{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2024,3,25]],"date-time":"2024-03-25T13:11:53Z","timestamp":1711372313058},"reference-count":17,"publisher":"Cambridge University Press (CUP)","issue":"3","license":[{"start":{"date-parts":[[2009,2,27]],"date-time":"2009-02-27T00:00:00Z","timestamp":1235692800000},"content-version":"unspecified","delay-in-days":4654,"URL":"https:\/\/www.cambridge.org\/core\/terms"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["AIEDAM"],"published-print":{"date-parts":[[1996,6]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>The ability to reason spatially is an important skill required for engineers, particularly in engineering design and construction. One aspect of spatial reasoning is visualizing and constructing three-dimensional (3D) solid objects from two-dimensional (2D) projections. To assist in teaching this to engineering students, an instructional software system is being developed at the University of Illinois. This instructional software system is comprised of the Visual Sweeper and the Visual Teacher. The Visual Sweeper is a geometric framework for solving missing view problems. In missing view problems, students create 3D solid objects from two 2D projections by applying operations inverse to orthographic projection. The Visual Teacher, which is the focus of this article, is an intelligent critiquing and tutoring module that gives feedback to the student regarding partial solutions to missing view problems. The Visual Teacher is comprised of a Recognizer and a Critiquer. The Recognizer identifies which solution solid the student's partial solution is closest to. Based on the solution solid and a student's partial solution, the Criti-quer gives critique and advice to the student. The Recognizer is based on an algorithm for bipartite graph matching, while the Critiquer uses a rule-based approach. This paper describes the Visual Teacher, gives examples of how it can be used, presents preliminary evaluation results, and discusses the system's assumptions and limitations.<\/jats:p>","DOI":"10.1017\/s0890060400001578","type":"journal-article","created":{"date-parts":[[2010,3,31]],"date-time":"2010-03-31T13:46:02Z","timestamp":1270043162000},"page":"235-249","source":"Crossref","is-referenced-by-count":8,"title":["Intelligent critiquing and tutoring of spatial reasoning skills"],"prefix":"10.1017","volume":"10","author":[{"given":"Ole Jakob","family":"Mengshoel","sequence":"first","affiliation":[]},{"given":"Sanjeev","family":"Chauhan","sequence":"additional","affiliation":[]},{"given":"Yong Se","family":"Kim","sequence":"additional","affiliation":[]}],"member":"56","published-online":{"date-parts":[[2009,2,27]]},"reference":[{"key":"S0890060400001578_ref012","first-page":"75","article-title":"An interface for interactive spatial reasoning and visualization","author":"Osborn","year":"1992","journal-title":"Proc. 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