[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588544-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-588544-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","creating-interactive-user-feedback-in-dgs-using-scripting-interfaces-volume-3-number-2-2010","CREATING INTERACTIVE USER FEEDBACK IN DGS USING SCRIPTING INTERFACES - Volume 3 - Number 2 - 2010","","Interactive learning software depends on feedback that informs learners about their actions while letting them control the timing and level of feedback, consistent with constructivist learning theory. The work describes how Cinderella, a dynamic geometry environment, supports author-defined, application-specific feedback via scripting interfaces. Two learning units are presented—feedback on demand and immediate feedback—covering discrete mathematics and geometry reflections. Automatic analysis and later teacher-assisted feedback address both standard and exceptional solution processes.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/creating-interactive-user-feedback-in-dgs-using-scripting-interfaces-volume-3-number-2-2010/588544/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/creating-interactive-user-feedback-in-dgs-using-scripting-interfaces-volume-3-number-2-2010/588544.png","ImageObject",300,407,{"name":42,"@type":43},"Rizky","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What learning goal motivates the feedback approach described in the paper?","Question",{"text":63,"@type":64},"The paper argues that good interactive learning software must provide learners with more information about what they did, supporting constructivist control over feedback timing and level.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which dynamic geometry tool is used to implement the feedback system?",{"text":68,"@type":64},"The feedback system is implemented using Cinderella, an interactive geometry software with an easy-to-use programming interface.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the paper handle situations where automatic analysis cannot interpret a learner’s solution?",{"text":72,"@type":64},"It records user actions so the teacher can provide additional, later feedback when the automatic feedback system fails to analyze the learning processes.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588544,1792192198,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":123,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Volume 3, Number 2, 2010  \nCREATING INTERACTIVE USER FEEDBACK IN DGS USING  \nSCRIPTING INTERFACES  \nAndreas Fest  \nAbstract: Feedback is an important component of interactive learning software. A conclusion from cognitive learning theory is that good software must give the learner more information about what he did. Following the ideas of constructivist learning theory the user should be in control of both the time and the level of feedback he receives. At the same time the feedback system must identify and review different possible solution strategies in an open learning environment.  \nThe interactive geometry software Cinderella offers an easy-to-use programming interface. It can be used to implement application specific feedback by the author of learning units.  \nIn this paper we present two exemplary learning units implementing two kinds of interactive feedback: feedback on demand and immediate feedback. The presented units come from discrete mathematics and from the theory of line reflections and congruencies in geometry. The units are implemented in a process-oriented design. Various directly given or hidden hints help the students to understand the mathematical principles behind the given problems. Our tools analyses the student’s solution processes automatically and generates additional feedback on demand.  \nThe second learning environment can also be used in conjunction with recording of user actions.  \nThis allows additional feedback given later by the teacher whenever the automatic feedback system fails in analyzing the users' learning processes. First experiences using the units in teaching are presented.  \nKey words: Dynamic Geometry, Scripting, Individual Feedback, Graph Algorithms, Congruencies  \n1. Introduction  \nThe idea of guided discovery learning seems to be a good concept for teaching mathematics, see e.g. Mayer [7], Orton [12] . Students work on certain mathematical problems and develop their own solutions. They are free in choosing their own individual learning paths, their solution strategies and the tools they use. This should result in a deeper understanding of the mathematical structure of the given problem. The teacher should accompany the students and supports their learning process. Heattends the students, gives hints, stimuli and feedback.  \nNowadays those ideas are well known and more or less established in school teaching. But at the university level the situation is still different. Due to the large number of students, the teachers often are not able to attend the whole learning process of each student. They don’t have enough time to accompany each student. As a consequence, classical lectures are often chosen as the main type of lessons at universities.  \nOur approach is to use interactive learning software with an intelligent feedback system for exercisesin addition to the classical course material. The students work on given mathematical problems or questions using the computer. According to the ideas of the constructivist learning theory suitable learning software should open the door for individual learning paths to the students (Schulmeister  \nThis paper is an expanded version of the presentation given to the second Computer Algebra and Dynamic Geometry Systems in Mathematics Education (CADGME) conference at the University of Linz, Austria, in July 2009.  \nPublished: 1 June 2010.  \n[14]) . The software analyses the solution process of the students and gives individual feedback that offers more information than just a “right” or “wrong”. For an optimal support of the student’s learning, the software should analyze the whole learning process and not just the results.  \nEspecially in mathematics there often is an innumerable amount of possible solution strategies. It isnot possible for the author of an electronic learning tool to predetermine each of those solution strategies. Also it often is impossible to validate all of them automatically. But in fact this is no problem in our approach. ","cbCaikNwM84uBnHa","https://ap.wps.com/l/cbCaikNwM84uBnHa","pdf",797365,"English","# Introduction\n## Classification of Feedback","[{\"question\":\"What learning goal motivates the feedback approach described in the paper?\",\"answer\":\"The paper argues that good interactive learning software must provide learners with more information about what they did, supporting constructivist control over feedback timing and level.\"},{\"question\":\"Which dynamic geometry tool is used to implement the feedback system?\",\"answer\":\"The feedback system is implemented using Cinderella, an interactive geometry software with an easy-to-use programming interface.\"},{\"question\":\"How does the paper handle situations where automatic analysis cannot interpret a learner’s solution?\",\"answer\":\"It records user actions so the teacher can provide additional, later feedback when the automatic feedback system fails to analyze the learning processes.\"}]","CREATING INTERACTIVE USER FEEDBACK IN DGS USING SCRIPTING INTERFACES - Volume 3 - Number 2 - 2010 | PDF",1792065464,25]