Guest editors’ introduction

Abstract

Solving problems/questions is one of the most indispensable and important elements in the teaching and learning process. Problems/questions ask for specific domain knowledge and their difficulties are moderated by given and/or un-given conditions. Providing appropriate problems/questions enables teachers to assess the mastery levels of their students appropriately. In addition, problem/question-centered learning, including learning by problem solving and generation, allows students to apply learned knowledge to various situations.

In order to accomplish the problem/question-centered adaptive teaching and learning, it is essential to prepare a large amount of problems/questions on domain knowledge. In addition, appropriate metadata should be attended so as to select questions/problems that are appropriate for students.

This special issue attempted to provide a good and timely opportunity to present and share the results and issues of investigations about “problems/questions” in RPTEL community. We cordially invited papers interested in further exploring the many facets and potential uses of “problems/questions” in education/learning from a theoretical, technological, computational, pedagogical, sociological, or administrational point of views.