Research On The Interaction Design And Application Of The Prompts In The Intelligent Math Tutoring System In Junior High School

With the development of information technology and the continuous promotion of education reform,more and more mathematics learning platforms and mathematics apps have been applied in daily education and teaching activities,and become effective tools for students to learn mathematics and solve problems.At present,the main function of the domestic intelligent tutoring system in mathematics homework problem guidance is usually to support the photographing and searching questions,and to provide learning resources such as question bank and micro video.The prompts in the intelligent tutoring system are of great value on cognitive diagnosis and problem solving.However,most of the prompts in the existing intelligent math tutoring system present the question answer directly,which is still lacking in interaction design.Such prompts lacks interactivity and can only arouse students’ simple response and shallow learning activities.It can not visualize students’ representation of problems and problem solving obstacles,etc.,and is not conducive to stimulating students’ reflection and deep processing on learning content.Based on this,this study attempts to expand the interactive forms of prompts in the intelligent math tutoring system in junior high school,to judge the understanding and mastery of knowledge of learners,to give better help and guidance to learners through cognitive diagnosis,and give full play to the important role of prompt guidance.Firstly,based on the literature research,this paper defines the related connotation of the intelligent math tutoring system and prompts,sorts out the relevant literature related to the intelligent math tutoring system and interaction design,and summarizes the interactive forms of prompts in the existing intelligent tutoring system.Secondly,under the guidance of digital Bloom,human-computer interaction,thinking visualization and other related learning theories,this study expounds the principles of interaction design,and analyzes the role of five types of mathematical prompts in solving learners’ learning disabilities,including knowledge point selection type,strategy use type,text comprehension type,knowledge point application type and review and reflection type.According to the five kinds of mathematical prompts,this paper puts forward the interaction design schemes with stronger guiding function and more flexible guiding methods which are suitable for different levels of goals,and then lists specific examples.Finally,quasi-experimental research is adopted in the empirical study,and two classes of grade 7 in Luoyang are selected as the research objects to carry out the equal group experiment.During the experiment,the experimental class used prompts in homework exercises,while the control class did exercises without using prompts.At the end of the experiment,the post-test questions were used to measure the scores of the two classes,questionnaires and interviews were used to understand students’ satisfaction,the system usefulness and usability.Finally,SPSS software was used to analyze the relevant data and summarize the experimental conclusions.The experimental results show that prompts in this study can make cognitive diagnosis and give guidance on students’ mathematical thinking,and it is helpful to students’ grades.Students also have a certain degree of satisfaction in using these prompts.