Abstract
To accurately model and represent student knowledge is a challenging task, and it is especially difficult for ill-defined domains, characterized by uncertainty and ambiguity. We propose a way to represent students' positions as they analyze case studies in the Professional Ethics domain. We designed our representation with the goal not only to model students' knowledge, but also to encourage positive behaviour in students, and increase the quality of their case analyses. As our experiment demonstrates our representation was successful in stimulating certain desired actions in students, but didn't seem to significantly affect the quality of students' case analyses. © 2013 Springer-Verlag Berlin Heidelberg.
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CITATION STYLE
Sharipova, M., & McCalla, G. (2013). Modelling students’ knowledge of ethics. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 7926 LNAI, pp. 721–724). Springer Verlag. https://doi.org/10.1007/978-3-642-39112-5_97
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