained and uploaded to the robot, and also a route from the base station to the orchard, which is preferably as small as possible. <br />
Now the robot can be started by the user and the robot will drive to the orchard and start removing weeds along the specified GPS route. With its cameras it will detect weeds, stop driving, remove the wees using the gripper mounted on the arm and place the weed in the robot's container, and continue driving until it finds more weeds. It will continue to do so until the entire route has been covered and then return to the base station, notifying the user that it has finished. It keeps track of its battery level, it makes sure to keep enough energy saved to return to the base station. If it needs to recharge during operation, it will notify the user and return to the base station and charge. After charging it notifies the user and returns to where it left off and continue operation. This process is identical for the emptying of the weed container. If the robot encounters situations it cannot deal with it notifies the user and halts operation until user response, unless the situation resolves itself and no longer obstructs the robot. Then it notifies the user that it has continued operation. <br />
<br />
The user is able to view the robot's location, battery level, how full the weed container is and view the robot's camera vision through an app. Via this app the robot can be started, paused and stopped.<br />
The user can schedule the robot's operation to for example have the robot remove weeds from field 1 every two weeks on monday, and remove weeds from field 2 every week tuesday etc. and can tell the robot to continue with another field after finishing one.<br />
<br />
=Discussion of future=<br />
This initial overview of robot for automated, semi-autonomous removal of weeds in the fruit orchard sector shows there is a future for such products. However, there is a lot of work and research left to do beforehand. For this particular design the following things remain to be done:<br />
*Proper part selection and testing<br />
*Testing weed detection implementation<br />
*Testing weed removal gripper<br />
*Determine and improve performance on all fronts (weed removal speed, battery life etc.)<br />
*Adjust cost analysis based on the above<br />
This is of course an iterative process.<br />
<br />
A working system in the fruit orchard sector opens doors to many other sectors, both in agriculture and outside. Based on our findings and on those who continue with this base, systems can be designed for other sectors and ultimately reduce the worldwide usage of pesticides to create a better future.<br />
<br />
=References=<br />
<references /><br />
<br />
==Websites of sources (changed to APA notation in references)==<br />
#https://www.aaai.org/ojs/index.php/aimagazine/article/view/1132<br />
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#https://patents.google.com/patent/US5943733A/en<br />
#https://patents.google.com/patent/US5204814A/en<br />
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#https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/7438821<br />
#https://www.mdpi.com/1424-8220/13/2/2645/htm<br />
#https://www-tandfonline-com.dianus.libr.tue.nl/doi/abs/10.1163/016918609X12586141083777<br />
#http://edepot.wur.nl/398419<br />
#https://patents.google.com/patent/US20150202770A1/en<br />
#https://patents.google.com/patent/US9373149B2/en<br />
#https://patents.google.com/patent/US8364334B2/en<br />
#https://dspace.mit.edu/handle/1721.1/111698#files-area<br />
#http://dspace.ewubd.edu/handle/123456789/2501<br />
#https://ieeexplore.ieee.org/abstract/document/8336636<br />
#https://tue.on.worldcat.org/oclc/5872746903<br />
#https://tue.on.worldcat.org/oclc/5154827494<br />
#https://tue.on.worldcat.org/oclc/5831032581<br />
#https://link.springer.com/article/10.1007/s12369-009-0011-9<br />
#https://tue.on.worldcat.org/oclc/4934432761<br />
#https://tue.on.worldcat.org/oclc/5387876416<br />
#https://ieeexplore.ieee.org/abstract/document/5169487<br />
#https://acadpubl.eu/jsi/2018-118-7-9/articles/8/55.pdf<br />
#https://doi.org/10.1016/B978-0-12-809881-3.00008-5<br />
#https://doi.org/10.1016/j.cropro.2015.02.017<br />
#https://link.springer.com/article/10.1023/A:1015674004201<br />
#https://library.wur.nl/WebQuery/wurpubs/376454<br />
#https://doi.org/10.1002/rob.21727<br />
#http://dx.doi.org/10.4081/jae.2017.583<br />
#http://edepot.wur.nl/1099<br />
#https://doi.org/10.1016/j.compag.2013.08.008<br />
#https://doi.org/10.1016/j.compag.2011.10.006</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=PRE2018_3_Group5&diff=69995PRE2018 3 Group52019-03-24T16:04:10Z<p>S153905: /* Weed control */</p>
<hr />
<div>__TOC__<br />
<br />
<br />
<span style="font-size: 14pt;font-weight: bold;">Group members</span><br />
{| class="wikitable"<br />
|-<br />
! Name<br />
! Student ID<br />
|-<br />
| Ruben Haakman<br />
| 0993994<br />
|-<br />
| Stan Latten<br />
| 1257196<br />
|-<br />
| Tom Mulders<br />
| 1008890<br />
|-<br />
| Jasper Stam<br />
| 1006240<br />
|-<br />
| Mathijs Vastenhouw<br />
| 1269496<br />
|}<br />
<br />
<div style="background-color: lightcyan;"><br />
'''Meaning of used colors'''<br />
<br />
Colors should be removed in the final version. They are to make changes and remarks better visible<br />
<br />
*Yellow background: remark what has to be done in section (maybe not directly possible).<br />
</div><br />
<br />
=Abstract=<br />
<br />
=Project setup=<br />
==Approach==<br />
After reviewing the literature, we will determine the requirements for the system. Based on these requirements we will investigate implementations for these requirements and analyse their suitability. We will analyse the costs associated with a solution and compare this to the current costs of using pesticides, the effects on the stakeholders and on the future of farming. Finally we will conclude with a recommendation for or against the automated removal of weeds on farm fields without the use of pesticides and recommend future research topics.<br />
<br />
==Milestones==<br />
*State-of-the-art analysis<br />
*Requirements Document<br />
*Use analysis<br />
*Implementation propositions<br />
*Implementation analysis<br />
*Cost analysis<br />
*Conclusion<br />
<br />
==Deliverables==<br />
*Requirements document<br />
*Implementation document<br />
*Use analysis<br />
*Cost analysis<br />
*Conclusion<br />
<br />
==Planning==<br />
[[File:planningG5.PNG|400px|thumb|planning]]<br />
<br />
===Task division over weeks===<br />
====Week 2====<br />
* Arguments for problem - Everyone<br />
* Concrete planning - Jasper<br />
* Goal of the project, some introduction for project. Little story - Mathijs<br />
* State of the Art analysis - Ruben<br />
* Start with requirements - Stan<br />
* USE analysis - Tom<br />
* Function definition - Everyone<br />
* Concepts for functions - Everyone<br />
<br />
====Week 3====<br />
* Contact zoeken - Mathijs<br />
* State of the Art aanpassen - Ruben<br />
* Problem statement aanpassen - Tom<br />
* Nieuwe state of the Art content - Tom, Jasper<br />
* Idee voor grijper - Stan<br />
<br />
====Week 4====<br />
* Contact boeren, domeinkennis onkruid - Mathijs<br />
* Contact onderzoekers - Mathijs, Stan<br />
* Vragenlijst - Jasper<br />
* Requirements - Jasper<br />
* User analysis - Tom<br />
* Movement system - Ruben<br />
<br />
====Week 5====<br />
* Update wiki general info - Tom<br />
* Literature study/refer to articles<br />
** Weed - Ruben<br />
** Navigation - Tom<br />
** All other functions (charging, mobility, communication) - Jasper<br />
* Visit greenhouse (inclusive preparation and reporting on wiki) - Mathijs, Stan<br />
* Requirements (after visit greenhouse) - Jasper, Tom<br />
<br />
=====Update after Friday meeting=====<br />
* Update structure of Wiki - Jasper<br />
* Structure of State of the art (not grouped on name, sources notation etc.) - Jasper<br />
* Function definition update - Jasper<br />
* Report on visit farmer - Stan, Mathijs<br />
* Requirements - Tom<br />
* Modeling of solution - Stan, Mathijs<br />
* Function definition navigation - Tom<br />
* Literature study weed - Ruben<br />
* Planning - Tom<br />
<br />
====Week 6====<br />
* UI - Jasper<br />
* Communicatie user - Jasper<br />
* Weed container - Jasper<br />
* STOA - Jasper<br />
* Cost analysis, lease, etc - Tom<br />
* Visualisatie - Mathijs, Stan<br />
* Design arm/gripper - Mathijs, Stan<br />
* Weed detection, types of weeds, interval - Ruben<br />
* Planning - Tom<br />
* Target User, schets operation - Tom<br />
* Safety - Ruben<br />
<br />
=====Update after Friday meeting=====<br />
<br />
* Change UI mockup - Jasper<br />
* Topics presentation - Jasper<br />
* Cost analysis - Tom<br />
* Target user - Tom<br />
* Schets operation - Tom<br />
* Weed detection etc. - Ruben<br />
* Safety - Ruben<br />
* Modeling design - Mathijs, Stan<br />
<br />
=Problem=<br />
When farmers grow crops, the have to deal with weeds growing on their fields in between their crops. To remove these weeds, pesticides are used. These pesticides can be harmful to insects, animals and humans and might even contaminate (ground)water. Clearly an alternative is needed. <br />
<br />
==Problem statement==<br />
<br />
In the current situation, a lot of pesticides are used in farming. These pesticides are used for treating bugs and diseases, but also for weeds. With the trend to be more environmentally friendly, we are looking for alternatives for pesticides and big farm trucks. A possible solution for this problem is a cooperation of small autonomous farming machines, which can control a field together. However, this solution is not new, people have already been working on the navigation of these small machines and on the detection of weeds in fields of crops. [1] That’s why we will try to make a weed picking device to be able to pick weeds without damaging the crops. For these small devices, we see future in the vertical agriculture as well, because they allow for a higher field density. <br />
<br />
[1] https://ieeexplore.ieee.org/document/6740018<br />
<br />
=State of the Art=<br />
==Finding articles==<br />
<br />
<!--===Jasper===--><br />
Article about a trash collecting robot (team). It is about office cleanup, but with some changes the technique can also be relevant for outside use.<br />
It is about a competition. One document describes the solution of the winning team, the other gives some more information about the competition.<ref name=sota1>Balch, T., Boone, G., Collins, T., Forbes, H., MacKenzie, D., & Santamar, J. C. (1995). Io, Ganymede, and Callisto a multiagent robot trash-collecting team. AI magazine, 16(2), 39.</ref><ref name=sota2>Simmons, R. (1995). The 1994 AAAI robot competition and exhibition. AI magazine, 16(2), 19.</ref><br />
<br />
A patent for sucking and filtering for a dust collection vehicle.<ref name=sota3>Tagliaferri, F. (1999). U.S. Patent No. 5,943,733. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
A patent for an autonomous lawn mower robot. Also about navigating over the lawn.<ref name=sota4>Noonan, T. H., Fisher, J., & Bryant, B. (1993). U.S. Patent No. 5,204,814. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
Paper about weed control, describing navigating through specific areas, detecting weed with a camera, making weed maps and spraying weed.<ref name=sota5>Slaughter, D. C., Giles, D. K., & Downey, D. (2008). Autonomous robotic weed control systems: A review. Computers and electronics in agriculture, 61(1), 63-78.</ref><br />
<br />
A patent for a snow sweeper for sidewalks.<ref name=sota6>Klauer, W. E. (1960). U.S. Patent No. 2,941,223. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
<!--===Tom===--><br />
Paper about the design of an autonomous vacuum cleaner.<ref name=sota7>Ulrich, I., Mondada, F., & Nicoud, J. D. (1997). Autonomous vacuum cleaner. Robotics and autonomous systems, 19(3-4), 233-245.</ref><br />
<br />
Paper about pathing algorithms for autonomous vacuum cleaner robots. <ref name=sota8>Hasan, K. M., & Reza, K. J. (2014, May). Path planning algorithm development for autonomous vacuum cleaner robots. In 2014 International Conference on Informatics, Electronics & Vision (ICIEV) (pp. 1-6). IEEE.</ref><br />
<br />
Analysis of snow melting approaches.<ref name=sota9>Lund, J. W. (2000). Pavement snow melting. Geo-Heat Center Quarterly Bulletin, 21(2), 12-19.</ref><br />
<br />
Paper about machine vision application for weed removal.<ref name=sota10>Giles, D. K., & Davis, C. (1996). Development of a machine vision system for weed control using precision chemical application.</ref><br />
<br />
Analysis of pavement maintenance methods.<ref name=sota11>Winston, R. J., Al-Rubaei, A. M., Blecken, G. T., Viklander, M., & Hunt, W. F. (2016). Maintenance measures for preservation and recovery of permeable pavement surface infiltration rate–The effects of street sweeping, vacuum cleaning, high pressure washing, and milling. Journal of environmental management, 169, 132-144.</ref><br />
<br />
Research into small (< 20kg) urban robots for disaster relief.<ref name=sota12>Matthies, L., Xiong, Y., Hogg, R., Zhu, D., Rankin, A., Kennedy, B., ... & Sukhatme, G. (2002). A portable, autonomous, urban reconnaissance robot. Robotics and Autonomous Systems, 40(2-3), 163-172.</ref><br />
<br />
Small summary of robots in farming<ref name=sota13>Yaghoubi, S., Akbarzadeh, N. A., Bazargani, S. S., Bazargani, S. S., Bamizan, M., & Asl, M. I. (2013). Autonomous robots for agricultural tasks and farm assignment and future trends in agro robots. International Journal of Mechanical and Mechatronics Engineering, 13(3), 1-6.</ref><br />
<br />
Autonomous tractors<ref name=sota14>Stentz, A., Dima, C., Wellington, C., Herman, H., & Stager, D. (2002). A system for semi-autonomous tractor operations. Autonomous Robots, 13(1), 87-104.</ref><br />
<br />
<!--===Stan===--><br />
Paper about navigation on pavements, avoiding litter, pedestrians and bicycles.<ref name=sota15>Morales, Y., Carballo, A., Takeuchi, E., Aburadani, A., & Tsubouchi, T. (2009). Autonomous robot navigation in outdoor cluttered pedestrian walkways. Journal of Field Robotics, 26(8), 609-635.</ref><br />
<br />
Paper about asphalt analysis, to detect whether the road needs maintenance. This paper was actually meant for airborne sensing, but could be used by our robot as well.<ref name=sota16>Pascucci, S., Bassani, C., Palombo, A., Poscolieri, M., & Cavalli, R. (2008). Road asphalt pavements analyzed by airborne thermal remote sensing: Preliminary results of the venice highway. Sensors, 8(2), 1278-1296.</ref><br />
<br />
Paper about stair-climbing methods for robots, useful for our robot to easily get on or off the pavement.<ref name=sota17>Labecki, P., Walas, K., & Kasinski, A. (2011). Autonomous stair climbing with multisensor feedback. IFAC Proceedings Volumes, 44(1), 8159-8164.</ref><br />
<br />
Article about weather forecasting in the road [network. Could be used by our robot to predict which task it has to do (e.g. de-icing the road)<ref name=sota18>Tomás, V. R., Pla-Castells, M., Martínez, J. J., & Martínez, J. (2016). Forecasting adverse weather situations in the road network. IEEE Transactions on Intelligent Transportation Systems, 17(8), 2334-2343.</ref><br />
<br />
Paper about autonomous docking at a recharging station for autonomous vehicles in general<ref name=sota19>Pérez, J., Nashashibi, F., Lefaudeux, B., Resende, P., & Pollard, E. (2013). Autonomous docking based on infrared system for electric vehicle charging in urban areas. Sensors, 13(2), 2645-2663.</ref><br />
<br />
Article about an autonomous cleaning robot for outdoor use, including path-finding and memory of cleaned areas<ref name=sota20>Chang, M. S., Chou, J. H., & Wu, C. M. (2010). Design and implementation of a novel outdoor road-cleaning robot. Advanced Robotics, 24(1-2), 85-101.</ref><br />
<br />
Article about different kind of weeds<ref name=sota21>Goddrie, P. D. (1965). Chemische onkruidbestrijding in de fruitteelt (No. 5). [sn].</ref><br />
<br />
<!--===Ruben===--><br />
Patent for communication of an autonomous sidewalk robot<ref name=sota22>Patron, A., Colin, Y., Bertrand, B., Pho, V., & Abhyanker, R. (2015). U.S. Patent Application No. 14/269,081.</ref><br />
<br />
Patent for an autonomous neighborhood vehicle controllable through a neighborhood social network<ref name=sota23>Abhyanker, R. (2016). U.S. Patent No. 9,373,149. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
Patent for a system and method for navigating an autonomous vehicle using laser detection and ranging<ref name=sota24>Au, K. W., Touchberry, A. B., VanVoorst, B., & Schewe, J. (2013). U.S. Patent No. 8,364,334. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
Paper about autonomous vehicles navigating trough sidewalks buildings and hallways<ref name=sota25>Everett, M. F. (2017). Robot designed for socially acceptable navigation (Doctoral dissertation, Massachusetts Institute of Technology).</ref><br />
<br />
Paper about an Autonomous Robot for Garbage Detection and Collection<ref name=sota26>Bhuiyan, M. N. I., Islam, N., & Shohag, M. H. (2017). Autonomous Robot for Garbage Detection and Collection (Doctoral dissertation, East West University).</ref><br />
<br />
Paper about multiple robots in smart city applications<ref name=sota27>Abbasi, M. H., Majidi, B., & Manzuri, M. T. (2018, February). Deep cross altitude visual interpretation for service robotic agents in smart city. In 2018 6th Iranian Joint Congress on Fuzzy and Intelligent Systems (CFIS) (pp. 79-82). IEEE.</ref><br />
<br />
<!--===Mathijs===--><br />
Paper on small autonomous robots working together to do big tasks.<ref name=sota28>Guillet, A., Lenain, R., Thuilot, B., & Martinet, P. (2014). Adaptable robot formation control: adaptive and predictive formation control of autonomous vehicles. IEEE Robotics & Automation Magazine, 21(1), 28-39.</ref><br />
<br />
Paper on autonomous navigation on crowded sidewalks.<ref name=sota29>Morales, Y., Carballo, A., Takeuchi, E., Aburadani, A., & Tsubouchi, T. (2009). Autonomous robot navigation in outdoor cluttered pedestrian walkways. Journal of Field Robotics, 26(8), 609-635.</ref><br />
<br />
Paper on robot navigation in highly populated pedestrian zones.<ref name=sota30>Kümmerle, R., Ruhnke, M., Steder, B., Stachniss, C., & Burgard, W. (2015). Autonomous robot navigation in highly populated pedestrian zones. Journal of Field Robotics, 32(4), 565-589.</ref><br />
<br />
Paper on human-robot interaction in urban environments.<ref name=sota31>Bauer, A., Klasing, K., Lidoris, G., Mühlbauer, Q., Rohrmüller, F., Sosnowski, S., ... & Buss, M. (2009). The autonomous city explorer: Towards natural human-robot interaction in urban environments. International journal of social robotics, 1(2), 127-140.</ref><br />
<br />
Paper on the design of a litter collecting robot.<ref name=sota32>Bonnema, G. M. (2012). System design of a litter collecting robot. Procedia computer science, 8, 479-484.</ref><br />
<br />
Article on electric snow removal by placing heating mats.<ref name=sota33>Anonymous. (1998). The abcs of an electric snow-removal system. Air Conditioning, Heating & Refrigeration News, 204(18), 8-8.</ref><br />
<br />
<!--===Weed detection and removal===--><br />
Paper about an algorithm that can detect weeds and also classify it.<ref name=sota34>Siddiqi, M. H., Ahmad, I., & Sulaiman, S. B. (2009, April). Weed recognition based on erosion and dilation segmentation algorithm. In 2009 International Conference on Education Technology and Computer (pp. 224-228). IEEE.</ref><br />
<br />
Paper about weed recognition trough image processing.<ref name=sota35>Kaarthik, K., & Vivek, C. (2018). Weed Remover In Agricultural Field Through Image Processing. International Journal of Pure and Applied Mathematics (pp. 393-399). Ijpam.</ref><br />
<br />
Paper about mechanical weed removal.<ref name=sota36>Hussain, M., Farooq, S., Merfield, C., & Jabran, K. (2018). Mechanical weed control. In Non-Chemical Weed Control (pp. 133-155). Academic Press.</ref><br />
<br />
Paper about an intelligent mechanical weeding machine<ref name=sota37>Melander, B., Lattanzi, B., & Pannacci, E. (2015). Intelligent versus non-intelligent mechanical intra-row weed control in transplanted onion and cabbage. Crop Protection, 72, 1-8.</ref><br />
<br />
Paper where test for mechanical weed control in greenhouses work<ref name=sota38>Åstrand, B., & Baerveldt, A. J. (2002). An agricultural mobile robot with vision-based perception for mechanical weed control. Autonomous robots, 13(1), 21-35.</ref><br />
<br />
Thesis on weed control. Very interesting also techniques for removing weed are discussed<ref name=sota39>Bakker, T. (2009). An autonomous robot for weed control: design, navigation and control.</ref><br />
<br />
Paper about a robot for plant-species–specific weed management using mechanical or chemical module to remove the weed<ref name=sota40>Bawden, O., Kulk, J., Russell, R., McCool, C., English, A., Dayoub, F., ... & Perez, T. (2017). Robot for weed species plant-specific management. Journal of Field Robotics, 34(6), 1179-1199.</ref><br />
<br />
Paper about different methods for non-chemical weed control<ref name=sota41>Peruzzi, A., Martelloni, L., Frasconi, C., Fontanelli, M., Pirchio, M., & Raffaelli, M. (2017). Machines for non-chemical intra-row weed control in narrow and wide-row crops: a review.</ref><br />
<br />
Paper about the complete design of an autonomous weeder robot platform<ref name=sota42>Bakker, T. (2009). An autonomous robot for weed control: design, navigation and control.</ref><br />
<br />
2 Papers about mechanical removing weed between plants<ref name=sota43>Gobor, Z., Lammers, P. S., & Martinov, M. (2013). Development of a mechatronic intra-row weeding system with rotational hoeing tools: Theoretical approach and simulation. Computers and electronics in agriculture, 98, 166-174.</ref><ref name=sota44>Pérez-Ruiz, M., Slaughter, D. C., Gliever, C. J., & Upadhyaya, S. K. (2012). Automatic GPS-based intra-row weed knife control system for transplanted row crops. Computers and Electronics in Agriculture, 80, 41-49.</ref><br />
<br />
==Analysis of found articles==<br />
We found reports complete farming robots that are fighting weed. Some of these robots are spraying pesticide to fight weed. Our intention is to not use pesticides, but remove the weed mechanically. The reports are on robots that can be used in other farming disciplines, for example outside vegetable growing and in greenhouses. In those reports there is useful information about different important topics for us, like navigation and weed recognition. Examples of those reports are<ref name=sota5 /><ref name=sota42 /><br />
<br />
===Navigation===<br />
Navigation is an important topic. The robot should be able to find its way trough the fields in which it operates. Navigation is not only finding a route, such that the complete field is covered, but also the lifespan of the battery has to be taken into account and obstacles has to be avoided. We found several papers on navigation, both in farming and other robotic areas. The navigation in other robotic areas can be useful for the way of navigating in farming, because of similarities.<ref name=sota1 /><ref name=sota2 /><ref name=sota4 /><ref name=sota5 /><ref name=sota8 /><ref name=sota12 /><ref name=sota15 /><ref name=sota20 /><ref name=sota24 /><ref name=sota25 /><ref name=sota29 /><ref name=sota30 /><ref name=sota31 /><br />
<br />
===Recognition of weed===<br />
The robot has to detect weed autonomously. The robot has to remove only the weed and not the good vegetation. For this end, artificial intelligence is needed. When the robot detected the weed, it can move the arm with the tool to the weed and remove it. We found some papers about detection of weed. Those papers show that weed can be detected and that weed can be differentiated from crops. For this robot, this thing cannot be copied one to one from another application, but the same methodology can be followed to make weed recognition from a camera working on this robot. This is, because in this area, there appear other types of weed.<ref name=sota1 /><ref name=sota2 /><ref name=sota5 /><ref name=sota10 /><ref name=sota26 /><ref name=sota34 /><ref name=sota35 /><br />
<br />
===Collaboration of different robots===<br />
When the robot is applied on a larger scale, it can be that multiple robots have to work together. When robots work together, they have to communicate to each other, because if they don't do that, situations can appear that they are constantly waiting for each other and they are not efficient. It can even be that the robots recognize each other as an unknown obstacle and stop with their task for safety. To prevent this, we found also some articles about robot collaboration, such that we can think about a way of controlling the robot, such that it can work together.<ref name=sota1 /><ref name=sota2 /><ref name=sota27 /><ref name=sota28 /><br />
<br />
===Weed control===<br />
Research into weed is very important. We have to know which types of weed there are and how we can remove it. The robot should also not damage the crops. We also have to know with which frequency the robot has to maintain the fields, to keep it, until an acceptable level, free of weed. We also found papers about types of weed in our case and papers on how to remove wee mechanically.<ref name=sota21 /><ref name=sota36 /><ref name=sota37 /><ref name=sota38 /><ref name=sota39 /><ref name=sota40 /><ref name=sota41 /><ref name=sota43 /><ref name=sota44 /><br />
<br />
===General design of robot===<br />
To get an idea for a design for a robot, we found some papers on different kinds of robots. From those papers we maybe can use information for our design.<ref name=sota5 /><ref name=sota7 /><ref name=sota13 /><ref name=sota14 /><ref name=sota17 /><ref name=sota22 /><ref name=sota23 /><ref name=sota25 /><ref name=sota42 /><br />
<br />
===Battery and charging===<br />
Our robot has to be provided with energy. We also did some research into charging.<ref name=sota19 /><br />
<br />
===Current situation===<br />
To know the environment in which the robot has to work, we contacted a potential user. In his fields, we could see some examples of obstacles and weed and we know how big the robot can be and on what surface it has to drive. We also asked the potential user how he currently fights the weed and asked about his knowledge about weed and the crops. For more information, see this [[#Contact with users and other research teams|section]]<nowiki />.<br />
<br />
=Users=<br />
<br />
==USE Analysis==<br />
In this analysis we will first sketch the ideal operation of the robot: its functionality and deployment. Then we will analyse the effects and implications of the robot for each of the following stakeholders: Farmers, consumers, governments, society.<br />
<br />
'''Functionality and deployment'''<br />
The robot operates exclusively on fruit orchards. It removes weeds from in between the trees, without damaging the trees and without using pesticides.<br />
<br />
'''Stakeholders'''<br />
'''Farmers:'''<br />
First of all, farmers will no longer have to purchase pesticides, but will have to buy and maintain the robot. While the upfront cost of a (set of) robot(s) might be bigger than the cost of pesticides, the maintenance cost will be lower and hence will be more cost effective in the long run.<br />
Without the use of pesticides, farmers will no longer have to worry about any of the negative effects of the pesticides and hence will never suffer the consequences of potentially harmful product. <br />
Farmers may see an increase in demand and hence revenue, as people are potentially more inclined to buy pesticide-free products.<br />
Removed weeds can potentially be used as fertilizer, fuel or fodder, further highlighting the financial benefits.<br />
<br />
'''Consumers:'''<br />
No pesticides on food suggests healthier food and hence healthier and happier consumers. <br />
Since no pesticides have to be purchased, the product are cheaper.<br />
No pesticides in orchards reduces the chances of accidental consumption of contaminated produce by for example dogs. The means consumers have less to worry about and are generally more happy.<br />
<br />
'''Governments:'''<br />
Do not deal with the consequences of harmful product, contaminated (ground) water etc. <br />
Reduced costs for farming will allow poor government to produce more food, reducing famine.<br />
<br />
'''Society:'''<br />
Less pesticides implies healthier ecosystem, hence better world to live in.<br />
More cost-effective farming means more money for other sectors such as healthcare.<br />
More cost-effective farming means more food and less famine.<br />
<br />
==Target user==<br />
The document describes potential user groups, and discusses which solutions fit which customer and on which customer we will focus. In general, our product is aimed towards farmers who can deploy the robot on their orchards. However, there are different kind of farms and different kind of farmers. By the nature and purpose of the robot, it should be evident that robot is aimed towards farmers who grow fruit trees and experience negative effects from weed growth on their fields. This excludes farmers who only keep animals, or do not have a weeds growing on their fields (like in greenhouses). <br />
Hence the main prospective user group is farmers who grows fruit trees outside (so not in a greenhouse or anything alike).<br />
<br />
We can identify multiple different type of farms in this subgroup, however. <br />
Open farms: farms with their fields scattered around the area, where the areas between the farms can contain roads, buildings or other entities, not owned or controlled by the user. On such farms, the environment is highly variable and uncontrolled. People or animals can be found around or even on the fields. <br />
Closed farms: farms with their fields on a single, or set of, properties owned and managed by the user. These properties are closed for the public and the environment is controlled. Anything that happens on the farm can be controlled and adjusted in a way the user desires.<br />
Next-gen automated farms: farms which are in an experimental phase and are aimed towards full automation. As such, these farms are designed and managed for and by robots. Outside interaction is (very) limited. Conditions are controlled. (example: pixel farming)<br />
<br />
Each of these user groups will require the robot and autonomous system we are discussing to behave differently. <br />
For open farms, a user must either pick up the robots from fields and place them at fields themselves, or the robot must be able to maneuver public grounds and roads autonomously. Moverover, each field or set fields that is disconnected from other fields, must either have a charging and emptying point, or the user must manually move the robots to such points. Or even have to empty and charge the robot manually. Clearly, a fully autonomous robot could do such things autonomously, but for the near future such autonomy does not exist yet. Designing, implementing, and testing it would cost a lot of time and money and hence we decide to not offer such autonomy. The user-unfriendly nature of manual pick-ups and drop-offs of the robots is unlikely to appeal to any real customer, and as a result, we will not focus on this user group our system. <br />
As far as closed farms are concerned, an automated system is easier to realise. The movement between fields, charging and emptying points is not hindered by any entities, assuming the user enables this: proper briefing of staff and keeping routes obstacle free will allow an automated system to function effectively. Given this, our robot system will be able to operate effectively and efficiently: since we do not offer full autonomy, the routes in between fields, charging and emptying points will have to be provided to the system, as such, these routes should be kept fully accessible at all time. In conclusion, closed farms are a consideration for the main target group for this project.<br />
<br />
Finally, there is next-gen automated farms. By the nature of these farms, our robot would be a perfect fit in such environments. Hence such farms are a consideration for the main target group for this project.<br />
<br />
In order to maximize the number of potential users, and the experimental nature of “next-gen” farming, we have chosen to focus our product towards closed farms.<br />
Moreover, from our interview with a farmer with a fruit orchard, we have concluded that a fruit orchards is the ideal farm for a first-generation automated weeding system, which we aim to design. A fruit orchard is usually completely closed off from the public, has a clear layout and is designed in such a way that a tractor can easily move trough its entirety. The robot can thus move in a similar way as a tractor through the orchard and not get stuck on random objects or inconsistencies in the ground. Also, since the branches of the trees are not close to the ground, the robot will encounter few obstacles and not harm the trees or its branches.<br />
<br />
==Contact with users and other research teams==<br />
<br />
===Availability===<br />
*Tom: maandag middag, dinsdag, donderdag middag<br />
*Jasper: maandag middag, dinsdag ochtend niet 19-2, woensdag ochtend, donderdag middag <br />
*Ruben: Maandag middag, woensdag vanaf 13 maart, donderdag 21 en 28 maart, vrijdag middag<br />
*Mathijs: Maandag middag, dinsdag middag niet 26, woensdag, donderdag.<br />
*Stan: Maandag middag, dinsdag middag, woensdag, donderdag.<br />
<br />
===Questions===<br />
We came up with some questions that we have for a potential user and for other research teams.<br />
====User====<br />
* Is weed a big problem?<br />
* How do you currently fight weed?<br />
* How how many time costs it take to fight weed?<br />
* How many people are needed to fight weed?<br />
* What is the planning in removing weed? i.e. after how many time should you start again with the fields, how many times a season do you need to go over each field.<br />
* How big is the area in which weed should be removed?<br />
* Are all the locations reachable without using public roads?<br />
* Are there many animals such as rabbits, birds in the fields?<br />
* Which tools do you use currently?<br />
* What is the cost of the tools and how long do they last?<br />
* What it the cost of the people that are removing the weed?<br />
====Other researchers====<br />
* What are the main advantages of fighting weed with robots?<br />
* What is the main problem of pesticides?<br />
* What is the current solution, you have?<br />
* What is the weight of that solution?<br />
* How many energy consumes the current solution?<br />
* Is the solution dependent on the type of crop and on other circumstances?<br />
<br />
===Beltech contact log===<br />
We called Beltech to ask if it was possible to interview them about the possibilities of a mechanical weeds removal tool for use on the farm fields.<br />
Ron van Dooren, head marketing answered and he told us that there were possibilities for us and that Richard Vialle knew all the details about their weeds removal machine and that he should help us. We should send a mail to info@beltech.nl containing what our expectations for them were and what we wanted to know. This mail was sent and then on Monday 04-03-2019 we got a confirmation that the mail was received and that it was forwarded to Richard Vialle. He would reply to our request and help us further.<br />
<br />
As we did not receive any reply from our mail, we contacted Beltech again to ask if they had taken a look at our mail. On the phone, we were told that both Ron van Dooren and Richard Vialle were not available and that sending a mail would be the fastest way to contact the right person. After the call, we sent another mail asking if they had taken a look at our request and Ron van Dooren replied, stating that he would remind Richard Vialle to answer us. This mail was received on Thursday 14-03-2019. From there on, we have not received a reply from Richard Vialle. In the previous mail we sent, we also included all dates and times where we would be available for an appointment, for them to pick a right time. This was done to speed up the communication as we do not have much time left if we want to incorporate their information into our project.<br />
<br />
===Interview===<br />
<br />
<br />
[[File:G5_Q3_1.jpg|400px|thumb|Overview of situation]]<br />
[[File:G5_Q3_2.jpg|400px|thumb|Twigs that should be removed]]<br />
[[File:G5_Q3_3.jpg|400px|thumb|Obstruction by dead tree and dead weeds]]<br />
[[File:G5_Q3_4.jpg|400px|thumb|Obstruction by tree trunks]]<br />
[[File:G5_Q3_5.jpg|400px|thumb|Obstruction by broken guide wood]]<br />
<br />
Interview with the Farmer<br />
<br />
We went to a farmer and came to the conclusion that greenhouses are not the right location for our robot plans and ideas. However, for the outside fruit cultivation it could be very useful. We got the tip to look at fruit trees like apples, pear and cherries, instead of his strawberries. These are grown in the neighborhood as well. We found a fruit farmer who was willing to tell us something about his farming and he answered all our questions. <br />
After the interview we went to have a look in the fields. We made pictures of the situation and from a lot of the common obstructions. This gives us a good image for making a model of the environment we are facing.<br />
<br />
* Is weed a big problem?<br />
Weed is quite an issue as it takes away moisture and nutrients from the crops growing and thus having a negative impact on harvest rates as the crops cannot grow as good as they would without weeds. <br />
* How do you currently fight weed?<br />
We are currently using herbicides to fight the weeds. As the biggest problem we have is actually the weed couch-grass, which is found everywhere around the trees, removing this manually without the use of herbicides is almost impossible as it is a very time consuming task.<br />
* How much time does it take to fight weed?<br />
We can treat the complete farm with herbicides in a couple of hours. However, before we can do the treatment, the land has to be dry and the weather forecast should not give any rain for the coming day, in order for the herbicides to do their work.<br />
* How many people are needed to fight weed?<br />
To apply the herbicides to the farmland, we drive in between the tree rows with a small tractor, including a trailer which contains a tank with the herbicide mixture and a spraying device which sprays the herbicides just next to the trees.<br />
* What is the planning in removing weed? i.e. after how many time should you start again with the fields, how many times a season do you need to go over each field.<br />
<br />
* How big is the area in which weed should be removed?<br />
* Are all the locations reachable without using public roads?<br />
* Are there many animals such as rabbits, birds in the fields?<br />
* Which tools do you use currently?<br />
* What is the cost of the tools and how long do they last?<br />
* What it the cost of the people that are removing the weed?<br />
<br />
=Function definition=<br />
<br />
==RPCs==<br />
===Requirements===<br />
* The system recharges autonomously<br />
* The system must be able to differentiate crops from weeds<br />
* The system removes weed from the farm field and collects it for disposal<br />
* The system moves itself around the farmfield, following a predefined pattern unique for each farmfield<br />
* The system must not be harmful for the crops<br />
* The system detects obstructions in its path<br />
* The system can notify users on its status<br />
* The system can carry weeds<br />
<br />
===Preferences===<br />
* The system can operate for a long time before having to recharge<br />
* The system should make minimal errors in recognizing weeds<br />
* The system should damage its surroundings as less as possible<br />
<br />
===Constraints===<br />
* The system is more cost-efficient than human workers<br />
* The system is more cost-efficient that using pesticides<br />
* The system traverses the field autonomously<br />
* The system goes to recharge, before running out of battery charge<br />
* The system does not use pesticides<br />
<br />
==Weed control==<br />
<br />
Good weed control is important for farmers in order to maximize their yields. Weeds can decrease the amount of space, light, water and nutrients available for the crops. Weeds can also act as a shelter for insects and other animals like rats and mice. It is necessary to remove these weeds and prevent them from growing. Weed control has become an important part in farming because it has a big impact on the amount which can be harvested from the plants.<br />
<br />
<br />
Weeds can be divided into three groups:<br />
<br />
*Annual weeds: These weeds spread by seed and have a lifespan of one year, but produce a lot of seeds for the next year.<br />
*Biennial weeds: lifespan of two years. The grow only a cluster of leaves in the first year. The second year it produces flowers and seeds after which it will die. <br />
*Perennial weeds: Those weeds have big roots underground, so they are able to survive multiple years. Even if the part above the ground is removed, it will grow again the next year. These weeds are therefore the hardest to control.<br />
<br />
<br />
Examples of some of the most common weeds:<br />
<br />
*Cleavers (annual weed)<br />
*Thistles (biennial weed)<br />
*Stingnig nettles (perennial weed)<br />
*Couch grass (perennial weed)<br />
<br />
<br />
Types of weed control:<br />
<br />
*Cultural: Prevents the weeds from growing by reducing open spaces where weeds can grow by placing the desired plants close to each other. This method can be used in gardens but isn’t practical at farming because most crops need enough space between each other. <br />
<br />
*Mechanical: Pulling out or damaging the weeds causing them to die. These methods are effective but often time consuming. Pulling out the weed including the roots is one of the most effective ways. However, this is very time consuming since it must be done by hand. Ploughing the ground uproots weeds and causing most of them to die. This can be done with a machine, but some weeds can still continue growing if their roots aren't damaged.<br />
<br />
*Chemical: Using pesticides which kill the weeds but not the desired plants. This method is less time consuming but doesn’t work with all weeds and can be harmful for the environment. Farmers spray the chemicals mostly with a big machine on the weeds. This can only be done when there isn't too much wind.<br />
<br />
<br />
===Weed detection===<br />
<br />
In order to remove the weeds it is necessary for the robot to be able to recognize the weed so it can remove it. As described in the state of the art there has been multiple studies on weed detection. With good cameras and image processing it is possible to accurately recognize weeds even between the crops. <br />
Most existing weed detection systems use a normal camera to take pictures of the ground which then are analyzed by a computer. It is out of scope to design such a system. The hardware is for those systems is widely available. The software is the most important part of these systems. The cost and time needed for developing is heavily dependent on the accuracy and speed of the system. <br />
<br />
When and how fast weeds grow depends on the type of weed, the weather, the soil and many other factors. There are many different kinds of weed and they all start growing on a different time. Most weeds start growing in the spring when it is getting warmer outside. <br />
There is no fixed interval between weed removals. It depends on the temperature, the weed and if there were any roots or seeds left behind since the last time the weed was removed.<br />
<br />
==Navigation around the farmfield==<br />
As described in the problem statement, the robot should be able to move autonomously. For this document, we will investigate 1. how the robot autonomously maneuvers through orchards, covering it fully and 2. How the robot operates when it needs to charge, needs to empty its container or has finished working a field. <br />
<br />
For the autonomous maneuvering across fields we consider the following approaches:<br />
Full autonomy: the robot will given a field, determined by GPS coordinates, autonomously decide a(n) (optimal) route to fully cover a field.<br />
Semi-autonomy: the robot will follow set route, obtained from GPS data generated by the user or provider of the robot. <br />
For both approaches the robot will automatically detect obstacles including humans and animals and halt operation temporarily. <br />
<br />
Full autonomy is highly desirable, as this improves the portability of the robot, reduces overhead for client and provider and potentially increases efficiency, in cases where a provided route is not optimal. However, full autonomy is hard to achieve, bears greater upfront costs and potentially is not cost-effective at all. <br />
Semi-autonomy, on the other hand, is cheaper and easier to implement, as following a set GPS route is near trivial. However it has the overhead that a GPS route has to be determined before operation can commence. Determining a (good) GPS is not hard, but costs time and effort, and has to be done for every individual field. As discussed in paper 14<ref name=sota14>Stentz, A., Dima, C., Wellington, C., Herman, H., & Stager, D. (2002). A system for semi-autonomous tractor operations. Autonomous Robots, 13(1), 87-104.</ref>, determining a route for a tractor is not hard, it only requires the user to drive the desired route and then the autonomous system can replicate it, however in this use case, where the robot potentially is small, this would require a user to either use specialized equipment to determine a route, such as a remote drone, or to walk the route, which is less desirable. It is out of scope to fully design a system whichs creates a GPS route for the robot, however a solution similar to the method in paper 14 is suitable and technologically possible.<br />
<br />
Additionally, for bigger fields, a group of robots working together can be more cost-effective. In the case of fully autonomous robots, this means the robots must communicate and delegate parts of the field to each other. Depending on the implementation this can be done efficiently. Each robot could for example mark the visited coordinates or sectors on a shared digital data structure. Other robots can then avoid this areas and avoid doing extra work. Alternatively, at the initialization of the job, the robots could negotiate a sector of the field to be assigned to them and basically divide and conquer the work, as if the field was actually multiple small fields, worked by a single robot. Either way, this cooperation seems only marginally, if at all, <br />
more difficult than creating a fully autonomous robot and as such does not play for or against the fully autonomous system for deployment on bigger fields. <br />
As far as the semi-autonomous system is concerned, a possible cooperation technique for multiple such robots operating on the same big field could be a equal division of the pre-set path among all the cooperating robots. <br />
In conclusion, the size of the field does not particularly favor either implementation. Nevertheless, for an initial implementation, a single robot will work alone.<br />
<br />
Next to the size of the field, let us look at how the shape of the field impacts our design decision. First of all we have (near) rectangular fields. Arguably, such fields are easier to handle, both for (semi-) autonomous as well as non-autonomous systems, than irregular fields. One simple, but possibly suboptimal, manner of dealing with (near) rectangular fields is to drive the full length (or width) of the fields, turn around and repeat until the entire field has been covered. For a semi-autonomous system, such an approach can be created easily as discussed in paper 14<ref name=sota14>Stentz, A., Dima, C., Wellington, C., Herman, H., & Stager, D. (2002). A system for semi-autonomous tractor operations. Autonomous Robots, 13(1), 87-104.</ref>. For fully autonomous system, such a field should also be easy to operate on, as in the worst case, it should be able to do exactly the same as a semi-autonomous system; a simple reflex agent, which turns around once detects the field border (via GPS or some other feature) and some termination conditions might even suffice. <br />
Let us then turn to irregular field shapes. Currently, farmers are already dealing with irregular fields manually, as such a semi-autonomous system can be given a route without any issues. For autonomous systems, however, irregular fields might prove to be more challenging. Of course, this depends on the quality of the AI, but performance might be lower in the worse case (an approach might for example be a semi-bruteforce of the field), than the performance of a semi-autonomous system, but in the best case this might be better. Either system is able to handle an irregular field, but the performance of the autonomous system is heavily reliant on the quality of the AI and should be investigated for a conclusive recommendation. For the fruit orchard use case, however, the structure of the field is somewhat easier: a set of lines of trees can be followed by the robot to operate, meaning the AI does not have to be very complex.<br />
<br />
Of course, an automated solution should be able to deal with obstructions. A robot can for example encounter low hanging/broken off branches of the trees, humans and animals. The system uses proximity sensor to sense its surroundings: if an obstacle presents itself in the robots path, the robot will halt and notify the user. While it waits for the user's response, it will update its status every 5 seconds. If at any point, before user response, the obstacle is no longer present, the robot will notify the user and continue operation. If not, it will wait for the user, who can decide to halt operation until a later point (for example after the user has cleared the obstacle) or can order the robot to ignore the obstacle and continue operation: for example imagine a low hanging branch is obstructing the robot. In this case the user can decide if the robot should simple run into the branch, with the intention that the robot pushes the branch out of the way by running into it. This proximity sensor system will prevent run-ins with obstacles, unless instructed by the user, meaning the system is safe for animals and humans.<br />
<br />
Overall, when only looking at the maneuvering of the robot on the field, and the safety of the robot, the system is able to autonomously deal with an entire field. A semi-autonomous system is guaranteed to fully cover the field, and is cheaper than a fully autonomous solution, however it has the additional overhead that a route has to be predefined. A fully autonomous robot has the potential to be more efficient in its route, but is more technically challenging. Since the size of the field, and the cooperation between robots, does not favor any particular solution and the shape of the field inconclusively favors a semi-autonomous system, our recommendation is to utilize a semi-autonomous, single robot system for now, until fully autonomous systems become more mainstream and less expensive. <br />
<br />
Next we discuss how a system should behave when it needs to charge, needs to empty its container or has finished working the field. <br />
We can distinguish a couple of behaviours in such cases:<br />
*The robot signals the user and waits for it to be picked up<br />
**The robot stops where it was at that moment<br />
**The robot moves to the edge of the field or even a designated point at the edge of the field<br />
*The robot autonomously moves to a point, where it can charge, empty or wait<br />
**The point is at the field edge<br />
**The point is further away<br />
**The robot autonomously moves to work another field<br />
<br />
Before we discuss the pros and cons of the above behaviours, we must point out that the desired behaviour likely depends on the user. Some farms have all its fields close to or adjacent to each other, whereas other farms have their fields scattered around the vicinity. This heavily impacts whether a user is willing to pick up the robots or wants the robots to come to some “waiting place” or continue working another field. Also the wealth of the user determines whether each field has a charging point, or not. Finally the implementation of the charging point impacts the above: is it a fixed-in-place charging point, or more like a powerbank that you place where and when needed?<br />
On closed farms, meaning farms where you can move between fields without encountering random people or vehicles anywhere, a more automated approach is viable: The robot could move from a field to a charge, empty or wait point somewhere else on the farm easily by just following a set route. It would then be the user’s responsibility that no objects or people get in the way, which is very manageable. Alternatively, again, a fully autonomous system could be used for the routing and maneuvering to the point. We can present similar pros and cons for a fully autonomous versus a semi-autonomous system again as above, but for this particular use case (closed farm) a semi-autonomous system would do just fine.<br />
<br />
==Concept gripper==<br />
The gripper should grab all kinds of weeds and remove them efficiently. The first concept uses two long parallel rods, which extend under the weed so the stem of the weed will be in between the two rods. When the gripper is at its place, the rod, mounted to a carriage, will be moved towards the stationary rod and the stem will be clamped in between the two rods. Now the weed is hold tightly at a relatively strong point, it can be pulled out of the soil, together with its roots. The gripper can then move to a weed container and dropping the weed in there. Below, a drawing of this gripper is shown, together with a carriage that will move one of the rods. The movement of the carriage is done by a rack and pinion actuator. The drawing is just a concept: manufacturing margins, motors, bearing seatings etc. still have been left out of the picture.<br />
[[File:g5_q3_201819_gripper_side_view.png|400px|thumb|Side view of the gripper]]<br />
[[File:g5_q3_201819_gripper_iso_view.png|400px|thumb|Isometric view of the gripper]]<br />
<br />
==Battery==<br />
The robot needs to have energy to operate. The easiest way to provide the robot with energy is using a battery. Putting solar cells on the robot will not be enough, because the robot will operate underneath and between trees. The trees are blocking the sun, so the solar panels will not generate that much energy. Another option is providing energy by cables. A very long cable is needed in this situation, because the scope in which the robot works is very big. The cable can also be stuck behind some tree or other obstacle. Stationary cables providing energy (like is used by electric trains) is also not convenient. It is dangerous for human that enter the area, because they can get an electric shock. Also lots of cables are needed and it can be damaged easy. A battery doesn't have those disadvantages, but there is another disadvantage. A battery can run out of energy.<br />
<br />
A battery can be recharged, but that takes time. If the battery is in the robot, the robot has to wait till the battery is charged and cannot do the tasks for which it is intended. To solve this problem, there is an existing solution, namely a battery change system. In such a system, the battery can be easily removed from the robot and another battery can be placed. Currently the battery change is mostly done by humans, however the process is not difficult. We found a patent on a battery change system. The battery itself has contacts two opposite sides. At one side the contacts are used for charging and the contacts at the other side are used when the battery is in use. To remove the battery is something like a conveyor belt used. When the battery is removed, then a full battery needs to be placed in front of the battery space in the robot. This can be done with a linear movable battery rack. When the full battery is in front of the gap the conveyor belt is applied again to place the full battery in the robot. To see a picture of this, see [https://patents.google.com/patent/US4450400A/en].<br />
<br />
After measuring the battery usage the robot knows how long it can operate before getting the next battery. In the navigation, this can be taken into account. If this is done correctly, the robot will in practice never run out of battery.<br />
<br />
==Weed container==<br />
If you remove the weed and let it fall on the place where it was is not preferable. The removed weed can make that even more weed is growing on that place. If the robot makes the field weed free the next time, then the robot may detect the removed weed as weed that has to be removed. The speed of the robot decreases and the energy consumption increases. The removed weed can also be an obstacle, that the robot has to avoid the next time. Because of this, the robot has to take the weed and bring it to another place. It is not desirable that the robot per piece of weed drives to the place where the weed has to go. To collect the weed, the robot needs a weed container.<br />
<br />
If you throw the weed just in a container, then the container will be rapidly full, because most weed has a stiff structure. To solve this problem, a press can be installed in the container that makes the weed more compact. When the press has worked, more weed can be put in the container. The press does not have to work after each weed that is thrown into the container. This will impact the operation speed of the robot. If the top of the weed pile is to a certain level in the container, the press can operate. If the press does not go further than a set position, then the weed container is full and has to be emptied.<br />
<br />
Garbage trucks have the same functions as the weed container that we need in our robot. A size of a garbage truck is too large, so we should scale the solution a bit down, to fit it into our robot. For the weed container a scaled down version of a garbage truck can be used.<br />
<br />
The robot has to dump the weed also somewhere. This can be realized with an underground container that is only opened when the robot has to dump the weed in there. This is also a safety issue, such that human cannot fall in the gap. It is of course possible to open the container for human. The top of the container does not have to be electric. If it is realized as a sliding cover, then the robot can open and close it with the arm on which the tool to remove weed is.<br />
<br />
==Communication==<br />
[[File:G5_UI_app.png|200px|thumb|Mockup of application for owner]]<br />
<br />
The robot has to communicate with its owner, such that the owner has control over the robot. Furthermore, if the robot works together with other robots, it has to communicate to the other robots too. If collaborating robots do not communicate, they can come in a situation, in which they are waiting on each other.<br />
<br />
With multiple robots, it is the most efficient when there is one central control unit for all the robots, a server. The robot communicates, like the other robots, with the server. The owner of the robots communicates to the server too and the server forwards the commands of the user to the right robot.<br />
<br />
The contact between the robot and the server is via an internet connection. The robot is connected to the internet via a mobile network, like 4G. The robot has also the possibility to connect to the internet over a WiFi connection. To setup those connections and to do other things in the software of the robot, the robot has also an USB connection, over which the technicians can send commands.<br />
<br />
For safety, the robot has one or more physical emergency stop buttons, such that they are reachable without walking around the robot. If an emergency stop is pressed, the power supply of the robot will be switched off immediately.<br />
<br />
The owner of the robot can control the robot via a smartphone app. We will give a mock-up for such an app, but we will first give the functionality of the app:<br />
<br />
* Showing battery level<br />
* Showing fill level of weed container<br />
* Showing what the camera on the robot sees<br />
* Warning in case help of a human is needed (for example when the robot is stuck)<br />
* Showing the progress of the robot in the field<br />
* Pause and resume the operation of the robot<br />
* Start the operation of the robot<br />
* Stop the operation of the robot<br />
* Support for multiple robots<br />
<br />
Starting the operation can be done in multiple fields. The robot determines based on location data in which field it starts the operation. This means that the robot should be in the field where it should start operating.<br />
<br />
=Cost Analysis=<br />
[[File:Cost Analysis 2 G5.PNG|400px|thumb|Cost Analysis]]<br />
[[File:cost over years G5.PNG|400px|thumb|Cost Analysis]]<br />
[[File:pie chart costs G5.PNG|400px|thumb|Cost Analysis]]<br />
The cost analysis consists of estimates of part costs, and assembly costs. The estimates are very rough, and most likely are too low for a real product. The estimates are based on a hand made robot, not an assembly or factory with contracts with suppliers etc. Also some links are included with parts which could potentially be used.<br />
As visible in the table, part costs are approximately €6000. This is an estimate of the very minimal costs, and does not consider licensing fees, delivery costs etc. Neither does this include testing for functionality and quality and most likely, after an initial build, new or additional parts are required. <br />
The table also includes assembly and programming. It is hard to estimate a cost for those attributes. For a single robot/prototype, assembly and programming can be done in-house and would contain numerous ad-hoc solutions and inefficiencies. The values in the table represent a such in-house built and programmed robot. In a mass production environment the values would likely increase drastically.<br />
In conclusion, if we try to estimate the cost of a one-off in-house robot this would approach €20.000.<br />
The cost for recharging and maintaining the robot is undoubtedly less than refueling and maintaining a tractor with gasoline and hence the costs will not be calculated explicitly.<br />
<br />
Without going into detail about sell prices, taxes and all other aspects of running a company, and only looking at the estimated amount of €20.000, we can investigate how this compares to the already in place, pesticide solutions.<br />
We will analyse multiple scenarios and make recommendations based on those.<br />
Assumptions: pesticides cost €100 per acre, pesticides have to be sprayed every month on average, weeding using the robot has to be done every 2 weeks. <br />
The costs for the user we will consider for this case are only the costs of the pesticides needed to remove the weeds. Thus, per acre, per year, the user pays €1200 to use pesticides. <br />
The cost of the robot is €20.000. So if a user has 1 acre of land, the estimated time to earn back the money spent on the robot is 17 years. <br />
However if the user has 3 acres, the costs of pesticides per year are €3600, and then it only take about 6 years to earn back the money spent on a robot. <br />
The idea is clear: the more land the user has, the more profitable a switch to robots is. The only consideration is that the robot is able to remove the weeds from all of the orchards within two weeks, otherwise multiple robots must be purchased and the payback time increases drastically.<br />
<br />
Without testing and prototypes we cannot estimate the maintenance costs or life-span of our product.<br />
<br />
=Notes on design=<br />
The robot has 4 wheels, as 4 wheeled vehicles have proved to be effective and efficient in the agricultural sector there is no need to literally reinvent the wheel. <br />
The robot is small enough to fit between rows of trees in an orchard, but big enough to provide enough stability to maneuver through an orchard without issues. <br />
As not each orchard is the same, the size of the robot is not optimized to perfectly fit between a row of trees and cover either side, hence it only has one weeding arm. Future developments and iterations can change this property.<br />
<br />
= Operation=<br />
This section will describe the robot's operation in a real life environment.<br />
Before a robot can begin removing weeds in an orchard a number of steps have to be taken. First of all, the base station of the robot has to be installed, so that the robot can charge, empty its weed container and wait when it has finished operation. After this, a GPS route through the orchard has to be obtained and uploaded to the robot, and also a route from the base station to the orchard, which is preferably as small as possible. <br />
Now the robot can be started by the user and the robot will drive to the orchard and start removing weeds along the specified GPS route. With its cameras it will detect weeds, stop driving, remove the wees using the gripper mounted on the arm and place the weed in the robot's container, and continue driving until it finds more weeds. It will continue to do so until the entire route has been covered and then return to the base station, notifying the user that it has finished. It keeps track of its battery level, it makes sure to keep enough energy saved to return to the base station. If it needs to recharge during operation, it will notify the user and return to the base station and charge. After charging it notifies the user and returns to where it left off and continue operation. This process is identical for the emptying of the weed container. If the robot encounters situations it cannot deal with it notifies the user and halts operation until user response, unless the situation resolves itself and no longer obstructs the robot. Then it notifies the user that it has continued operation. <br />
<br />
The user is able to view the robot's location, battery level, how full the weed container is and view the robot's camera vision through an app. Via this app the robot can be started, paused and stopped.<br />
The user can schedule the robot's operation to for example have the robot remove weeds from field 1 every two weeks on monday, and remove weeds from field 2 every week tuesday etc. and can tell the robot to continue with another field after finishing one.<br />
<br />
=Discussion of future=<br />
This initial overview of robot for automated, semi-autonomous removal of weeds in the fruit orchard sector shows there is a future for such products. However, there is a lot of work and research left to do beforehand. For this particular design the following things remain to be done:<br />
*Proper part selection and testing<br />
*Testing weed detection implementation<br />
*Testing weed removal gripper<br />
*Determine and improve performance on all fronts (weed removal speed, battery life etc.)<br />
*Adjust cost analysis based on the above<br />
This is of course an iterative process.<br />
<br />
A working system in the fruit orchard sector opens doors to many other sectors, both in agriculture and outside. Based on our findings and on those who continue with this base, systems can be designed for other sectors and ultimately reduce the worldwide usage of pesticides to create a better future.<br />
<br />
=References=<br />
<references /><br />
<br />
==Websites of sources (changed to APA notation in references)==<br />
#https://www.aaai.org/ojs/index.php/aimagazine/article/view/1132<br />
#https://www.aaai.org/ojs/index.php/aimagazine/article/view/1130<br />
#https://patents.google.com/patent/US5943733A/en<br />
#https://patents.google.com/patent/US5204814A/en<br />
#https://www.sciencedirect.com/science/article/pii/S0168169907001688<br />
#https://patents.google.com/patent/US2941223A/en<br />
#https://www.sciencedirect.com/science/article/pii/S092188909600053X<br />
#https://s3.amazonaws.com/academia.edu.documents/37918498/06850799.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1549803092&Signature=8GCjA4uM%2FhDytKf1RFWUmk6m0t4%3D&response-content-disposition=inline%3B%20filename%3DPath_Planning_Algorithm_Development_for.pdf<br />
#https://www.osti.gov/etdeweb/servlets/purl/895225<br />
#https://pdfs.semanticscholar.org/6b2f/19d3bd58c12071129ba6adba16a87c229aaa.pdf<br />
#https://ac.els-cdn.com/S0301479715304412/1-s2.0-S0301479715304412-main.pdf?_tid=bd717970-3888-4fd2-8cfd-4f89ef37f34a&acdnat=1549800079_288b461fdbddadb9ecad9edaef4d7786<br />
#https://ac.els-cdn.com/S0921889002002415/1-s2.0-S0921889002002415-main.pdf?_tid=b448d981-30f4-41b9-b527-6e13619c967b&acdnat=1549800321_10552114fd41bada89923042bbd7034d<br />
#http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.418.3615&rep=rep1&type=pdf<br />
#https://www.researchgate.net/profile/Carl_Wellington/publication/239932742_A_System_for_SemiAutonomous_Tractor_Operations/links/559de2af08aec72001828a7e.pdf<br />
#https://onlinelibrary-wiley-com.dianus.libr.tue.nl/doi/epdf/10.1002/rob.20301<br />
#https://www.mdpi.com/1424-8220/8/2/1278/htm<br />
#https://www-sciencedirect-com.dianus.libr.tue.nl/science/article/pii/S1474667016449207<br />
#https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/7438821<br />
#https://www.mdpi.com/1424-8220/13/2/2645/htm<br />
#https://www-tandfonline-com.dianus.libr.tue.nl/doi/abs/10.1163/016918609X12586141083777<br />
#http://edepot.wur.nl/398419<br />
#https://patents.google.com/patent/US20150202770A1/en<br />
#https://patents.google.com/patent/US9373149B2/en<br />
#https://patents.google.com/patent/US8364334B2/en<br />
#https://dspace.mit.edu/handle/1721.1/111698#files-area<br />
#http://dspace.ewubd.edu/handle/123456789/2501<br />
#https://ieeexplore.ieee.org/abstract/document/8336636<br />
#https://tue.on.worldcat.org/oclc/5872746903<br />
#https://tue.on.worldcat.org/oclc/5154827494<br />
#https://tue.on.worldcat.org/oclc/5831032581<br />
#https://link.springer.com/article/10.1007/s12369-009-0011-9<br />
#https://tue.on.worldcat.org/oclc/4934432761<br />
#https://tue.on.worldcat.org/oclc/5387876416<br />
#https://ieeexplore.ieee.org/abstract/document/5169487<br />
#https://acadpubl.eu/jsi/2018-118-7-9/articles/8/55.pdf<br />
#https://doi.org/10.1016/B978-0-12-809881-3.00008-5<br />
#https://doi.org/10.1016/j.cropro.2015.02.017<br />
#https://link.springer.com/article/10.1023/A:1015674004201<br />
#https://library.wur.nl/WebQuery/wurpubs/376454<br />
#https://doi.org/10.1002/rob.21727<br />
#http://dx.doi.org/10.4081/jae.2017.583<br />
#http://edepot.wur.nl/1099<br />
#https://doi.org/10.1016/j.compag.2013.08.008<br />
#https://doi.org/10.1016/j.compag.2011.10.006</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=PRE2018_3_Group5&diff=68957PRE2018 3 Group52019-03-17T13:29:30Z<p>S153905: </p>
<hr />
<div>__TOC__<br />
'''Meaning of used colors'''<br />
<br />
Colors should be removed in the final version. They are to make changes and remarks better visible<br />
<br />
*Yellow background: remark what has to be done in section (maybe not directly possible).<br />
<br />
=General info=<br />
==Group members==<br />
{| class="wikitable"<br />
|-<br />
! Name<br />
! Student ID<br />
|-<br />
| Ruben Haakman<br />
| 0993994<br />
|-<br />
| Stan Latten<br />
| 1257196<br />
|-<br />
| Tom Mulders<br />
| 1008890<br />
|-<br />
| Jasper Stam<br />
| 1006240<br />
|-<br />
| Mathijs Vastenhouw<br />
| 1269496<br />
|}<br />
<br />
=Project setup=<br />
==Approach==<br />
After reviewing the literature, we will determine the requirements for the system. Based on these requirements we will investigate implementations for these requirements and analyse their suitability. We will analyse the costs associated with a solution and compare this to the current costs of using pesticides, the effects on the stakeholders and on the future of farming. Finally we will conclude with a recommendation for or against the automated removal of weeds on farm fields without the use of pesticides and recommend future research topics.<br />
<br />
==Milestones==<br />
*State-of-the-art analysis<br />
*Requirements Document<br />
*Use analysis<br />
*Implementation propositions<br />
*Implementation analysis<br />
*Cost analysis<br />
*Conclusion<br />
<br />
==Deliverables==<br />
*Requirements document<br />
*Implementation document<br />
*Use analysis<br />
*Cost analysis<br />
*Conclusion<br />
<br />
==Who's doing what==<br />
*Ruben: Design(electronics), cost analysis.<br />
*Stan: Design(general), Requirements, Use analysis.<br />
*Tom: Design(general), Requirements, Use analysis.<br />
*Jasper: Design(software), STOA analysis, Requirements, Use analysis.<br />
*Mathijs: Design(general), STOA analysis, cost analysis.<br />
<br />
==Planning==<br />
For each week, there are points what we plan to do in that week. Planning can change over the weeks, dependent on the progress in the project. Final versions of the documents will be delivered at the end of the quartile, but concept versions will be delivered earlier.<br />
===Week 1===<br />
* Introduction to course<br />
* Brainstorming about problem<br />
* Make problem statement<br />
* First idea on plan for project<br />
* Literature study on problem<br />
===Week 2===<br />
* Updated problem description<br />
* Concrete planning for project<br />
* Make plan more clear with introduction<br />
* Analysis of literature found in week 1<br />
* First idea on requirements<br />
* Start on USE stakeholder analysis<br />
===Week 3===<br />
* Concrete decisions on prototype<br />
* USE stakeholder analysis<br />
* Make requirements ready to start on design<br />
===Week 4-6===<br />
* Work on prototype<br />
* Analysis of requirements based on prototype and update if needed<br />
* Analysis of decisions made for prototype and update if needed<br />
* Update other documents if needed<br />
===Week 7===<br />
* Finalize prototype<br />
* Prepare presentation<br />
===Week 8===<br />
* Presentation<br />
<br />
==ToDo==<br />
===Week 2===<br />
* Arguments for problem - Everyone<br />
* Concrete planning - Jasper<br />
* Goal of the project, some introduction for project. Little story - Mathijs<br />
* State of the Art analysis - Ruben<br />
* Start with requirements - Stan<br />
* USE analysis - Tom<br />
* Function definition - Everyone<br />
* Concepts for functions - Everyone<br />
<br />
===Week 3===<br />
* Contact zoeken - Mathijs<br />
* State of the Art aanpassen - Ruben<br />
* Problem statement aanpassen - Tom<br />
* Nieuwe state of the Art content - Tom, Jasper<br />
* Idee voor grijper - Stan<br />
<br />
====Week 3 meeting====<br />
* nieuw onderwerp pixel farming bestaat al.<br />
* USE aspecten die je wil implementeren<br />
* Meneer van ..<br />
* er zijn contexten <br />
* praten met mensen om concreet te maken<br />
* maak het realistischer<br />
* luchthaven beltech<br />
* wageningen<br />
<br />
===Week 4===<br />
* Contact boeren, domeinkennis onkruid: Mathijs<br />
* Contact onderzoekers: Mathijs, Stan<br />
* Vragenlijst: Jasper<br />
* Requirements: Jasper<br />
* User analysis: Tom<br />
* Movement system: Ruben<br />
<br />
===Week 5===<br />
* Update wiki general info: Tom<br />
* Literature study/refer to articles<br />
** Weed: Ruben<br />
** Navigation: Tom<br />
** All other functions (charging, mobility, communication): Jasper<br />
* Visit greenhouse (inclusive preparation and reporting on wiki): Mathijs + Stan<br />
* Requirements (after visit greenhouse): Jasper + Tom<br />
<br />
====Update after Friday meeting====<br />
* Update structure of Wiki: Jasper<br />
* Structure of State of the art (not grouped on name, sources notation etc.): Jasper<br />
* Function definition update: Jasper<br />
* Report on visit farmer: Stan and Mathijs<br />
* Requirements: Tom<br />
* Modeling of solution: Stan and Mathijs<br />
* Function definition navigation: Tom<br />
* Literature study weed: Ruben<br />
* Planning: Tom<br />
<br />
====Week 5 Meeting====<br />
*Beperken tot 1 specifieke user:<br />
**Land of kas<br />
**Welk gewas<br />
**Voor welk onkruid<br />
*Literatuurstudie soorten onkruid<br />
*Stage verslag Jad Haj Mustafa<br />
<br />
=Problem=<br />
When farmers grow crops, the have to deal with weeds growing on their fields in between their crops. To remove these weeds, pesticides are used. These pesticides can be harmful to insects, animals and humans and might even contaminate (ground)water. Clearly an alternative is needed. <br />
<br />
==Problem statement==<br />
<br />
In the current situation, a lot of pesticides are used in farming. These pesticides are used for treating bugs and diseases, but also for weeds. With the trend to be more environmentally friendly, we are looking for alternatives for pesticides and big farm trucks. A possible solution for this problem is a cooperation of small autonomous farming machines, which can control a field together. However, this solution is not new, people have already been working on the navigation of these small machines and on the detection of weeds in fields of crops. [1] That’s why we will try to make a weed picking device to be able to pick weeds without damaging the crops. For these small devices, we see future in the vertical agriculture as well, because they allow for a higher field density. <br />
<br />
[1] https://ieeexplore.ieee.org/document/6740018<br />
<br />
=State of the Art=<br />
==Finding articles==<br />
<br />
<!--===Jasper===--><br />
Article about a trash collecting robot (team). It is about office cleanup, but with some changes the technique can also be relevant for outside use.<br />
It is about a competition. One document describes the solution of the winning team, the other gives some more information about the competition.<ref name=sota1>Balch, T., Boone, G., Collins, T., Forbes, H., MacKenzie, D., & Santamar, J. C. (1995). Io, Ganymede, and Callisto a multiagent robot trash-collecting team. AI magazine, 16(2), 39.</ref><ref name=sota2>Simmons, R. (1995). The 1994 AAAI robot competition and exhibition. AI magazine, 16(2), 19.</ref><br />
<br />
A patent for sucking and filtering for a dust collection vehicle.<ref name=sota3>Tagliaferri, F. (1999). U.S. Patent No. 5,943,733. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
A patent for an autonomous lawn mower robot. Also about navigating over the lawn.<ref name=sota4>Noonan, T. H., Fisher, J., & Bryant, B. (1993). U.S. Patent No. 5,204,814. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
Paper about weed control, describing navigating through specific areas, detecting weed with a camera, making weed maps and spraying weed.<ref name=sota5>Slaughter, D. C., Giles, D. K., & Downey, D. (2008). Autonomous robotic weed control systems: A review. Computers and electronics in agriculture, 61(1), 63-78.</ref><br />
<br />
A patent for a snow sweeper for sidewalks.<ref name=sota6>Klauer, W. E. (1960). U.S. Patent No. 2,941,223. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
<!--===Tom===--><br />
Paper about the design of an autonomous vacuum cleaner.<ref name=sota7>Ulrich, I., Mondada, F., & Nicoud, J. D. (1997). Autonomous vacuum cleaner. Robotics and autonomous systems, 19(3-4), 233-245.</ref><br />
<br />
Paper about pathing algorithms for autonomous vacuum cleaner robots. <ref name=sota8>Hasan, K. M., & Reza, K. J. (2014, May). Path planning algorithm development for autonomous vacuum cleaner robots. In 2014 International Conference on Informatics, Electronics & Vision (ICIEV) (pp. 1-6). IEEE.</ref><br />
<br />
Analysis of snow melting approaches.<ref name=sota9>Lund, J. W. (2000). Pavement snow melting. Geo-Heat Center Quarterly Bulletin, 21(2), 12-19.</ref><br />
<br />
Paper about machine vision application for weed removal.<ref name=sota10>Giles, D. K., & Davis, C. (1996). Development of a machine vision system for weed control using precision chemical application.</ref><br />
<br />
Analysis of pavement maintenance methods.<ref name=sota11>Winston, R. J., Al-Rubaei, A. M., Blecken, G. T., Viklander, M., & Hunt, W. F. (2016). Maintenance measures for preservation and recovery of permeable pavement surface infiltration rate–The effects of street sweeping, vacuum cleaning, high pressure washing, and milling. Journal of environmental management, 169, 132-144.</ref><br />
<br />
Research into small (< 20kg) urban robots for disaster relief.<ref name=sota12>Matthies, L., Xiong, Y., Hogg, R., Zhu, D., Rankin, A., Kennedy, B., ... & Sukhatme, G. (2002). A portable, autonomous, urban reconnaissance robot. Robotics and Autonomous Systems, 40(2-3), 163-172.</ref><br />
<br />
Small summary of robots in farming<ref name=sota13>Yaghoubi, S., Akbarzadeh, N. A., Bazargani, S. S., Bazargani, S. S., Bamizan, M., & Asl, M. I. (2013). Autonomous robots for agricultural tasks and farm assignment and future trends in agro robots. International Journal of Mechanical and Mechatronics Engineering, 13(3), 1-6.</ref><br />
<br />
Autonomous tractors<ref name=sota14>Stentz, A., Dima, C., Wellington, C., Herman, H., & Stager, D. (2002). A system for semi-autonomous tractor operations. Autonomous Robots, 13(1), 87-104.</ref><br />
<br />
<!--===Stan===--><br />
Paper about navigation on pavements, avoiding litter, pedestrians and bicycles.<ref name=sota15>Morales, Y., Carballo, A., Takeuchi, E., Aburadani, A., & Tsubouchi, T. (2009). Autonomous robot navigation in outdoor cluttered pedestrian walkways. Journal of Field Robotics, 26(8), 609-635.</ref><br />
<br />
Paper about asphalt analysis, to detect whether the road needs maintenance. This paper was actually meant for airborne sensing, but could be used by our robot as well.<ref name=sota16>Pascucci, S., Bassani, C., Palombo, A., Poscolieri, M., & Cavalli, R. (2008). Road asphalt pavements analyzed by airborne thermal remote sensing: Preliminary results of the venice highway. Sensors, 8(2), 1278-1296.</ref><br />
<br />
Paper about stair-climbing methods for robots, useful for our robot to easily get on or off the pavement.<ref name=sota17>Labecki, P., Walas, K., & Kasinski, A. (2011). Autonomous stair climbing with multisensor feedback. IFAC Proceedings Volumes, 44(1), 8159-8164.</ref><br />
<br />
Article about weather forecasting in the road [network. Could be used by our robot to predict which task it has to do (e.g. de-icing the road)<ref name=sota18>Tomás, V. R., Pla-Castells, M., Martínez, J. J., & Martínez, J. (2016). Forecasting adverse weather situations in the road network. IEEE Transactions on Intelligent Transportation Systems, 17(8), 2334-2343.</ref><br />
<br />
Paper about autonomous docking at a recharging station for autonomous vehicles in general<ref name=sota19>Pérez, J., Nashashibi, F., Lefaudeux, B., Resende, P., & Pollard, E. (2013). Autonomous docking based on infrared system for electric vehicle charging in urban areas. Sensors, 13(2), 2645-2663.</ref><br />
<br />
Article about an autonomous cleaning robot for outdoor use, including path-finding and memory of cleaned areas<ref name=sota20>Chang, M. S., Chou, J. H., & Wu, C. M. (2010). Design and implementation of a novel outdoor road-cleaning robot. Advanced Robotics, 24(1-2), 85-101.</ref><br />
<br />
Article about different kind of weeds<ref name=sota21>Goddrie, P. D. (1965). Chemische onkruidbestrijding in de fruitteelt (No. 5). [sn].</ref><br />
<br />
<!--===Ruben===--><br />
Patent for communication of an autonomous sidewalk robot<ref name=sota22>Patron, A., Colin, Y., Bertrand, B., Pho, V., & Abhyanker, R. (2015). U.S. Patent Application No. 14/269,081.</ref><br />
<br />
Patent for an autonomous neighborhood vehicle controllable through a neighborhood social network<ref name=sota23>Abhyanker, R. (2016). U.S. Patent No. 9,373,149. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
Patent for a system and method for navigating an autonomous vehicle using laser detection and ranging<ref name=sota24>Au, K. W., Touchberry, A. B., VanVoorst, B., & Schewe, J. (2013). U.S. Patent No. 8,364,334. Washington, DC: U.S. Patent and Trademark Office.</ref><br />
<br />
Paper about autonomous vehicles navigating trough sidewalks buildings and hallways<ref name=sota25>Everett, M. F. (2017). Robot designed for socially acceptable navigation (Doctoral dissertation, Massachusetts Institute of Technology).</ref><br />
<br />
Paper about an Autonomous Robot for Garbage Detection and Collection<ref name=sota26>Bhuiyan, M. N. I., Islam, N., & Shohag, M. H. (2017). Autonomous Robot for Garbage Detection and Collection (Doctoral dissertation, East West University).</ref><br />
<br />
Paper about multiple robots in smart city applications<ref name=sota27>Abbasi, M. H., Majidi, B., & Manzuri, M. T. (2018, February). Deep cross altitude visual interpretation for service robotic agents in smart city. In 2018 6th Iranian Joint Congress on Fuzzy and Intelligent Systems (CFIS) (pp. 79-82). IEEE.</ref><br />
<br />
<!--===Mathijs===--><br />
Paper on small autonomous robots working together to do big tasks.<ref name=sota28>Guillet, A., Lenain, R., Thuilot, B., & Martinet, P. (2014). Adaptable robot formation control: adaptive and predictive formation control of autonomous vehicles. IEEE Robotics & Automation Magazine, 21(1), 28-39.</ref><br />
<br />
Paper on autonomous navigation on crowded sidewalks.<ref name=sota29>Morales, Y., Carballo, A., Takeuchi, E., Aburadani, A., & Tsubouchi, T. (2009). Autonomous robot navigation in outdoor cluttered pedestrian walkways. Journal of Field Robotics, 26(8), 609-635.</ref><br />
<br />
Paper on robot navigation in highly populated pedestrian zones.<ref name=sota30>Kümmerle, R., Ruhnke, M., Steder, B., Stachniss, C., & Burgard, W. (2015). Autonomous robot navigation in highly populated pedestrian zones. Journal of Field Robotics, 32(4), 565-589.</ref><br />
<br />
Paper on human-robot interaction in urban environments.<ref name=sota31>Bauer, A., Klasing, K., Lidoris, G., Mühlbauer, Q., Rohrmüller, F., Sosnowski, S., ... & Buss, M. (2009). The autonomous city explorer: Towards natural human-robot interaction in urban environments. International journal of social robotics, 1(2), 127-140.</ref><br />
<br />
Paper on the design of a litter collecting robot.<ref name=sota32>Bonnema, G. M. (2012). System design of a litter collecting robot. Procedia computer science, 8, 479-484.</ref><br />
<br />
Article on electric snow removal by placing heating mats.<ref name=sota33>Anonymous. (1998). The abcs of an electric snow-removal system. Air Conditioning, Heating & Refrigeration News, 204(18), 8-8.</ref><br />
<br />
<!--===Weed detection and removal===--><br />
With a growing world population and increasing demand of biological products, farmers are looking for new ways to improve their ways to remove weeds. Therefore there has been a lot of research on improvement of automatic and non-chemical weed removal.<br />
<br />
Complete robots which are able to navigate autonomous on a field are already available (5, 36, 41).<br />
Also weed detection with a camera and machine vision is possible (5, 33, 34).<br />
Most of the weeding robots use chemicals to remove the weeds. There aren't many robots which are able to mechanicaly remove weeds. 42 and 43 describe both a possible method to remove weeds mechanically.<br />
<br />
Paper about an algorithm that can detect weeds and also classify it.<ref name=sota34>Siddiqi, M. H., Ahmad, I., & Sulaiman, S. B. (2009, April). Weed recognition based on erosion and dilation segmentation algorithm. In 2009 International Conference on Education Technology and Computer (pp. 224-228). IEEE.</ref><br />
<br />
Paper about weed recognition trough image processing.<ref name=sota35>Kaarthik, K., & Vivek, C. (2018). Weed Remover In Agricultural Field Through Image Processing. International Journal of Pure and Applied Mathematics (pp. 393-399). Ijpam.</ref><br />
<br />
Paper about mechanical weed removal.<ref name=sota36>Hussain, M., Farooq, S., Merfield, C., & Jabran, K. (2018). Mechanical weed control. In Non-Chemical Weed Control (pp. 133-155). Academic Press.</ref><br />
<br />
Paper about an intelligent mechanical weeding machine<ref name=sota37>Melander, B., Lattanzi, B., & Pannacci, E. (2015). Intelligent versus non-intelligent mechanical intra-row weed control in transplanted onion and cabbage. Crop Protection, 72, 1-8.</ref><br />
<br />
Paper where test for mechanical weed control in greenhouses work<ref name=sota38>Åstrand, B., & Baerveldt, A. J. (2002). An agricultural mobile robot with vision-based perception for mechanical weed control. Autonomous robots, 13(1), 21-35.</ref><br />
<br />
Thesis on weed control. Very interesting also techniques for removing weed are discussed<ref name=sota39>Bakker, T. (2009). An autonomous robot for weed control: design, navigation and control.</ref><br />
<br />
Paper about a robot for plant-species–specific weed management using mechanical or chemical module to remove the weed<ref name=sota40>Bawden, O., Kulk, J., Russell, R., McCool, C., English, A., Dayoub, F., ... & Perez, T. (2017). Robot for weed species plant-specific management. Journal of Field Robotics, 34(6), 1179-1199.</ref><br />
<br />
Paper about different methods for non-chemical weed control<ref name=sota41>Peruzzi, A., Martelloni, L., Frasconi, C., Fontanelli, M., Pirchio, M., & Raffaelli, M. (2017). Machines for non-chemical intra-row weed control in narrow and wide-row crops: a review.</ref><br />
<br />
Paper about the complete design of an autonomous weeder robot platform<ref name=sota42>Bakker, T. (2009). An autonomous robot for weed control: design, navigation and control.</ref><br />
<br />
2 Papers about mechanical removing weed between plants<ref name=sota43>Gobor, Z., Lammers, P. S., & Martinov, M. (2013). Development of a mechatronic intra-row weeding system with rotational hoeing tools: Theoretical approach and simulation. Computers and electronics in agriculture, 98, 166-174.</ref><ref name=sota44>Pérez-Ruiz, M., Slaughter, D. C., Gliever, C. J., & Upadhyaya, S. K. (2012). Automatic GPS-based intra-row weed knife control system for transplanted row crops. Computers and Electronics in Agriculture, 80, 41-49.</ref><br />
<br />
==Analysis of found articles==<br />
We found reports complete farming robots that are fighting weed. Some of these robots are spraying pesticide to fight weed. Our intention is to not use pesticides, but remove the weed mechanically. The reports are on robots that can be used in other farming disciplines, for example outside vegetable growing and in greenhouses. In those reports there is useful information about different important topics for us, like navigation and weed recognition. Examples of those reports are<ref name=sota5 /><ref name=sota42 /><br />
<br />
===Navigation===<br />
Navigation is an important topic. The robot should be able to find its way trough the fields in which it operates. Navigation is not only finding a route, such that the complete field is covered, but also the lifespan of the battery has to be taken into account and obstacles has to be avoided. We found several papers on navigation, both in farming and other robotic areas. The navigation in other robotic areas can be useful for the way of navigating in farming, because of similarities.<ref name=sota1 /><ref name=sota2 /><ref name=sota4 /><ref name=sota5 /><ref name=sota8 /><ref name=sota12 /><ref name=sota15 /><ref name=sota20 /><ref name=sota24 /><ref name=sota25 /><ref name=sota29 /><ref name=sota30 /><ref name=sota31 /><br />
<br />
===Recognition of weed===<br />
<br />
===Collaboration of different robots===<br />
OLD:<br />
When there are multiple robots which must work together on one task it is important that they can communicate with each other and divide the tasks. Communication can also be used to prevent robots from colliding and let them work more efficiently. There are multiple papers and patents about communication between robots, human-robot interaction and multiple robots driving on sidewalks and other smart city applications.<br />
<br />
===Weed control===<br />
OLD:<br />
Robots are able to detect and remove weed. It is possible to accurately recognize different kinds of weed by machine vison and precisely remove these without effecting the surrounding area.<br />
<br />
=Stakeholder analysis=<br />
<br />
==Users and other stakeholders==<br />
<div style="background-color:yellow">This subsection can be removed if everything is described in USE analysis</div><br />
* Farmers<br />
* Consumers<br />
* Governments<br />
* Society<br />
<br />
==USE Analysis==<br />
<div style="background-color:yellow">Make clear subsections</div><br />
In this analysis we will first sketch the ideal operation of the robot: its functionality and deployment. Then we will analyse the effects and implications of the robot for each of the following stakeholders: Farmers, consumers, governments, society.<br />
<br />
Functionality and deployment<br />
The robot operates exclusively on farm fields (potentially in a greenhouse). It removes weeds from in between the crop, without damaging the crop and without using pesticides. Potentially multiple robots work together on the same field.<br />
<br />
Stakeholders<br />
Farmers:<br />
First of all, farmers will no longer have to purchase pesticides, but will have to buy and maintain the robot. While the upfront cost of a (set of) robot(s) might be bigger than the cost of pesticides, the maintenance cost will be lower and hence will be more cost effective in the long run.<br />
Without the use of pesticides, farmers will no longer have to worry about any of the negative effects of the pesticides and hence will never suffer the consequences of potentially harmful product. <br />
Farmers may see an increase in demand and hence revenue, as people are potentially more inclined to buy pesticide-free products.<br />
Removed weeds can potentially be used as fertilizer or fuel.<br />
<br />
Consumers:<br />
No pesticides on food suggests healthier food and hence healthier and happier consumers. <br />
Since no pesticides have to be purchased, the product are cheaper.<br />
<br />
Governments:<br />
Do not deal with the consequences of harmful product, contaminated (ground) water etc. <br />
<br />
Society:<br />
Less pesticides implies healthier ecosystem, hence better world to live in. <br />
<br />
==User analysis==<br />
<div style="background-color:yellow">Embed User in USE analysis</div><br />
The document describes potential user groups, and discusses which solutions fit which customer and on which customer we will focus. In general, our product is aimed towards farmers who can deploy the robot on their fields. However, there are different kind of farms and different kind of farmers. By the nature and purpose of the robot, it should be evident that robot is aimed towards farmers who grow crops and experience negative effects from weed growth on their fields. This excludes farmers who only keep animals, or do not have a weeds growing on their fields (like in greenhouses). <br />
Hence the main prospective user group is farmers who grows crops outside (so not in a greenhouse or anything alike).<br />
<br />
We can identify multiple different type of farms in this subgroup, however. <br />
Open farms: farms with their fields scattered around the area, where the areas between the farms can contain roads, buildings or other entities, not owned or controlled by the user. On such farms, the environment is highly variable and uncontrolled. People or animals can be found around or even on the fields. <br />
Closed farms: farms with their fields on a single, or set of, properties owned and managed by the user. These properties are closed for the public and the environment is controlled. Anything that happens on the farm can be controlled and adjusted in a way the user desires.<br />
Next-gen automated farms: farms which are in an experimental phase and are aimed towards full automation. As such, these farms are designed and managed for and by robots. Outside interaction is (very) limited. Conditions are controlled. (example: pixel farming)<br />
<br />
Each of these user groups will require the robot and autonomous system we are discussing to behave differently. <br />
For open farms, a user must either pick up the robots from fields and place them at fields themselves, or the robot must be able to maneuver public grounds and roads autonomously. Moverover, each field or set fields that is disconnected from other fields, must either have a charging and emptying point, or the user must manually move the robots to such points. Or even have to empty and charge the robot manually. Clearly, a fully autonomous robot could do such things autonomously, but for the near future such autonomy does not exist yet. Designing, implementing, and testing it would cost a lot of time and money and hence we decide to not offer such autonomy. The user-unfriendly nature of manual pick-ups and drop-offs of the robots is unlikely to appeal to any real customer, and as a result, we will not focus on this user group our system. <br />
As far as closed farms are concerned, an automated system is easier to realise. The movement between fields, charging and emptying points is not hindered by any entities, assuming the user enables this: proper briefing of staff and keeping routes obstacle free will allow an automated system to function effectively. Given this, our robot system will be able to operate effectively and efficiently: since we do not offer full autonomy, the routes in between fields, charging and emptying points will have to be provided to the system, as such, these routes should be kept fully accessible at all time. In conclusion, closed farms are a consideration for the main target group for this project.<br />
<br />
Finally, there is next-gen automated farms. By the nature of these farms, our robot would be a perfect fit in such environments. Hence such farms are a consideration for the main target group for this project.<br />
<br />
In order to maximize the number of potential users, and the experimental nature of “next-gen” farming, we have chosen to focus our product towards closed farms.<br />
<br />
==Contact with users and other research teams==<br />
<br />
===availability===<br />
*Tom: maandag middag, dinsdag, donderdag middag<br />
*Jasper: maandag middag, dinsdag ochtend niet 19-2, woensdag ochtend, donderdag middag <br />
*Ruben: Maandag middag, woensdag vanaf 13 maart, donderdag 21 en 28 maart, vrijdag middag<br />
*Mathijs: Maandag middag, dinsdag middag niet 26, woensdag, donderdag.<br />
*stan: Maandag middag, dinsdag middag, woensdag, donderdag.<br />
<br />
===Questions===<br />
====User====<br />
* Is weed a big problem?<br />
* How do you currently fight weed?<br />
* How how many time costs it take to fight weed?<br />
* How many people are needed to fight weed?<br />
* What is the planning in removing weed? i.e. after how many time should you start again with the fields, how many times a season do you need to go over each field.<br />
* How big is the area in which weed should be removed?<br />
* Are all the locations reachable without using public roads?<br />
* Are there many animals such as rabbits, birds in the fields?<br />
* Which tools do you use currently?<br />
* What is the cost of the tools and how long do they last?<br />
* What it the cost of the people that are removing the weed?<br />
====Other researchers====<br />
* What are the main advantages of fighting weed with robots?<br />
* What is the main problem of pesticides?<br />
* What is the current solution, you have?<br />
* What is the weight of that solution?<br />
* How many energy consumes the current solution?<br />
* Is the solution dependent on the type of crop and on other circumstances?<br />
<br />
===Interview===<br />
<br />
<br />
[[File:G5_Q3_1.jpg|400px|thumb|Overview of situation]]<br />
[[File:G5_Q3_2.jpg|400px|thumb|Twigs that should be removed]]<br />
[[File:G5_Q3_3.jpg|400px|thumb|Obstruction by dead tree and dead weeds]]<br />
[[File:G5_Q3_4.jpg|400px|thumb|Obstruction by tree trunks]]<br />
[[File:G5_Q3_5.jpg|400px|thumb|Obstruction by broken guide wood]]<br />
<br />
Interview with the Farmer<br />
<br />
We went to a farmer and came to the conclusion that greenhouses are not the right location for our robot plans and ideas. However, for the outside fruit cultivation it could be very useful. We got the tip to look at fruit trees like apples, pear and cherries, instead of his strawberries. These are grown in the neighborhood as well. We found a fruit farmer who was willing to tell us something about his farming and he answered all our questions. <br />
After the interview we went to have a look in the fields. We made pictures of the situation and from a lot of the common obstructions. This gives us a good image for making a model of the environment we are facing.<br />
<br />
Is weed a big problem?<br />
Weed is quite an issue as it takes away moisture and nutrients from the crops growing and thus having a negative impact on harvest rates as the crops cannot grow as good as they would without weeds. <br />
How do you currently fight weed?<br />
We are currently using herbicides to fight the weeds. As the biggest problem we have is actually the weed couch-grass, which is found everywhere around the trees, removing this manually without the use of herbicides is almost impossible as it is a very time consuming task.<br />
How much time does it take to fight weed?<br />
We can treat the complete farm with herbicides in a couple of hours. However, before we can do the treatment, the land has to be dry and the weather forecast should not give any rain for the coming day, in order for the herbicides to do their work.<br />
How many people are needed to fight weed?<br />
To apply the herbicides to the farmland, we drive in between the tree rows with a small tractor, including a trailer which contains a tank with the herbicide mixture and a spraying device which sprays the herbicides just next to the trees.<br />
What is the planning in removing weed? i.e. after how many time should you start again with the fields, how many times a season do you need to go over each field.<br />
<br />
How big is the area in which weed should be removed?<br />
Are all the locations reachable without using public roads?<br />
Are there many animals such as rabbits, birds in the fields?<br />
Which tools do you use currently?<br />
What is the cost of the tools and how long do they last?<br />
What it the cost of the people that are removing the weed?<br />
<br />
=Function definition=<br />
<br />
==RPCs==<br />
===Requirements===<br />
* The system recharges autonomously<br />
* The system must be able to differentiate crops from weeds<br />
* The system removes weed from the farm field and collects it for disposal<br />
* The system moves itself around the farmfield, following a predefined pattern unique for each farmfield<br />
* The system must not be harmful for the crops.<br />
===Preferences===<br />
* The system can operate for a long time before having to recharge<br />
* The system should make minimal errors in recognizing weeds<br />
* The system can work with 3D patterns, allowing applications in 'farm flats', reducing land area use<br />
* The system should damage the ground as less as possible<br />
===Constraints===<br />
* The system has to be more cost-efficient than human workers<br />
* The system has to be intelligent, has to know what to do<br />
* The system does never run out of power, so it has to return to the charging station in time<br />
* The system does not use pesticides<br />
<br />
<div style="background-color:yellow">Below isn't part of constraints. This should be the subsections here. The list can be removed if all subsections exist.</div><br />
<br />
* Method of moving around the farmfield<br />
* Differentiate crops from weeds<br />
* Grab the weeds efficiently, universal for all weed types and orientations<br />
* Move gripper from weed container to the weed on the farmfield and vice versa<br />
* Battery monitoring to know when to stop<br />
* Recharging at recharging station<br />
* Weedcontainer monitoring and emptying mechanism<br />
* Navigation around the farmfield<br />
<br />
==Weed control==<br />
<br />
Good weed control is important for farmers in order to maximize their yields. Weeds can decrease the amount of space, light, water and nutrients available for the crops. Weeds can also act as a shelter for insects and other animals like rats and mice. It is necessary to remove these weeds and prevent them from growing. Weed control has become an important part in farming because it has a big impact on the amount which can be harvested from the plants.<br />
<br />
<br />
Weeds can be divided into three groups:<br />
<br />
*Annual weeds: These weeds spread by seed and have a lifespan of one year, but produce a lot of seeds for the next year.<br />
*Biennial weeds: lifespan of two years. The grow only a cluster of leaves in the first year. The second year it produces flowers and seeds after which it will die. <br />
*Perennial weeds: Those weeds have big roots underground, so they are able to survive multiple years. Even if the part above the ground is removed, it will grow again the next year. These weeds are therefore the hardest to control.<br />
<br />
<br />
Examples of some of the most common weeds:<br />
<br />
*Cleavers (annual weed)<br />
*Thistles (biennial weed)<br />
*Stingnig nettles (perennial weed)<br />
*Couch grass (perennial weed)<br />
<br />
<br />
Types of weed control:<br />
<br />
*Cultural: Prevents the weeds from growing by reducing open spaces where weeds can grow by placing the desired plants close to each other. This method can be used in gardens but isn’t practical at farming because most crops need enough space between each other. <br />
<br />
*Mechanical: Pulling out or damaging the weeds causing them to die. These methods are effective but often time consuming. Pulling out the weed including the roots is one of the most effective ways. However, this is very time consuming since it must be done by hand. Ploughing the ground uproots weeds and causing most of them to die. This can be done with a machine, but some weeds can still continue growing if their roots aren't damaged.<br />
<br />
*Chemical: Using pesticides which kill the weeds but not the desired plants. This method is less time consuming but doesn’t work with all weeds and can be harmful for the environment. Farmers spray the chemicals mostly with a big machine on the weeds. This can only be done when there isn't too much wind.<br />
<br />
<br />
==Navigation around the farmfield==<br />
As described in the problem statement, the robot should be able to move autonomously. For this document, we will investigate 1. how the robot autonomously maneuvers across fields, covering it fully and 2. How the robot operates when it needs to charge, needs to empty its container or has finished working a field. <br />
<br />
For the autonomous maneuvering across fields we consider the following approaches:<br />
Full autonomy: the robot will given a field, determined by GPS coordinates, autonomously decide a(n) (optimal) route to fully cover a field.<br />
Semi-autonomy: the robot will follow set route, obtained from GPS data generated by the user or provider of the robot. <br />
For both approaches the robot will automatically detect obstacles including humans and animals and halt operation temporarily. <br />
<br />
Full autonomy is highly desirable, as this improves the portability of the robot, reduces overhead for client and provider and potentially increases efficiency, in cases where a provided route is not optimal. However, full autonomy is hard to achieve, bears greater upfront costs and potentially is not cost-effective at all. <br />
Semi-autonomy, on the other hand, is cheaper and easier to implement, as following a set GPS route is near trivial. However it has the overhead that a GPS route has to be determined before operation can commence. Determining a (good) GPS is not hard, but costs time and effort, and has to be done for every individual field. As discussed in paper 14, determining a route for a tractor is not hard, it only requires the user to drive the desired route and then the autonomous system can replicate it, however in this use case, where the robot potentially is small, this would require a user to either use specialized equipment to determine a route, such as a remote drone, or to walk the route, which is less desirable.<br />
<br />
Additionally, for bigger fields, a group of robots working together can be more cost-effective. In the case of fully autonomous robots, this means the robots must communicate and delegate parts of the field to each other. Depending on the implementation this can be done efficiently. Each robot could for example mark the visited coordinates or sectors on a shared digital data structure. Other robots can then avoid this areas and avoid doing extra work. Alternatively, at the initialization of the job, the robots could negotiate a sector of the field to be assigned to them and basically divide and conquer the work, as if the field was actually multiple small fields, worked by a single robot. Either way, this cooperation seems only marginally, if at all, <br />
more difficult than creating a fully autonomous robot and as such does not play for or against the fully autonomous system for deployment on bigger fields. <br />
As far as the semi-autonomous system is concerned, a possible cooperation technique for multiple such robots operating on the same big field could be a equal division of the pre-set path among all the cooperating robots. <br />
In conclusion, the size of the field does not particularly favor either implementation. <br />
<br />
Next to the size of the field, let us look at how the shape of the field impacts our design decision. First of all we have (near) rectangular fields. Arguably, such fields are easier to handle, both for (semi-) autonomous as well as non-autonomous systems, than irregular fields. One simple, but possibly suboptimal, manner of dealing with (near) rectangular fields is to drive the full length (or width) of the fields, turn around and repeat until the entire field has been covered. For a semi-autonomous system, such an approach can be created easily as discussed in paper 14. For fully autonomous system, such a field should also be easy to operate on, as in the worst case, it should be able to do exactly the same as a semi-autonomous system; a simple reflex agent, which turns around once detects the field border (via GPS or some other feature) and some termination conditions might even suffice. <br />
Let us then turn to irregular field shapes. Currently, farmers are already dealing with irregular fields manually, as such a semi-autonomous system can be given a route without any issues. For autonomous systems, however, irregular fields might prove to be more challenging. Of course, this depends on the quality of the AI, but performance might be lower in the worse case (an approach might for example be a semi-bruteforce of the field), than the performance of a semi-autonomous system, but in the best case this might be better. Either system is able to handle an irregular field, but the performance of the autonomous system is heavily reliant on the quality of the AI and should be investigated for a conclusive recommendation. <br />
<br />
Overall, when only looking at the maneuvering of the robot on the field, TODO: safety , a robot is able to autonomously deal with an entire field. A semi-autonomous system is guaranteed to fully cover the field, and is cheaper than a fully autonomous solution, however it has the additional overhead that a route has to be predefined. A fully autonomous robot has the potential to be more efficient in its route, but is more technically challenging. Since the size of the field, and the cooperation between robots, does not favor any particular solution and the shape of the field inconclusively favors a semi-autonomous system, our recommendation is to utilize a semi-autonomous system for now, until fully autonomous systems become more mainstream and less expensive. <br />
<br />
Next we discuss how a system should behave when it needs to charge, needs to empty its container or has finished working the field. <br />
We can distinguish a couple of behaviours in such cases:<br />
The robot signals the user and waits for it to be picked up<br />
The robot stops somewhere in the field<br />
The robot moves to the edge of the field or even a designated point at the edge of the field<br />
The robot autonomously moves to a point, where it can charge, empty or wait<br />
The point is at the field edge<br />
The point is further away<br />
The robot autonomously moves to work another field<br />
<br />
Before we discuss the pros and cons of the above behaviours, we must point out that the desired behaviour likely depends on the user. Some farms have all its fields close to or adjacent to each other, whereas other farms have their fields scattered around the vicinity. This heavily impacts whether a user is willing to pick up the robots or wants the robots to come to some “waiting place” or continue working another field. Also the wealth of the user determines whether each field has a charging point, or not. Finally the implementation of the charging point impacts the above: is it a fixed-in-place charging point, or more like a powerbank that you place where and when needed?<br />
TODO: specify charging point<br />
On closed farms, meaning farms where you can move between fields without encountering random people or vehicles anywhere, a more automated approach is viable: The robot could move from a field to a charge, empty or wait point somewhere else on the farm easily by just following a set route. It would then be the user’s responsibility that no objects or people get in the way, which is very manageable. Alternatively, again, a fully autonomous system could be used for the routing and maneuvering to the point. We can present similar pros and cons for a fully autonomous versus a semi-autonomous system again as above, but for this particular use case (closed farm) a semi-autonomous system would do just fine.<br />
<br />
==Concept gripper==<br />
The gripper should grab all kinds of weeds and remove them efficiently. The first concept uses two long parallel rods, which extend under the weed so the stem of the weed will be in between the two rods. When the gripper is at its place, the rod, mounted to a carriage, will be moved towards the stationary rod and the stem will be clamped in between the two rods. Now the weed is hold tightly at a relatively strong point, it can be pulled out of the soil, together with its roots. The gripper can then move to a weed container and dropping the weed in there. Below, a drawing of this gripper is shown, together with a carriage that will move one of the rods. The movement of the carriage is done by a rack and pinion actuator. The drawing is just a concept: manufacturing margins, motors, bearing seatings etc. still have been left out of the picture.<br />
[[File:g5_q3_201819_gripper_side_view.png|400px|thumb|Side view of the gripper]]<br />
[[File:g5_q3_201819_gripper_iso_view.png|400px|thumb|Isometric view of the gripper]]<br />
<br />
==Battery==<br />
The robot needs to have energy to operate. The easiest way to provide the robot with energy is using a battery. Putting solar cells on the robot will not be enough, because the robot will operate underneath and between trees. The trees are blocking the sun, so the solar panels will not generate that much energy. Another option is providing energy by cables. A very long cable is needed in this situation, because the scope in which the robot works is very big. The cable can also be stuck behind some tree or other obstacle. Stationary cables providing energy (like is used by electric trains) is also not convenient. It is dangerous for human that enter the area, because they can get an electric shock. Also lots of cables are needed and it can be damaged easy. A battery doesn't have those disadvantages, but there is another disadvantage. A battery can run out of energy.<br />
<br />
A battery can be recharged, but that takes time. If the battery is in the robot, the robot has to wait till the battery is charged and cannot do the tasks for which it is intended. To solve this problem, there is an existing solution, namely a battery change system. In such a system, the battery can be easily removed from the robot and another battery can be placed. Currently the battery change is mostly done by humans, however the process is not difficult. We found a patent on a battery change system. The battery itself has contacts two opposite sides. At one side the contacts are used for charging and the contacts at the other side are used when the battery is in use. To remove the battery is something like a conveyor belt used. When the battery is removed, then a full battery needs to be placed in front of the battery space in the robot. This can be done with a linear movable battery rack. When the full battery is in front of the gap the conveyor belt is applied again to place the full battery in the robot. To see a picture of this, see [https://patents.google.com/patent/US4450400A/en].<br />
<br />
After measuring the battery usage the robot knows how long it can operate before getting the next battery. In the navigation, this can be taken into account. If this is done correctly, the robot will in practice never run out of battery.<br />
<br />
==Weed container==<br />
If you put weed in a container, then it doesn't nicely fill up the container. To solve this problem, you can use a press, like in a garbage truck. This presses the weed, such that it takes less place and the robot can work longer without emptying the container. To detect how full the container is, you can measure to which position the press comes with a specified force. Emptying the container works the same as with garbage trucks: tilting the container above some bigger container.<br />
<br />
=Design=<br />
This document describes the high level design and design decisions regarding an automated weeding robot for closed farms. <br />
This document continues from the RPCs that have been decided and the user analysis, as well as the STOA.<br />
<br />
Mobility and overall package<br />
Wheels?<br />
Motors<br />
Describe performance: speed, turning circle etc.<br />
Size<br />
Capabilities: waterproof? Can work at night?<br />
<br />
Navigation<br />
As decided in the user analysis, the robot will navigate using a predefined GPS route. To that extent, the robot’s software must be programmed to follow such a route, halt and continue a route when obstacles present itself, and allow the weeder to clear out weeds. <br />
how to obtain gps route<br />
Behaviour when encountering obstacles<br />
Weeding during driving?<br />
Charging, emptying, finished<br />
<br />
Charging and emptying<br />
Describe station<br />
Charging, emptying process<br />
Charging details<br />
Emptying details<br />
<br />
Weeds detection<br />
Camera, paper<br />
Performance: accuracy, speed<br />
<br />
Weeding<br />
Arm<br />
Gripper<br />
performance<br />
<br />
Communication<br />
Communicate status with user<br />
<br />
=References=<br />
<references /><br />
<br />
==Websites of sources (changed to APA notation in references)==<br />
#https://www.aaai.org/ojs/index.php/aimagazine/article/view/1132<br />
#https://www.aaai.org/ojs/index.php/aimagazine/article/view/1130<br />
#https://patents.google.com/patent/US5943733A/en<br />
#https://patents.google.com/patent/US5204814A/en<br />
#https://www.sciencedirect.com/science/article/pii/S0168169907001688<br />
#https://patents.google.com/patent/US2941223A/en<br />
#https://www.sciencedirect.com/science/article/pii/S092188909600053X<br />
#https://s3.amazonaws.com/academia.edu.documents/37918498/06850799.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1549803092&Signature=8GCjA4uM%2FhDytKf1RFWUmk6m0t4%3D&response-content-disposition=inline%3B%20filename%3DPath_Planning_Algorithm_Development_for.pdf<br />
#https://www.osti.gov/etdeweb/servlets/purl/895225<br />
#https://pdfs.semanticscholar.org/6b2f/19d3bd58c12071129ba6adba16a87c229aaa.pdf<br />
#https://ac.els-cdn.com/S0301479715304412/1-s2.0-S0301479715304412-main.pdf?_tid=bd717970-3888-4fd2-8cfd-4f89ef37f34a&acdnat=1549800079_288b461fdbddadb9ecad9edaef4d7786<br />
#https://ac.els-cdn.com/S0921889002002415/1-s2.0-S0921889002002415-main.pdf?_tid=b448d981-30f4-41b9-b527-6e13619c967b&acdnat=1549800321_10552114fd41bada89923042bbd7034d<br />
#http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.418.3615&rep=rep1&type=pdf<br />
#https://www.researchgate.net/profile/Carl_Wellington/publication/239932742_A_System_for_SemiAutonomous_Tractor_Operations/links/559de2af08aec72001828a7e.pdf<br />
#https://onlinelibrary-wiley-com.dianus.libr.tue.nl/doi/epdf/10.1002/rob.20301<br />
#https://www.mdpi.com/1424-8220/8/2/1278/htm<br />
#https://www-sciencedirect-com.dianus.libr.tue.nl/science/article/pii/S1474667016449207<br />
#https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/7438821<br />
#https://www.mdpi.com/1424-8220/13/2/2645/htm<br />
#https://www-tandfonline-com.dianus.libr.tue.nl/doi/abs/10.1163/016918609X12586141083777<br />
#http://edepot.wur.nl/398419<br />
#https://patents.google.com/patent/US20150202770A1/en<br />
#https://patents.google.com/patent/US9373149B2/en<br />
#https://patents.google.com/patent/US8364334B2/en<br />
#https://dspace.mit.edu/handle/1721.1/111698#files-area<br />
#http://dspace.ewubd.edu/handle/123456789/2501<br />
#https://ieeexplore.ieee.org/abstract/document/8336636<br />
#https://tue.on.worldcat.org/oclc/5872746903<br />
#https://tue.on.worldcat.org/oclc/5154827494<br />
#https://tue.on.worldcat.org/oclc/5831032581<br />
#https://link.springer.com/article/10.1007/s12369-009-0011-9<br />
#https://tue.on.worldcat.org/oclc/4934432761<br />
#https://tue.on.worldcat.org/oclc/5387876416<br />
#https://ieeexplore.ieee.org/abstract/document/5169487<br />
#https://acadpubl.eu/jsi/2018-118-7-9/articles/8/55.pdf<br />
#https://doi.org/10.1016/B978-0-12-809881-3.00008-5<br />
#https://doi.org/10.1016/j.cropro.2015.02.017<br />
#https://link.springer.com/article/10.1023/A:1015674004201<br />
#https://library.wur.nl/WebQuery/wurpubs/376454<br />
#https://doi.org/10.1002/rob.21727<br />
#http://dx.doi.org/10.4081/jae.2017.583<br />
#http://edepot.wur.nl/1099<br />
#https://doi.org/10.1016/j.compag.2013.08.008<br />
#https://doi.org/10.1016/j.compag.2011.10.006</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=File:Distel.jpg&diff=68951File:Distel.jpg2019-03-17T12:59:13Z<p>S153905: </p>
<hr />
<div></div>S153905https://cstwiki.wtb.tue.nl/index.php?title=ToDo_group_5&diff=68445ToDo group 52019-03-11T14:59:34Z<p>S153905: Week 5 meeting</p>
<hr />
<div>=Week 2=<br />
* Arguments for problem - Everyone<br />
* Concrete planning - Jasper<br />
* Goal of the project, some introduction for project. Little story - Mathijs<br />
* State of the Art analysis - Ruben<br />
* Start with requirements - Stan<br />
* USE analysis - Tom<br />
* Function definition - Everyone<br />
* Concepts for functions - Everyone<br />
<br />
=Week 3=<br />
* Contact zoeken - Mathijs<br />
* State of the Art aanpassen - Ruben<br />
* Problem statement aanpassen - Tom<br />
* Nieuwe state of the Art content - Tom, Jasper<br />
* Idee voor grijper - Stan<br />
<br />
<br />
=Week 3 meeting=<br />
* nieuw onderwerp pixel farming bestaat al.<br />
* USE aspecten die je wil implementeren<br />
* Meneer van ..<br />
* er zijn contexten <br />
* praten met mensen om concreet te maken<br />
* maak het realistischer<br />
<br />
<br />
*luchthaven beltech<br />
* wageningen<br />
<br />
=Week 4=<br />
* Contact boeren, domeinkennis onkruid: Mathijs<br />
* Contact onderzoekers: Mathijs, Stan<br />
* Vragenlijst: Jasper<br />
* Requirements: Jasper<br />
* User analysis: Tom<br />
* Movement system: Ruben<br />
<br />
=Week 5=<br />
* Update wiki general info: Tom<br />
* Literature study/refer to articles<br />
** Weed: Ruben<br />
** Navigation: Tom<br />
** All other functions (charging, mobility, communication): Jasper<br />
* Visit greenhouse (inclusive preparation and reporting on wiki): Mathijs + Stan<br />
* Requirements (after visit greenhouse): Jasper + Tom<br />
<br />
==Week 5 Meeting==<br />
<br />
*Beperken tot 1 specifieke user:<br />
**Land of kas<br />
**Welk gewas<br />
**Voor welk onkruid<br />
*Literatuurstudie soorten onkruid<br />
*Stage verslag Jad Haj Mustafa</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=State_of_the_art&diff=66948State of the art2019-02-25T08:55:02Z<p>S153905: </p>
<hr />
<div>State of the Art of group 5<br />
<br />
<br />
'''Navigation'''<br />
<br />
There has been a lot of research and patents on autonomous moving and navigating. Robots are able to detect humans and other objects and can distinguish the places where it can drive. Using object recognition and laser detection it is even possible to navigate in crowded places with many pedestrians and cyclists.<br />
<br />
<br />
'''Trash collecting'''<br />
<br />
Collecting trash is difficult for a robot, because of the many different shapes, materials and colors that the trash can have. Cleaning dust is easy with a vacuum cleaner but bigger trash can't be done with a vacuum cleaner and must be picked up by the robot. To do this the robot needs good object recognition and must be able to grab objects of many different shapes. <br />
<br />
<br />
'''Weed removal'''<br />
<br />
Robots are able to detect and remove weed. It is possible to accurately recognize different kinds of weed by machine vison and precisely remove these without effecting the surrounding area.<br />
<br />
<br />
'''Communication'''<br />
<br />
When there are multiple robots which must work together on one task it is important that they can communicate with each other and divide the tasks. Communication can also be used to prevent robots from colliding and let them work more efficiently. There are multiple papers and patents about communication between robots, human-robot interaction and multiple robots driving on sidewalks and other smart city applications.<br />
<br />
<br />
'''Jasper'''<br />
<br />
[https://www.aaai.org/ojs/index.php/aimagazine/article/view/1132][https://www.aaai.org/ojs/index.php/aimagazine/article/view/1130]<br />
Article about a trash collecting robot (team). It is about office cleanup, but with some changes the technique can also be relevant for outside use.<br />
It is about a competition. One document describes the solution of the winning team, the other gives some more information about the competition.<br />
<br />
[https://patents.google.com/patent/US5943733A/en]<br />
A patent for sucking and filtering for a dust collection vehicle.<br />
<br />
[https://patents.google.com/patent/US5204814A/en]<br />
A patent for an autonomous lawn mower robot. Also about navigating over the lawn.<br />
<br />
[https://www.sciencedirect.com/science/article/pii/S0168169907001688]<br />
Paper about weed control, describing navigating through specific areas, detecting weed with a camera, making weed maps and spraying weed.<br />
<br />
[https://patents.google.com/patent/US2941223A/en]<br />
A patent for a snow sweeper for sidewalks.<br />
<br />
'''Tom'''<br />
<br />
[https://www.sciencedirect.com/science/article/pii/S092188909600053X] <br />
Paper about the design of an autonomous vacuum cleaner.<br />
<br />
[https://s3.amazonaws.com/academia.edu.documents/37918498/06850799.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1549803092&Signature=8GCjA4uM%2FhDytKf1RFWUmk6m0t4%3D&response-content-disposition=inline%3B%20filename%3DPath_Planning_Algorithm_Development_for.pdf] <br />
Paper about pathing algorithms for autonomous vacuum cleaner robots. <br />
<br />
[https://www.osti.gov/etdeweb/servlets/purl/895225] <br />
Analysis of snow melting approaches.<br />
<br />
[https://pdfs.semanticscholar.org/6b2f/19d3bd58c12071129ba6adba16a87c229aaa.pdf]<br />
Paper about machine vision application for weed removal.<br />
<br />
[https://ac.els-cdn.com/S0301479715304412/1-s2.0-S0301479715304412-main.pdf?_tid=bd717970-3888-4fd2-8cfd-4f89ef37f34a&acdnat=1549800079_288b461fdbddadb9ecad9edaef4d7786]<br />
Analysis of pavement maintenance methods.<br />
<br />
[https://ac.els-cdn.com/S0921889002002415/1-s2.0-S0921889002002415-main.pdf?_tid=b448d981-30f4-41b9-b527-6e13619c967b&acdnat=1549800321_10552114fd41bada89923042bbd7034d] <br />
Research into small (< 20kg) urban robots for disaster relief.<br />
<br />
[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.418.3615&rep=rep1&type=pdf] Small summary of robots in farming<br />
<br />
[https://www.researchgate.net/profile/Carl_Wellington/publication/239932742_A_System_for_SemiAutonomous_Tractor_Operations/links/559de2af08aec72001828a7e.pdf] Autonomous tractors<br />
<br />
'''Stan'''<br />
<br />
[https://onlinelibrary-wiley-com.dianus.libr.tue.nl/doi/epdf/10.1002/rob.20301]<br />
Paper about navigation on pavements, avoiding litter, pedestrians and bicycles.<br />
<br />
[https://www.mdpi.com/1424-8220/8/2/1278/htm]<br />
Paper about asphalt analysis, to detect whether the road needs maintenance. This paper was actually meant for airborne sensing, but could be used by our robot as well.<br />
<br />
[https://www-sciencedirect-com.dianus.libr.tue.nl/science/article/pii/S1474667016449207]<br />
Paper about stair-climbing methods for robots, useful for our robot to easily get on or off the pavement.<br />
<br />
[https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/7438821]<br />
Article about weather forecasting in the road [network. Could be used by our robot to predict which task it has to do (e.g. de-icing the road)<br />
<br />
[https://www.mdpi.com/1424-8220/13/2/2645/htm]<br />
Paper about autonomous docking at a recharging station for autonomous vehicles in general<br />
<br />
[https://www-tandfonline-com.dianus.libr.tue.nl/doi/abs/10.1163/016918609X12586141083777]<br />
Article about an autonomous cleaning robot for outdoor use, including path-finding and memory of cleaned areas<br />
<br />
'''Ruben'''<br />
<br />
[https://patents.google.com/patent/US20150202770A1/en]<br />
Patent for communication of an autonomous sidewalk robot<br />
<br />
[https://patents.google.com/patent/US9373149B2/en]<br />
Patent for an autonomous neighborhood vehicle controllable through a neighborhood social network<br />
<br />
[https://patents.google.com/patent/US8364334B2/en]<br />
Patent for a system and method for navigating an autonomous vehicle using laser detection and ranging<br />
<br />
[https://dspace.mit.edu/handle/1721.1/111698#files-area]<br />
Paper about autonomous vehicles navigating trough sidewalks buildings and hallways<br />
<br />
[http://dspace.ewubd.edu/handle/123456789/2501]]<br />
Paper about an Autonomous Robot for Garbage Detection and Collection<br />
<br />
[https://ieeexplore.ieee.org/abstract/document/8336636]<br />
Paper about multiple robots in smart city applications<br />
<br />
'''Mathijs'''<br />
<br />
[https://tue.on.worldcat.org/oclc/5872746903]<br />
Paper on small autonomous robots working together to do big tasks.<br />
<br />
[https://tue.on.worldcat.org/oclc/5154827494]<br />
Paper on autonomous navigation on crowded sidewalks.<br />
<br />
[https://tue.on.worldcat.org/oclc/5831032581]<br />
Paper on robot navigation in highly populated pedestrian zones.<br />
<br />
[https://link.springer.com/article/10.1007/s12369-009-0011-9]<br />
Paper on human-robot interaction in urban environments.<br />
<br />
[https://tue.on.worldcat.org/oclc/4934432761]<br />
Paper on the design of a litter collecting robot.<br />
<br />
[https://tue.on.worldcat.org/oclc/5387876416]<br />
Article on electric snow removal by placing heating mats.<br />
<br />
<br />
'''Weed detection and removal'''<br />
<br />
With a growing world population and increasing demand of biological products, farmers are looking for new ways to improve their ways to remove weeds. Therefore there has been a lot of research on improvement of automatic and non-chemical weed removal.<br />
<br />
Complete robots which are able to navigate autonomous on a field are already available (5, 36, 41).<br />
Also weed detection with a camera and machine vision is possible (5, 33, 34).<br />
Most of the weeding robots use chemicals to remove the weeds. There aren't many robots which are able to mechanicaly remove weeds. 42 and 43 describe both a possible method to remove weeds mechanically.<br />
<br />
<br />
[https://ieeexplore.ieee.org/abstract/document/5169487]<br />
Paper about an algorithm that can detect weeds and also classify it.<br />
<br />
[https://acadpubl.eu/jsi/2018-118-7-9/articles/8/55.pdf]<br />
Paper about weed recognition trough image processing.<br />
<br />
[https://doi.org/10.1016/B978-0-12-809881-3.00008-5]<br />
Paper about mechanical weed removal.<br />
<br />
[https://doi.org/10.1016/j.cropro.2015.02.017]<br />
Paper about an intelligent mechanical weeding machine<br />
<br />
[https://link.springer.com/article/10.1023/A:1015674004201]<br />
Paper where test for mechanical weed control in greenhouses work <b>not sure if accessible</b><br />
<br />
[https://library.wur.nl/WebQuery/wurpubs/376454]<br />
Thesis on weed control. Very interesting also techniques for removing weed are discussed<br />
<br />
<br />
[https://doi.org/10.1002/rob.21727] Paper about a robot for plant-species–specific weed management using mechanical or chemical module to remove the weed<br />
<br />
[http://dx.doi.org/10.4081/jae.2017.583] Paper about different methods for non-chemical weed control<br />
<br />
[http://edepot.wur.nl/1099] Paper about the complete design of an autonomous weeder robot platform<br />
<br />
[https://doi.org/10.1016/j.compag.2013.08.008]<br />
[https://doi.org/10.1016/j.compag.2011.10.006]<br />
2 Papers about mechanical removing weed between plants</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=State_of_the_art&diff=66894State of the art2019-02-24T19:48:34Z<p>S153905: </p>
<hr />
<div>State of the Art of group 5<br />
<br />
<br />
'''Navigation'''<br />
<br />
There has been a lot of research and patents on autonomous moving and navigating. Robots are able to detect humans and other objects and can distinguish the places where it can drive. Using object recognition and laser detection it is even possible to navigate in crowded places with many pedestrians and cyclists.<br />
<br />
<br />
'''Trash collecting'''<br />
<br />
Collecting trash is difficult for a robot, because of the many different shapes, materials and colors that the trash can have. Cleaning dust is easy with a vacuum cleaner but bigger trash can't be done with a vacuum cleaner and must be picked up by the robot. To do this the robot needs good object recognition and must be able to grab objects of many different shapes. <br />
<br />
<br />
'''Weed removal'''<br />
<br />
Robots are able to detect and remove weed. It is possible to accurately recognize different kinds of weed by machine vison and precisely remove these without effecting the surrounding area.<br />
<br />
<br />
'''Communication'''<br />
<br />
When there are multiple robots which must work together on one task it is important that they can communicate with each other and divide the tasks. Communication can also be used to prevent robots from colliding and let them work more efficiently. There are multiple papers and patents about communication between robots, human-robot interaction and multiple robots driving on sidewalks and other smart city applications.<br />
<br />
<br />
'''Jasper'''<br />
<br />
[https://www.aaai.org/ojs/index.php/aimagazine/article/view/1132][https://www.aaai.org/ojs/index.php/aimagazine/article/view/1130]<br />
Article about a trash collecting robot (team). It is about office cleanup, but with some changes the technique can also be relevant for outside use.<br />
It is about a competition. One document describes the solution of the winning team, the other gives some more information about the competition.<br />
<br />
[https://patents.google.com/patent/US5943733A/en]<br />
A patent for sucking and filtering for a dust collection vehicle.<br />
<br />
[https://patents.google.com/patent/US5204814A/en]<br />
A patent for an autonomous lawn mower robot. Also about navigating over the lawn.<br />
<br />
[https://www.sciencedirect.com/science/article/pii/S0168169907001688]<br />
Paper about weed control, describing navigating through specific areas, detecting weed with a camera, making weed maps and spraying weed.<br />
<br />
[https://patents.google.com/patent/US2941223A/en]<br />
A patent for a snow sweeper for sidewalks.<br />
<br />
'''Tom'''<br />
<br />
[https://www.sciencedirect.com/science/article/pii/S092188909600053X] <br />
Paper about the design of an autonomous vacuum cleaner.<br />
<br />
[https://s3.amazonaws.com/academia.edu.documents/37918498/06850799.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1549803092&Signature=8GCjA4uM%2FhDytKf1RFWUmk6m0t4%3D&response-content-disposition=inline%3B%20filename%3DPath_Planning_Algorithm_Development_for.pdf] <br />
Paper about pathing algorithms for autonomous vacuum cleaner robots. <br />
<br />
[https://www.osti.gov/etdeweb/servlets/purl/895225] <br />
Analysis of snow melting approaches.<br />
<br />
[https://pdfs.semanticscholar.org/6b2f/19d3bd58c12071129ba6adba16a87c229aaa.pdf]<br />
Paper about machine vision application for weed removal.<br />
<br />
[https://ac.els-cdn.com/S0301479715304412/1-s2.0-S0301479715304412-main.pdf?_tid=bd717970-3888-4fd2-8cfd-4f89ef37f34a&acdnat=1549800079_288b461fdbddadb9ecad9edaef4d7786]<br />
Analysis of pavement maintenance methods.<br />
<br />
[https://ac.els-cdn.com/S0921889002002415/1-s2.0-S0921889002002415-main.pdf?_tid=b448d981-30f4-41b9-b527-6e13619c967b&acdnat=1549800321_10552114fd41bada89923042bbd7034d] <br />
Research into small (< 20kg) urban robots for disaster relief.<br />
<br />
[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.418.3615&rep=rep1&type=pdf] Small summary of robots in farming<br />
<br />
[https://www.researchgate.net/profile/Carl_Wellington/publication/239932742_A_System_for_SemiAutonomous_Tractor_Operations/links/559de2af08aec72001828a7e.pdf] Autonomous tractors<br />
<br />
'''Stan'''<br />
<br />
[https://onlinelibrary-wiley-com.dianus.libr.tue.nl/doi/epdf/10.1002/rob.20301]<br />
Paper about navigation on pavements, avoiding litter, pedestrians and bicycles.<br />
<br />
[https://www.mdpi.com/1424-8220/8/2/1278/htm]<br />
Paper about asphalt analysis, to detect whether the road needs maintenance. This paper was actually meant for airborne sensing, but could be used by our robot as well.<br />
<br />
[https://www-sciencedirect-com.dianus.libr.tue.nl/science/article/pii/S1474667016449207]<br />
Paper about stair-climbing methods for robots, useful for our robot to easily get on or off the pavement.<br />
<br />
[https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/7438821]<br />
Article about weather forecasting in the road [network. Could be used by our robot to predict which task it has to do (e.g. de-icing the road)<br />
<br />
[https://www.mdpi.com/1424-8220/13/2/2645/htm]<br />
Paper about autonomous docking at a recharging station for autonomous vehicles in general<br />
<br />
[https://www-tandfonline-com.dianus.libr.tue.nl/doi/abs/10.1163/016918609X12586141083777]<br />
Article about an autonomous cleaning robot for outdoor use, including path-finding and memory of cleaned areas<br />
<br />
'''Ruben'''<br />
<br />
[https://patents.google.com/patent/US20150202770A1/en]<br />
Patent for communication of an autonomous sidewalk robot<br />
<br />
[https://patents.google.com/patent/US9373149B2/en]<br />
Patent for an autonomous neighborhood vehicle controllable through a neighborhood social network<br />
<br />
[https://patents.google.com/patent/US8364334B2/en]<br />
Patent for a system and method for navigating an autonomous vehicle using laser detection and ranging<br />
<br />
[https://dspace.mit.edu/handle/1721.1/111698#files-area]<br />
Paper about autonomous vehicles navigating trough sidewalks buildings and hallways<br />
<br />
[http://dspace.ewubd.edu/handle/123456789/2501]]<br />
Paper about an Autonomous Robot for Garbage Detection and Collection<br />
<br />
[https://ieeexplore.ieee.org/abstract/document/8336636]<br />
Paper about multiple robots in smart city applications<br />
<br />
'''Mathijs'''<br />
<br />
[https://tue.on.worldcat.org/oclc/5872746903]<br />
Paper on small autonomous robots working together to do big tasks.<br />
<br />
[https://tue.on.worldcat.org/oclc/5154827494]<br />
Paper on autonomous navigation on crowded sidewalks.<br />
<br />
[https://tue.on.worldcat.org/oclc/5831032581]<br />
Paper on robot navigation in highly populated pedestrian zones.<br />
<br />
[https://link.springer.com/article/10.1007/s12369-009-0011-9]<br />
Paper on human-robot interaction in urban environments.<br />
<br />
[https://tue.on.worldcat.org/oclc/4934432761]<br />
Paper on the design of a litter collecting robot.<br />
<br />
[https://tue.on.worldcat.org/oclc/5387876416]<br />
Article on electric snow removal by placing heating mats.<br />
<br />
<br />
'''Weed detection and removal'''<br />
<br />
With a growing world population and increasing demand of biological products, farmers are looking for new ways to improve their ways to remove weeds. Therefore there has been a lot of research on improvement of automatic and non-chemical weed removal.<br />
<br />
Complete robots which are able to navigate autonomous on a field are already available (5, 36, 41).<br />
Also weed detection with a camera and machine vision is possible (5, 33, 34).<br />
Most of the weeding robots use chemicals to remove the weeds. There aren't many robots which are able to mechanicaly remove weeds. 42 and 43 describe both a possible method to remove weeds mechanically.<br />
<br />
<br />
[https://ieeexplore.ieee.org/abstract/document/5169487]<br />
Paper about an algorithm that can detect weeds and also classify it.<br />
<br />
[https://acadpubl.eu/jsi/2018-118-7-9/articles/8/55.pdf]<br />
Paper about weed recognition trough image processing.<br />
<br />
[https://doi.org/10.1016/B978-0-12-809881-3.00008-5]<br />
Paper about mechanical weed removal.<br />
<br />
[https://doi.org/10.1016/j.cropro.2015.02.017]<br />
Paper about an intelligent mechanical weeding machine<br />
<br />
[https://link.springer.com/article/10.1023/A:1015674004201]<br />
Paper where test for mechanical weed control in greenhouses work <b>not sure if accessible</b><br />
<br />
[https://library.wur.nl/WebQuery/wurpubs/376454]<br />
Thesis on weed control. Very interesting also techniques for removing weed are discussed<br />
<br />
<br />
[https://doi.org/10.1002/rob.21727] Paper about a robot for plant-species–specific weed management using mechanical or chemical module to remove the weed<br />
<br />
[http://dx.doi.org/10.4081/jae.2017.583] Paper about different methods for non-chemical weed control<br />
<br />
[http://edepot.wur.nl/1099] Paper about the complete design of an autonomous weeder robot platform<br />
<br />
[https://doi.org/10.1016/B978-0-12-809881-3.00008-5]<br />
[https://doi.org/10.1016/j.compag.2011.10.006]<br />
2 Papers about mechanical removing weed between plants</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=State_of_the_art&diff=66847State of the art2019-02-24T15:51:53Z<p>S153905: </p>
<hr />
<div>State of the Art of group 5<br />
<br />
<br />
'''Navigation'''<br />
<br />
There has been a lot of research and patents on autonomous moving and navigating. Robots are able to detect humans and other objects and can distinguish the places where it can drive. Using object recognition and laser detection it is even possible to navigate in crowded places with many pedestrians and cyclists.<br />
<br />
<br />
'''Trash collecting'''<br />
<br />
Collecting trash is difficult for a robot, because of the many different shapes, materials and colors that the trash can have. Cleaning dust is easy with a vacuum cleaner but bigger trash can't be done with a vacuum cleaner and must be picked up by the robot. To do this the robot needs good object recognition and must be able to grab objects of many different shapes. <br />
<br />
<br />
'''Weed removal'''<br />
<br />
Robots are able to detect and remove weed. It is possible to accurately recognize different kinds of weed by machine vison and precisely remove these without effecting the surrounding area.<br />
<br />
<br />
'''Communication'''<br />
<br />
When there are multiple robots which must work together on one task it is important that they can communicate with each other and divide the tasks. Communication can also be used to prevent robots from colliding and let them work more efficiently. There are multiple papers and patents about communication between robots, human-robot interaction and multiple robots driving on sidewalks and other smart city applications.<br />
<br />
<br />
'''Jasper'''<br />
<br />
[https://www.aaai.org/ojs/index.php/aimagazine/article/view/1132][https://www.aaai.org/ojs/index.php/aimagazine/article/view/1130]<br />
Article about a trash collecting robot (team). It is about office cleanup, but with some changes the technique can also be relevant for outside use.<br />
It is about a competition. One document describes the solution of the winning team, the other gives some more information about the competition.<br />
<br />
[https://patents.google.com/patent/US5943733A/en]<br />
A patent for sucking and filtering for a dust collection vehicle.<br />
<br />
[https://patents.google.com/patent/US5204814A/en]<br />
A patent for an autonomous lawn mower robot. Also about navigating over the lawn.<br />
<br />
[https://www.sciencedirect.com/science/article/pii/S0168169907001688]<br />
Paper about weed control, describing navigating through specific areas, detecting weed with a camera, making weed maps and spraying weed.<br />
<br />
[https://patents.google.com/patent/US2941223A/en]<br />
A patent for a snow sweeper for sidewalks.<br />
<br />
'''Tom'''<br />
<br />
[https://www.sciencedirect.com/science/article/pii/S092188909600053X] <br />
Paper about the design of an autonomous vacuum cleaner.<br />
<br />
[https://s3.amazonaws.com/academia.edu.documents/37918498/06850799.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1549803092&Signature=8GCjA4uM%2FhDytKf1RFWUmk6m0t4%3D&response-content-disposition=inline%3B%20filename%3DPath_Planning_Algorithm_Development_for.pdf] <br />
Paper about pathing algorithms for autonomous vacuum cleaner robots. <br />
<br />
[https://www.osti.gov/etdeweb/servlets/purl/895225] <br />
Analysis of snow melting approaches.<br />
<br />
[https://pdfs.semanticscholar.org/6b2f/19d3bd58c12071129ba6adba16a87c229aaa.pdf]<br />
Paper about machine vision application for weed removal.<br />
<br />
[https://ac.els-cdn.com/S0301479715304412/1-s2.0-S0301479715304412-main.pdf?_tid=bd717970-3888-4fd2-8cfd-4f89ef37f34a&acdnat=1549800079_288b461fdbddadb9ecad9edaef4d7786]<br />
Analysis of pavement maintenance methods.<br />
<br />
[https://ac.els-cdn.com/S0921889002002415/1-s2.0-S0921889002002415-main.pdf?_tid=b448d981-30f4-41b9-b527-6e13619c967b&acdnat=1549800321_10552114fd41bada89923042bbd7034d] <br />
Research into small (< 20kg) urban robots for disaster relief.<br />
<br />
[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.418.3615&rep=rep1&type=pdf] Small summary of robots in farming<br />
<br />
[https://www.researchgate.net/profile/Carl_Wellington/publication/239932742_A_System_for_SemiAutonomous_Tractor_Operations/links/559de2af08aec72001828a7e.pdf] Autonomous tractors<br />
<br />
'''Stan'''<br />
<br />
[https://onlinelibrary-wiley-com.dianus.libr.tue.nl/doi/epdf/10.1002/rob.20301]<br />
Paper about navigation on pavements, avoiding litter, pedestrians and bicycles.<br />
<br />
[https://www.mdpi.com/1424-8220/8/2/1278/htm]<br />
Paper about asphalt analysis, to detect whether the road needs maintenance. This paper was actually meant for airborne sensing, but could be used by our robot as well.<br />
<br />
[https://www-sciencedirect-com.dianus.libr.tue.nl/science/article/pii/S1474667016449207]<br />
Paper about stair-climbing methods for robots, useful for our robot to easily get on or off the pavement.<br />
<br />
[https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/7438821]<br />
Article about weather forecasting in the road [network. Could be used by our robot to predict which task it has to do (e.g. de-icing the road)<br />
<br />
[https://www.mdpi.com/1424-8220/13/2/2645/htm]<br />
Paper about autonomous docking at a recharging station for autonomous vehicles in general<br />
<br />
[https://www-tandfonline-com.dianus.libr.tue.nl/doi/abs/10.1163/016918609X12586141083777]<br />
Article about an autonomous cleaning robot for outdoor use, including path-finding and memory of cleaned areas<br />
<br />
'''Ruben'''<br />
<br />
[https://patents.google.com/patent/US20150202770A1/en]<br />
Patent for communication of an autonomous sidewalk robot<br />
<br />
[https://patents.google.com/patent/US9373149B2/en]<br />
Patent for an autonomous neighborhood vehicle controllable through a neighborhood social network<br />
<br />
[https://patents.google.com/patent/US8364334B2/en]<br />
Patent for a system and method for navigating an autonomous vehicle using laser detection and ranging<br />
<br />
[https://dspace.mit.edu/handle/1721.1/111698#files-area]<br />
Paper about autonomous vehicles navigating trough sidewalks buildings and hallways<br />
<br />
[http://dspace.ewubd.edu/handle/123456789/2501]]<br />
Paper about an Autonomous Robot for Garbage Detection and Collection<br />
<br />
[https://ieeexplore.ieee.org/abstract/document/8336636]<br />
Paper about multiple robots in smart city applications<br />
<br />
'''Mathijs'''<br />
<br />
[https://tue.on.worldcat.org/oclc/5872746903]<br />
Paper on small autonomous robots working together to do big tasks.<br />
<br />
[https://tue.on.worldcat.org/oclc/5154827494]<br />
Paper on autonomous navigation on crowded sidewalks.<br />
<br />
[https://tue.on.worldcat.org/oclc/5831032581]<br />
Paper on robot navigation in highly populated pedestrian zones.<br />
<br />
[https://link.springer.com/article/10.1007/s12369-009-0011-9]<br />
Paper on human-robot interaction in urban environments.<br />
<br />
[https://tue.on.worldcat.org/oclc/4934432761]<br />
Paper on the design of a litter collecting robot.<br />
<br />
[https://tue.on.worldcat.org/oclc/5387876416]<br />
Article on electric snow removal by placing heating mats.<br />
<br />
'''Weed detection and removal'''<br />
<br />
[https://ieeexplore.ieee.org/abstract/document/5169487]<br />
Paper about an algorithm that can detect weeds and also classify it.<br />
<br />
[https://acadpubl.eu/jsi/2018-118-7-9/articles/8/55.pdf]<br />
Paper about weed recognition trough image processing.<br />
<br />
[https://doi.org/10.1016/B978-0-12-809881-3.00008-5]<br />
Paper about mechanical weed removal.<br />
<br />
[https://doi.org/10.1016/j.cropro.2015.02.017]<br />
Paper about an intelligent mechanical weeding machine<br />
<br />
[https://link.springer.com/article/10.1023/A:1015674004201]<br />
Paper where test for mechanical weed control in greenhouses work <b>not sure if accessible</b><br />
<br />
[https://library.wur.nl/WebQuery/wurpubs/376454]<br />
Thesis on weed control. Very interesting also techniques for removing weed are discussed<br />
<br />
<br />
[https://doi.org/10.1002/rob.21727] Paper about a robot for plant-species–specific weed management using mechanical or chemical module to remove the weed<br />
<br />
[http://dx.doi.org/10.4081/jae.2017.583] Paper about different methods for non-chemical weed control<br />
<br />
[http://edepot.wur.nl/1099] Paper about the complete design of an autonomous weeder robot platform<br />
<br />
[https://doi.org/10.1016/B978-0-12-809881-3.00008-5]<br />
[https://doi.org/10.1016/j.compag.2011.10.006]<br />
2 Papers about mechanical removing weed between plants</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=State_of_the_art&diff=66830State of the art2019-02-24T15:05:17Z<p>S153905: </p>
<hr />
<div>State of the Art of group 5<br />
<br />
<br />
'''Navigation'''<br />
<br />
There has been a lot of research and patents on autonomous moving and navigating. Robots are able to detect humans and other objects and can distinguish the places where it can drive. Using object recognition and laser detection it is even possible to navigate in crowded places with many pedestrians and cyclists.<br />
<br />
<br />
'''Trash collecting'''<br />
<br />
Collecting trash is difficult for a robot, because of the many different shapes, materials and colors that the trash can have. Cleaning dust is easy with a vacuum cleaner but bigger trash can't be done with a vacuum cleaner and must be picked up by the robot. To do this the robot needs good object recognition and must be able to grab objects of many different shapes. <br />
<br />
<br />
'''Weed removal'''<br />
<br />
Robots are able to detect and remove weed. It is possible to accurately recognize different kinds of weed by machine vison and precisely remove these without effecting the surrounding area.<br />
<br />
<br />
'''Communication'''<br />
<br />
When there are multiple robots which must work together on one task it is important that they can communicate with each other and divide the tasks. Communication can also be used to prevent robots from colliding and let them work more efficiently. There are multiple papers and patents about communication between robots, human-robot interaction and multiple robots driving on sidewalks and other smart city applications.<br />
<br />
<br />
'''Jasper'''<br />
<br />
[https://www.aaai.org/ojs/index.php/aimagazine/article/view/1132][https://www.aaai.org/ojs/index.php/aimagazine/article/view/1130]<br />
Article about a trash collecting robot (team). It is about office cleanup, but with some changes the technique can also be relevant for outside use.<br />
It is about a competition. One document describes the solution of the winning team, the other gives some more information about the competition.<br />
<br />
[https://patents.google.com/patent/US5943733A/en]<br />
A patent for sucking and filtering for a dust collection vehicle.<br />
<br />
[https://patents.google.com/patent/US5204814A/en]<br />
A patent for an autonomous lawn mower robot. Also about navigating over the lawn.<br />
<br />
[https://www.sciencedirect.com/science/article/pii/S0168169907001688]<br />
Paper about weed control, describing navigating through specific areas, detecting weed with a camera, making weed maps and spraying weed.<br />
<br />
[https://patents.google.com/patent/US2941223A/en]<br />
A patent for a snow sweeper for sidewalks.<br />
<br />
'''Tom'''<br />
<br />
[https://www.sciencedirect.com/science/article/pii/S092188909600053X] <br />
Paper about the design of an autonomous vacuum cleaner.<br />
<br />
[https://s3.amazonaws.com/academia.edu.documents/37918498/06850799.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1549803092&Signature=8GCjA4uM%2FhDytKf1RFWUmk6m0t4%3D&response-content-disposition=inline%3B%20filename%3DPath_Planning_Algorithm_Development_for.pdf] <br />
Paper about pathing algorithms for autonomous vacuum cleaner robots. <br />
<br />
[https://www.osti.gov/etdeweb/servlets/purl/895225] <br />
Analysis of snow melting approaches.<br />
<br />
[https://pdfs.semanticscholar.org/6b2f/19d3bd58c12071129ba6adba16a87c229aaa.pdf]<br />
Paper about machine vision application for weed removal.<br />
<br />
[https://ac.els-cdn.com/S0301479715304412/1-s2.0-S0301479715304412-main.pdf?_tid=bd717970-3888-4fd2-8cfd-4f89ef37f34a&acdnat=1549800079_288b461fdbddadb9ecad9edaef4d7786]<br />
Analysis of pavement maintenance methods.<br />
<br />
[https://ac.els-cdn.com/S0921889002002415/1-s2.0-S0921889002002415-main.pdf?_tid=b448d981-30f4-41b9-b527-6e13619c967b&acdnat=1549800321_10552114fd41bada89923042bbd7034d] <br />
Research into small (< 20kg) urban robots for disaster relief.<br />
<br />
[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.418.3615&rep=rep1&type=pdf] Small summary of robots in farming<br />
<br />
[https://www.researchgate.net/profile/Carl_Wellington/publication/239932742_A_System_for_SemiAutonomous_Tractor_Operations/links/559de2af08aec72001828a7e.pdf] Autonomous tractors<br />
<br />
'''Stan'''<br />
<br />
[https://onlinelibrary-wiley-com.dianus.libr.tue.nl/doi/epdf/10.1002/rob.20301]<br />
Paper about navigation on pavements, avoiding litter, pedestrians and bicycles.<br />
<br />
[https://www.mdpi.com/1424-8220/8/2/1278/htm]<br />
Paper about asphalt analysis, to detect whether the road needs maintenance. This paper was actually meant for airborne sensing, but could be used by our robot as well.<br />
<br />
[https://www-sciencedirect-com.dianus.libr.tue.nl/science/article/pii/S1474667016449207]<br />
Paper about stair-climbing methods for robots, useful for our robot to easily get on or off the pavement.<br />
<br />
[https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/7438821]<br />
Article about weather forecasting in the road [network. Could be used by our robot to predict which task it has to do (e.g. de-icing the road)<br />
<br />
[https://www.mdpi.com/1424-8220/13/2/2645/htm]<br />
Paper about autonomous docking at a recharging station for autonomous vehicles in general<br />
<br />
[https://www-tandfonline-com.dianus.libr.tue.nl/doi/abs/10.1163/016918609X12586141083777]<br />
Article about an autonomous cleaning robot for outdoor use, including path-finding and memory of cleaned areas<br />
<br />
'''Ruben'''<br />
<br />
[https://patents.google.com/patent/US20150202770A1/en]<br />
Patent for communication of an autonomous sidewalk robot<br />
<br />
[https://patents.google.com/patent/US9373149B2/en]<br />
Patent for an autonomous neighborhood vehicle controllable through a neighborhood social network<br />
<br />
[https://patents.google.com/patent/US8364334B2/en]<br />
Patent for a system and method for navigating an autonomous vehicle using laser detection and ranging<br />
<br />
[https://dspace.mit.edu/handle/1721.1/111698#files-area]<br />
Paper about autonomous vehicles navigating trough sidewalks buildings and hallways<br />
<br />
[http://dspace.ewubd.edu/handle/123456789/2501]]<br />
Paper about an Autonomous Robot for Garbage Detection and Collection<br />
<br />
[https://ieeexplore.ieee.org/abstract/document/8336636]<br />
Paper about multiple robots in smart city applications<br />
<br />
'''Mathijs'''<br />
<br />
[https://tue.on.worldcat.org/oclc/5872746903]<br />
Paper on small autonomous robots working together to do big tasks.<br />
<br />
[https://tue.on.worldcat.org/oclc/5154827494]<br />
Paper on autonomous navigation on crowded sidewalks.<br />
<br />
[https://tue.on.worldcat.org/oclc/5831032581]<br />
Paper on robot navigation in highly populated pedestrian zones.<br />
<br />
[https://link.springer.com/article/10.1007/s12369-009-0011-9]<br />
Paper on human-robot interaction in urban environments.<br />
<br />
[https://tue.on.worldcat.org/oclc/4934432761]<br />
Paper on the design of a litter collecting robot.<br />
<br />
[https://tue.on.worldcat.org/oclc/5387876416]<br />
Article on electric snow removal by placing heating mats.<br />
<br />
'''Weed detection and removal'''<br />
<br />
[https://ieeexplore.ieee.org/abstract/document/5169487]<br />
Paper about an algorithm that can detect weeds and also classify it.<br />
<br />
[https://acadpubl.eu/jsi/2018-118-7-9/articles/8/55.pdf]<br />
Paper about weed recognition trough image processing.<br />
<br />
[https://doi.org/10.1016/B978-0-12-809881-3.00008-5]<br />
Paper about mechanical weed removal.<br />
<br />
[https://doi.org/10.1016/j.cropro.2015.02.017]<br />
Paper about an intelligent mechanical weeding machine<br />
<br />
[https://link.springer.com/article/10.1023/A:1015674004201]<br />
Paper where test for mechanical weed control in greenhouses work <b>not sure if accessible</b><br />
<br />
[https://library.wur.nl/WebQuery/wurpubs/376454]<br />
Thesis on weed control. Very interesting also techniques for removing weed are discussed<br />
<br />
<br />
[https://doi.org/10.1002/rob.21727]<br />
<br />
[http://dx.doi.org/10.4081/jae.2017.583]<br />
<br />
[http://edepot.wur.nl/1099]</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=PRE2018_3_Group5&diff=66068PRE2018 3 Group52019-02-18T10:20:15Z<p>S153905: </p>
<hr />
<div>__TOC__<br />
=General info=<br />
==Group members==<br />
{| class="wikitable"<br />
|-<br />
! Name<br />
! Student ID<br />
|-<br />
| Ruben Haakman<br />
| 0993994<br />
|-<br />
| Stan Latten<br />
| 1257196<br />
|-<br />
| Tom Mulders<br />
| 1008890<br />
|-<br />
| Jasper Stam<br />
| 1006240<br />
|-<br />
| Mathijs Vastenhouw<br />
| 1269496<br />
|}<br />
<br />
=Problem=<br />
<div style="color:blue"><br />
When farmers grow crops, the have to deal with weeds growing on their fields in between their crops. To remove these weeds, pesticides are used. These pesticides can be harmful to insects, animals and humans and might even contaminate (ground)water. Clearly an alternative is needed. <br />
</div><br />
<br />
==Problem statement==<br />
<div style="color:blue"><br />
<br />
In the current situation, a lot of pesticides are used in farming. These pesticides are used for treating bugs and diseases, but also for weeds. With the trend to be more environmentally friendly, we are looking for alternatives for pesticides and big farm trucks. A possible solution for this problem is a cooperation of small autonomous farming machines, which can control a field together. However, this solution is not new, people have already been working on the navigation of these small machines and on the detection of weeds in fields of crops. [1] That’s why we will try to make a weed picking device to be able to pick weeds without damaging the crops. For these small devices, we see future in the vertical agriculture as well, because they allow for a higher field density. <br />
<br />
<br />
<br />
[1] https://ieeexplore.ieee.org/document/6740018 <br />
</div><br />
<br />
==Objectives==<br />
<br />
==RPCs==<br />
===Requirements===<br />
* The system recharges autonomously<br />
* The system must be able to differentiate crops from weeds<br />
* The system removes weed from the farm field and collects it for disposal<br />
* The system moves itself around the farmfield, following a predefined pattern unique for each farmfield<br />
===Preferences===<br />
* The system can operate for a long time before having to recharge<br />
* The system should make minimal errors in recognizing weeds<br />
* The system can work with 3D patterns, allowing applications in 'farm flats', reducing land area use<br />
<br />
===Constraints===<br />
* The system has to be more cost-efficient than human workers<br />
* The system has to be intelligent, has to know what to do<br />
* The system does never run out of power, has to return to the recharging station in time<br />
* The system does not use pesticides<br />
<br />
==Users and other stakeholders==<br />
<div style="color:blue"><br />
* Farmers<br />
* Consumers<br />
* Governments<br />
* Society<br />
</div><br />
<br />
=Project setup=<br />
==Approach==<br />
After reviewing the literature, we will determine the requirements for the system. Based on these requirements we will investigate implementations for these requirements and analyse their suitability. We will analyse the costs associated with a solution and compare this to the current costs of using pesticides, the effects on the stakeholders and on the future of farming. Finally we will conclude with a recommendation for or against the automated removal of weeds on farm fields without the use of pesticides and recommend future research topics.<br />
<br />
==Milestones==<br />
*State-of-the-art analysis<br />
*Requirements Document<br />
*Use analysis<br />
*Implementation propositions<br />
*Implementation analysis<br />
*Cost analysis<br />
*Conclusion<br />
<br />
==Deliverables==<br />
*Requirements document<br />
*Implementation document<br />
*Use analysis<br />
*Cost analysis<br />
*Conclusion<br />
<br />
==Who's doing what==<br />
*Ruben: Design(electronics), cost analysis.<br />
*Stan: Design(general), Requirements, Use analysis.<br />
*Tom: Design(general), Requirements, Use analysis.<br />
*Jasper: Design(software), STOA analysis, Requirements, Use analysis.<br />
*Mathijs: Design(general), STOA analysis, cost analysis.<br />
<br />
=State of the art=<br />
The literature study can be found on the page [[State of the art]]<br />
<br />
=Planning=<br />
For each week, there are points what we plan to do in that week. Planning can change over the weeks, dependent on the progress in the project. Final versions of the documents will be delivered at the end of the quartile, but concept versions will be delivered earlier.<br />
==Week 1==<br />
* Introduction to course<br />
* Brainstorming about problem<br />
* Make problem statement<br />
* First idea on plan for project<br />
* Literature study on problem<br />
==Week 2==<br />
* Updated problem description<br />
* Concrete planning for project<br />
* Make plan more clear with introduction<br />
* Analysis of literature found in week 1<br />
* First idea on requirements<br />
* Start on USE stakeholder analysis<br />
==Week 3==<br />
* Concrete decisions on prototype<br />
* USE stakeholder analysis<br />
* Make requirements ready to start on design<br />
==Week 4-6==<br />
* Work on prototype<br />
* Analysis of requirements based on prototype and update if needed<br />
* Analysis of decisions made for prototype and update if needed<br />
* Update other documents if needed<br />
==Week 7==<br />
* Finalize prototype<br />
* Prepare presentation<br />
==Week 8==<br />
* Presentation<br />
<br />
=Function definition and concepts=<br />
[[Function definition and concepts g5]]<br />
<br />
=To Do=<br />
[[ToDo group 5]]<br />
<br />
=USE Analysis=<br />
[[g5 use analysis]]<br />
<br />
=availability=<br />
*Tom: maandag middag, dinsdag, donderdag middag<br />
*Jasper: maandag middag, dinsdag ochtend niet 19-2, woensdag ochtend, donderdag middag <br />
*Ruben: Maandag middag, woensdag vanaf 13 maart, donderdag 21 en 28 maart, vrijdag middag<br />
*Mathijs: Maandag middag, dinsdag middag niet 26, woensdag, donderdag.<br />
*stan: Maandag middag, dinsdag middag, woensdag, donderdag.</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=State_of_the_art&diff=65875State of the art2019-02-17T15:14:12Z<p>S153905: </p>
<hr />
<div>State of the Art of group 5<br />
<br />
<br />
'''Navigation'''<br />
<br />
There has been a lot of research and patents on autonomous moving and navigating. Robots are able to detect humans and other objects and can distinguish the places where it can drive. Using object recognition and laser detection it is even possible to navigate in crowded places with many pedestrians and cyclists.<br />
<br />
<br />
'''Trash collecting'''<br />
<br />
Collecting trash is difficult for a robot, because of the many different shapes, materials and colors that the trash can have. Cleaning dust is easy with a vacuum cleaner but bigger trash can't be done with a vacuum cleaner and must be picked up by the robot. To do this the robot needs good object recognition and must be able to grab objects of many different shapes. <br />
<br />
<br />
'''Weed removal'''<br />
<br />
Robots are able to detect and remove weed. It is possible to accurately recognize different kinds of weed by machine vison and precisely remove these without effecting the surrounding area.<br />
<br />
<br />
'''Communication'''<br />
<br />
When there are multiple robots which must work together on one task it is important that they can communicate with each other and divide the tasks. Communication can also be used to prevent robots from colliding and let them work more efficiently. There are multiple papers and patents about communication between robots, human-robot interaction and multiple robots driving on sidewalks and other smart city applications.<br />
<br />
<br />
'''Jasper'''<br />
<br />
[https://www.aaai.org/ojs/index.php/aimagazine/article/view/1132][https://www.aaai.org/ojs/index.php/aimagazine/article/view/1130]<br />
Article about a trash collecting robot (team). It is about office cleanup, but with some changes the technique can also be relevant for outside use.<br />
It is about a competition. One document describes the solution of the winning team, the other gives some more information about the competition.<br />
<br />
[https://patents.google.com/patent/US5943733A/en]<br />
A patent for sucking and filtering for a dust collection vehicle.<br />
<br />
[https://patents.google.com/patent/US5204814A/en]<br />
A patent for an autonomous lawn mower robot. Also about navigating over the lawn.<br />
<br />
[https://www.sciencedirect.com/science/article/pii/S0168169907001688]<br />
Paper about weed control, describing navigating through specific areas, detecting weed with a camera, making weed maps and spraying weed.<br />
<br />
[https://patents.google.com/patent/US2941223A/en]<br />
A patent for a snow sweeper for sidewalks.<br />
<br />
'''Tom'''<br />
<br />
[https://www.sciencedirect.com/science/article/pii/S092188909600053X] <br />
Paper about the design of an autonomous vacuum cleaner.<br />
<br />
[https://s3.amazonaws.com/academia.edu.documents/37918498/06850799.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1549803092&Signature=8GCjA4uM%2FhDytKf1RFWUmk6m0t4%3D&response-content-disposition=inline%3B%20filename%3DPath_Planning_Algorithm_Development_for.pdf] <br />
Paper about pathing algorithms for autonomous vacuum cleaner robots. <br />
<br />
[https://www.osti.gov/etdeweb/servlets/purl/895225] <br />
Analysis of snow melting approaches.<br />
<br />
[https://pdfs.semanticscholar.org/6b2f/19d3bd58c12071129ba6adba16a87c229aaa.pdf]<br />
Paper about machine vision application for weed removal.<br />
<br />
[https://ac.els-cdn.com/S0301479715304412/1-s2.0-S0301479715304412-main.pdf?_tid=bd717970-3888-4fd2-8cfd-4f89ef37f34a&acdnat=1549800079_288b461fdbddadb9ecad9edaef4d7786]<br />
Analysis of pavement maintenance methods.<br />
<br />
[https://ac.els-cdn.com/S0921889002002415/1-s2.0-S0921889002002415-main.pdf?_tid=b448d981-30f4-41b9-b527-6e13619c967b&acdnat=1549800321_10552114fd41bada89923042bbd7034d] <br />
Research into small (< 20kg) urban robots for disaster relief.<br />
<br />
'''Stan'''<br />
<br />
[https://onlinelibrary-wiley-com.dianus.libr.tue.nl/doi/epdf/10.1002/rob.20301]<br />
Paper about navigation on pavements, avoiding litter, pedestrians and bicycles.<br />
<br />
[https://www.mdpi.com/1424-8220/8/2/1278/htm]<br />
Paper about asphalt analysis, to detect whether the road needs maintenance. This paper was actually meant for airborne sensing, but could be used by our robot as well.<br />
<br />
[https://www-sciencedirect-com.dianus.libr.tue.nl/science/article/pii/S1474667016449207]<br />
Paper about stair-climbing methods for robots, useful for our robot to easily get on or off the pavement.<br />
<br />
[https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/7438821]<br />
Article about weather forecasting in the road [network. Could be used by our robot to predict which task it has to do (e.g. de-icing the road)<br />
<br />
[https://www.mdpi.com/1424-8220/13/2/2645/htm]<br />
Paper about autonomous docking at a recharging station for autonomous vehicles in general<br />
<br />
[https://www-tandfonline-com.dianus.libr.tue.nl/doi/abs/10.1163/016918609X12586141083777]<br />
Article about an autonomous cleaning robot for outdoor use, including path-finding and memory of cleaned areas<br />
<br />
'''Ruben'''<br />
<br />
[https://patents.google.com/patent/US20150202770A1/en]<br />
Patent for communication of an autonomous sidewalk robot<br />
<br />
[https://patents.google.com/patent/US9373149B2/en]<br />
Patent for an autonomous neighborhood vehicle controllable through a neighborhood social network<br />
<br />
[https://patents.google.com/patent/US8364334B2/en]<br />
Patent for a system and method for navigating an autonomous vehicle using laser detection and ranging<br />
<br />
[https://dspace.mit.edu/handle/1721.1/111698#files-area]<br />
Paper about autonomous vehicles navigating trough sidewalks buildings and hallways<br />
<br />
[http://dspace.ewubd.edu/handle/123456789/2501]]<br />
Paper about an Autonomous Robot for Garbage Detection and Collection<br />
<br />
[https://ieeexplore.ieee.org/abstract/document/8336636]<br />
Paper about multiple robots in smart city applications<br />
<br />
'''Mathijs'''<br />
<br />
[https://tue.on.worldcat.org/oclc/5872746903]<br />
Paper on small autonomous robots working together to do big tasks.<br />
<br />
[https://tue.on.worldcat.org/oclc/5154827494]<br />
Paper on autonomous navigation on crowded sidewalks.<br />
<br />
[https://tue.on.worldcat.org/oclc/5831032581]<br />
Paper on robot navigation in highly populated pedestrian zones.<br />
<br />
[https://link.springer.com/article/10.1007/s12369-009-0011-9]<br />
Paper on human-robot interaction in urban environments.<br />
<br />
[https://tue.on.worldcat.org/oclc/4934432761]<br />
Paper on the design of a litter collecting robot.<br />
<br />
[https://tue.on.worldcat.org/oclc/5387876416]<br />
Article on electric snow removal by placing heating mats.<br />
<br />
'''Weed detection and removal'''<br />
<br />
[https://ieeexplore.ieee.org/abstract/document/5169487]<br />
Paper about an algorithm that can detect weeds and also classify it.<br />
<br />
[https://acadpubl.eu/jsi/2018-118-7-9/articles/8/55.pdf]<br />
Paper about weed recognition trough image processing.<br />
<br />
[https://doi.org/10.1016/B978-0-12-809881-3.00008-5]<br />
Paper about mechanical weed removal.<br />
<br />
[https://doi.org/10.1016/j.cropro.2015.02.017]<br />
Paper about an intelligent mechanical weeding machine</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=State_of_the_art&diff=65678State of the art2019-02-14T21:03:53Z<p>S153905: </p>
<hr />
<div>State of the Art of group 5<br />
<br />
<br />
'''Navigation'''<br />
<br />
There has been a lot of research and patents on autonomous moving and navigating. Robots are able to detect humans and other objects and can distinguish the places where it can drive. Using object recognition and laser detection it is even possible to navigate in crowded places with many pedestrians and cyclists.<br />
<br />
<br />
'''Trash collecting'''<br />
<br />
Collecting trash is difficult for a robot, because of the many different shapes, materials and colors that the trash can have. Cleaning dust is easy with a vacuum cleaner but bigger trash can't be done with a vacuum cleaner and must be picked up by the robot. To do this the robot needs good object recognition and must be able to grab objects of many different shapes. <br />
<br />
<br />
'''Weed removal'''<br />
<br />
Robots are able to detect and remove weed. It is possible to accurately recognize different kinds of weed by machine vison and precisely remove these without effecting the surrounding area.<br />
<br />
<br />
'''Communication'''<br />
<br />
When there are multiple robots which must work together on one task it is important that they can communicate with each other and divide the tasks. Communication can also be used to prevent robots from colliding and let them work more efficiently. There are multiple papers and patents about communication between robots, human-robot interaction and multiple robots driving on sidewalks and other smart city applications.<br />
<br />
<br />
'''Jasper'''<br />
<br />
[https://www.aaai.org/ojs/index.php/aimagazine/article/view/1132][https://www.aaai.org/ojs/index.php/aimagazine/article/view/1130]<br />
Article about a trash collecting robot (team). It is about office cleanup, but with some changes the technique can also be relevant for outside use.<br />
It is about a competition. One document describes the solution of the winning team, the other gives some more information about the competition.<br />
<br />
[https://patents.google.com/patent/US5943733A/en]<br />
A patent for sucking and filtering for a dust collection vehicle.<br />
<br />
[https://patents.google.com/patent/US5204814A/en]<br />
A patent for an autonomous lawn mower robot. Also about navigating over the lawn.<br />
<br />
[https://www.sciencedirect.com/science/article/pii/S0168169907001688]<br />
Paper about weed control, describing navigating through specific areas, detecting weed with a camera, making weed maps and spraying weed.<br />
<br />
[https://patents.google.com/patent/US2941223A/en]<br />
A patent for a snow sweeper for sidewalks.<br />
<br />
'''Tom'''<br />
<br />
[https://www.sciencedirect.com/science/article/pii/S092188909600053X] <br />
Paper about the design of an autonomous vacuum cleaner.<br />
<br />
[https://s3.amazonaws.com/academia.edu.documents/37918498/06850799.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1549803092&Signature=8GCjA4uM%2FhDytKf1RFWUmk6m0t4%3D&response-content-disposition=inline%3B%20filename%3DPath_Planning_Algorithm_Development_for.pdf] <br />
Paper about pathing algorithms for autonomous vacuum cleaner robots. <br />
<br />
[https://www.osti.gov/etdeweb/servlets/purl/895225] <br />
Analysis of snow melting approaches.<br />
<br />
[https://pdfs.semanticscholar.org/6b2f/19d3bd58c12071129ba6adba16a87c229aaa.pdf]<br />
Paper about machine vision application for weed removal.<br />
<br />
[https://ac.els-cdn.com/S0301479715304412/1-s2.0-S0301479715304412-main.pdf?_tid=bd717970-3888-4fd2-8cfd-4f89ef37f34a&acdnat=1549800079_288b461fdbddadb9ecad9edaef4d7786]<br />
Analysis of pavement maintenance methods.<br />
<br />
[https://ac.els-cdn.com/S0921889002002415/1-s2.0-S0921889002002415-main.pdf?_tid=b448d981-30f4-41b9-b527-6e13619c967b&acdnat=1549800321_10552114fd41bada89923042bbd7034d] <br />
Research into small (< 20kg) urban robots for disaster relief.<br />
<br />
'''Stan'''<br />
<br />
[https://onlinelibrary-wiley-com.dianus.libr.tue.nl/doi/epdf/10.1002/rob.20301]<br />
Paper about navigation on pavements, avoiding litter, pedestrians and bicycles.<br />
<br />
[https://www.mdpi.com/1424-8220/8/2/1278/htm]<br />
Paper about asphalt analysis, to detect whether the road needs maintenance. This paper was actually meant for airborne sensing, but could be used by our robot as well.<br />
<br />
[https://www-sciencedirect-com.dianus.libr.tue.nl/science/article/pii/S1474667016449207]<br />
Paper about stair-climbing methods for robots, useful for our robot to easily get on or off the pavement.<br />
<br />
[https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/7438821]<br />
Article about weather forecasting in the road [network. Could be used by our robot to predict which task it has to do (e.g. de-icing the road)<br />
<br />
[https://www.mdpi.com/1424-8220/13/2/2645/htm]<br />
Paper about autonomous docking at a recharging station for autonomous vehicles in general<br />
<br />
[https://www-tandfonline-com.dianus.libr.tue.nl/doi/abs/10.1163/016918609X12586141083777]<br />
Article about an autonomous cleaning robot for outdoor use, including path-finding and memory of cleaned areas<br />
<br />
'''Ruben'''<br />
<br />
[https://patents.google.com/patent/US20150202770A1/en]<br />
Patent for communication of an autonomous sidewalk robot<br />
<br />
[https://patents.google.com/patent/US9373149B2/en]<br />
Patent for an autonomous neighborhood vehicle controllable through a neighborhood social network<br />
<br />
[https://patents.google.com/patent/US8364334B2/en]<br />
Patent for a system and method for navigating an autonomous vehicle using laser detection and ranging<br />
<br />
[https://dspace.mit.edu/handle/1721.1/111698#files-area]<br />
Paper about autonomous vehicles navigating trough sidewalks buildings and hallways<br />
<br />
[http://dspace.ewubd.edu/handle/123456789/2501]]<br />
Paper about an Autonomous Robot for Garbage Detection and Collection<br />
<br />
[https://ieeexplore.ieee.org/abstract/document/8336636]<br />
Paper about multiple robots in smart city applications<br />
<br />
'''Mathijs'''<br />
<br />
[https://tue.on.worldcat.org/oclc/5872746903]<br />
Paper on small autonomous robots working together to do big tasks.<br />
<br />
[https://tue.on.worldcat.org/oclc/5154827494]<br />
Paper on autonomous navigation on crowded sidewalks.<br />
<br />
[https://tue.on.worldcat.org/oclc/5831032581]<br />
Paper on robot navigation in highly populated pedestrian zones.<br />
<br />
[https://link.springer.com/article/10.1007/s12369-009-0011-9]<br />
Paper on human-robot interaction in urban environments.<br />
<br />
[https://tue.on.worldcat.org/oclc/4934432761]<br />
Paper on the design of a litter collecting robot.<br />
<br />
[https://tue.on.worldcat.org/oclc/5387876416]<br />
Article on electric snow removal by placing heating mats.</div>S153905https://cstwiki.wtb.tue.nl/index.php?title=State_of_the_art&diff=64723State of the art2019-02-10T14:26:43Z<p>S153905: </p>
<hr />
<div>State of the Art of group 5<br />
<br />
'''Jasper'''<br />
<br />
[https://www.aaai.org/ojs/index.php/aimagazine/article/view/1132][https://www.aaai.org/ojs/index.php/aimagazine/article/view/1130]<br />
Article about a trash collecting robot (team). It is about office cleanup, but with some changes the technique can also be relevant for outside use.<br />
It is about a competition. One document describes the solution of the winning team, the other gives some more information about the competition.<br />
<br />
[https://patents.google.com/patent/US5943733A/en]<br />
A patent for sucking and filtering for a dust collection vehicle.<br />
<br />
[https://patents.google.com/patent/US5204814A/en]<br />
A patent for an autonomous lawn mower robot. Also about navigating over the lawn.<br />
<br />
[https://www.sciencedirect.com/science/article/pii/S0168169907001688]<br />
Paper about weed control, describing navigating through specific areas, detecting weed with a camera, making weed maps and spraying weed.<br />
<br />
[https://patents.google.com/patent/US2941223A/en]<br />
A patent for a snow sweeper for sidewalks.<br />
<br />
'''Tom'''<br />
<br />
[https://www.sciencedirect.com/science/article/pii/S092188909600053X] <br />
Paper about the design of an autonomous vacuum cleaner.<br />
<br />
[https://s3.amazonaws.com/academia.edu.documents/37918498/06850799.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1549803092&Signature=8GCjA4uM%2FhDytKf1RFWUmk6m0t4%3D&response-content-disposition=inline%3B%20filename%3DPath_Planning_Algorithm_Development_for.pdf] <br />
Paper about pathing algorithms for autonomous vacuum cleaner robots. <br />
<br />
[https://www.osti.gov/etdeweb/servlets/purl/895225] <br />
Analysis of snow melting approaches.<br />
<br />
[https://pdfs.semanticscholar.org/6b2f/19d3bd58c12071129ba6adba16a87c229aaa.pdf]<br />
Paper about machine vision application for weed removal.<br />
<br />
[https://ac.els-cdn.com/S0301479715304412/1-s2.0-S0301479715304412-main.pdf?_tid=bd717970-3888-4fd2-8cfd-4f89ef37f34a&acdnat=1549800079_288b461fdbddadb9ecad9edaef4d7786]<br />
Analysis of pavement maintenance methods.<br />
<br />
[https://ac.els-cdn.com/S0921889002002415/1-s2.0-S0921889002002415-main.pdf?_tid=b448d981-30f4-41b9-b527-6e13619c967b&acdnat=1549800321_10552114fd41bada89923042bbd7034d] <br />
Research into small (< 20kg) urban robots for disaster relief.<br />
<br />
'''Stan'''<br />
<br />
[https://onlinelibrary-wiley-com.dianus.libr.tue.nl/doi/epdf/10.1002/rob.20301]<br />
Paper about navigation on pavements, avoiding litter, pedestrians and bicycles.<br />
<br />
[https://www.mdpi.com/1424-8220/8/2/1278/htm]<br />
Paper about asphalt analysis, to detect whether the road needs maintenance. This paper was actually meant for airborne sensing, but could be used by our robot as well.<br />
<br />
[https://www-sciencedirect-com.dianus.libr.tue.nl/science/article/pii/S1474667016449207]<br />
Paper about stair-climbing methods for robots, useful for our robot to easily get on or off the pavement.<br />
<br />
[https://ieeexplore-ieee-org.dianus.libr.tue.nl/document/7438821]<br />
Article about weather forecasting in the road [network. Could be used by our robot to predict which task it has to do (e.g. de-icing the road)<br />
<br />
[https://www.mdpi.com/1424-8220/13/2/2645/htm]<br />
Paper about autonomous docking at a recharging station for autonomous vehicles in general<br />
<br />
[https://www-tandfonline-com.dianus.libr.tue.nl/doi/abs/10.1163/016918609X12586141083777]<br />
Article about an autonomous cleaning robot for outdoor use, including path-finding and memory of cleaned areas<br />
<br />
'''Ruben'''<br />
<br />
[https://patents.google.com/patent/US20150202770A1/en]<br />
Patent for communication of an autonomous sidewalk robot<br />
<br />
[https://patents.google.com/patent/US9373149B2/en]<br />
Patent for an autonomous neighborhood vehicle controllable through a neighborhood social network<br />
<br />
[https://patents.google.com/patent/US8364334B2/en]<br />
Patent for a system and method for navigating an autonomous vehicle using laser detection and ranging<br />
<br />
[https://dspace.mit.edu/handle/1721.1/111698#files-area]<br />
Paper about autonomous vehicles navigating trough sidewalks buildings and hallways<br />
<br />
[http://dspace.ewubd.edu/handle/123456789/2501]]<br />
Paper about an Autonomous Robot for Garbage Detection and Collection<br />
<br />
[https://ieeexplore.ieee.org/abstract/document/8336636]<br />
Paper about multiple robots in smart city applications</div>S153905