Anders Bouwer

Amsterdam University Of Applied Sciences, Digital Media and Creative Industry, Faculty Member

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Researcher and lecturer with research interests in AI, Smart Education, Game-Based Learning, Automated and Live Game Design, Interactive Visualizations, Music Interaction, Mixed-Initiative Design Tools, and Civic Interaction Design

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Exploring the Design and Impact of Online Exercises for Teacher Training About Dynamic Models in Mathematics

Lecture Notes in Computer Science, 2020

The potential of software tools to support learning mathematics is widely acknowledged, but their... more The potential of software tools to support learning mathematics is widely acknowledged, but their use can be hindered for many reasons. When teaching future mathematics teachers, we observed that these students were unmotivated to use such tools. This lack of motivation was caused by two concerns held by the students. Firstly, expected difficulty with the software interface (‘handling equations with computer interfaces is cumbersome’) and secondly, having to do time-consuming exercises on top of the regular pen-and-paper material. To circumvent these concerns, we developed and deployed a set of exercises, categorized in seven different types, that required little effort in terms of equation ‘writing’ with the computer interface but still covered the core mathematical principles taught in the lessons. To allow for sufficient training opportunities, the software automatically created new randomized versions of the same question type. In this paper, we present an exploratory study that discusses the potential of this approach and provides insight on the effectiveness of question types used.

Monet - European Network of Excellence on Model-based Systems and Qualitative Reasoning (MBS&QR)

Learning with Interactive Knowledge Representations

Applied Sciences

Computers are promising tools for providing educational experiences that meet individual learning... more Computers are promising tools for providing educational experiences that meet individual learning needs. However, delivering this promise in practice is challenging, particularly when automated feedback is essential and the learning extends beyond using traditional methods such as writing and solving mathematics problems. We hypothesize that interactive knowledge representations can be deployed to address this challenge. Knowledge representations differ markedly from concept maps. Where the latter uses nodes (concepts) and arcs (links between concepts), a knowledge representation is based on an ontology that facilitates automated reasoning. By adjusting this reasoning towards interacting with learners for the benefit of learning, a new class of educational instruments emerges. In this contribution, we present three projects that use an interactive knowledge representation as their foundation. DynaLearn supports learners in acquiring system thinking skills. Minds-On helps learners to...

Anders Bouwer

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