VACULÍK, Karel, Lubomír POPELÍNSKÝ, Eva MRÁKOVÁ and Juraj JURČO. Tutoring and Automatic Evaluation of Logic Proofs. Online. In Mélanie Ciussi, Marc Augier. Proceedings of the 12th European Conference on e-Learning ECEL 2013. Sophia Antipolis, France: Academic Conferences and Publishing International, 2013, p. 495-502. ISBN 978-1-909507-84-5.
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Basic information
Original name Tutoring and Automatic Evaluation of Logic Proofs
Authors VACULÍK, Karel (203 Czech Republic, guarantor, belonging to the institution), Lubomír POPELÍNSKÝ (203 Czech Republic, belonging to the institution), Eva MRÁKOVÁ (203 Czech Republic, belonging to the institution) and Juraj JURČO (703 Slovakia, belonging to the institution).
Edition Sophia Antipolis, France, Proceedings of the 12th European Conference on e-Learning ECEL 2013, p. 495-502, 8 pp. 2013.
Publisher Academic Conferences and Publishing International
Other information
Original language English
Type of outcome Proceedings paper
Field of Study 20200 2.2 Electrical engineering, Electronic engineering, Information engineering
Country of publisher United Kingdom of Great Britain and Northern Ireland
Confidentiality degree is not subject to a state or trade secret
Publication form electronic version available online
RIV identification code RIV/00216224:14330/13:00070404
Organization unit Faculty of Informatics
ISBN 978-1-909507-84-5
ISSN 2048-8645
UT WoS 000342674900062
Keywords (in Czech) dolování z grafů; logické důkazy; rezoluce; automatické vyhodnocování; časté podgrafy; klasifikace
Keywords in English graph mining; logic proofs; resolution; automatic evaluation; frequent subgraphs; classification
Tags International impact, Reviewed
Changed by Changed by: RNDr. Pavel Šmerk, Ph.D., učo 3880. Changed: 24/4/2014 19:00.
Abstract
Tutoring of logic proofs is an important part of undergraduate courses of logic. Commonly, a tutor trains and tests students’ skills to build correct logic proofs. We introduce a system for training of students’ ability to construct correct proofs in propositional or predicate logic. In addition to common techniques including presentations supported by slides and exercises we use animations which are based on carefully selected demonstrative examples and their step-by-step solutions. Animations are interactive so that a student may choose a particular step, a sequence of steps, and/or a particular task. In order to test students’ knowledge, we prepared a questionnaire that captures the entire process of a logic proof construction. A student constructs a proof and then answers questions from the questionnaire. We describe the design of the questionnaire and discuss its dis/advantages. We then apply frequent subgraph mining together with supervised machine learning algorithms to perform an automatic evaluation of correctness of the proofs. In addition to classifying the proofs as correct or incorrect, a report containing the summary of errors and suggested penalty points is produced.
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