A generating technique and knowledge representation of multiple-answer problems for learning with solving knowledge

Abstract

Background

Erroneous answers in multiple-answer problems not only make the correct answer harder to determine but also indicate why the correct choice is suitable and the erroneous one a mistake when compared to the correct answer. However, it is insufficient to simply create erroneous answers for this purpose: explanations of these answers are also required. Preexisting studies examining functions for generating erroneous answers and their explanations based on this approach are abundant. Nevertheless, a major bottleneck has formed in this research body concerning the related specialized knowledge descriptions that are required for the generation function.

Methods

This paper focuses on the notion that it is easy for teachers skilled in problem solving to express specific problems in written form and amend incomplete knowledge. Furthermore, it examines a method of constructing knowledge while generating and updating knowledge from specific problems.

Result and Conclusion

The suitability of the proposed method was verified by examining actual knowledge constructed by the research subjects.