=Paper=
{{Paper
|id=Vol-3003/paper1
|storemode=property
|title=Models and Software for Intelligent Web-Based Testing System in Mathematics
|pdfUrl=https://ceur-ws.org/Vol-3003/paper1.pdf
|volume=Vol-3003
|authors=Andrey Chukhray,Elena Yashina
|dblpUrl=https://dblp.org/rec/conf/profitai/ChukhrayY21
}}
==Models and Software for Intelligent Web-Based Testing System in Mathematics==
https://ceur-ws.org/Vol-3003/paper1.pdf
Models and Software for Intelligent Web-Based Testing System
in Mathematics
Andrey Chukhray and Elena Yashina
National Aerospace University «Kharkiv Aviation Institute», Chkalova 17, 61070 Kharkov, Ukraine
Abstract
In this paper computer models and software for intelligent web-based testing system in
mathematics are described. The analysis of computer web-based testing systems in
mathematics is carried out, Parameterized mathematical models for different tasks, including
algebra and geometry, are synthesized, Architecture and software of intelligent web-based
testing system are presented. Knowledges and skills evaluation model on the base of fuzzy
logic is developed. Now system is working in two modes: a mode of training and a control
mode.
Keywords 1
Intelligent tutoring systems, e-learning, educational software, mathematical models
1. Introduction
In the past few years e-learning experiences true boom. The driving force of it is continuous
computer potential growth: increase of processor power and memory capacity, improvement of I/O
facilities, perfection of network technologies, boost of efficiency of modern software development
tools. The Covid-19 pandemic gave a powerful impetus to the computer-aided learning growth.
Artificial intelligence techniques allow to individualize and personalize the educational process [1,
2] and improve feedback from students [3]. At the same time scientific theory of artificial intelligence
for e-learning is developing not so fast as developers would like. Artificial intelligence techniques are
successfully used in teaching computer and mathematical sciences [4]. But today it is not possible yet
to replace a good teacher with a computer tutor system. There is insuperable complexity of synthesis of
models and methods for adaptation to mental work features, repertoire of knowledge and skills of each
learner [5].
Therefore efforts of many developers aim at more utilitarian tasks where considerable progress is
achieved at interactive intelligent tutoring system, such as evaluation of mathematical expressions [6],
models constructing [7], solving algebra [8] and geometry [9] problems, online and web-based tutoring
systems [10, 11], web-based test systems [12].
Within the framework of the Ukrainian project of external independent evaluation before authors
there was a task of intelligent web-based testing system creation. The purpose of it was increase of
effectiveness of school graduates preparation to external independent evaluation in mathematics by
means of availability assurance of tests examples through the Internet, introduction of interactive modes
of training and control for improvement contents of tasks and technologies of answers filling
understanding, economy of expenses for manufacture and distribution of test tasks paper collections,
As analysis of world experience of interactive testing systems in mathematics making has shown the
most creative way is development of parameterized mathematical models for automatic generation
unique tasks, right answers and wrong but plausible answers for closed tests.
International Workshop of IT-professionals on Artificial Intelligence (ProfIT AI 2021), September 20-21, 2021, Kharkiv, Ukraine
EMAIL: achukhray@gmail.com (A. 1); o.yashina@khai.edu (A. 2);
ORCID: 0000-0002-8075-3664 (A. 1); 0000-0003-2459-1151 (A. 2);
©️ 2021 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
2. Task definition
This article is dedicated to solving the problems.
1. To synthesize parameterized mathematical models for automatic generation unique tasks,
right answers and wrong but plausible answers for closed tests.
2. On the base of fuzzy logic to develop knowledges and skills evaluation model.
3. To create algorithms and the software for intelligent web-based testing system in
mathematics which must work in two modes: a mode of training and a control mode.
3. Task solution
3.1. Parameterized mathematical models
We described 26 different mathematical tasks, including algebra and geometry ones, were
parametrical. There were 12 tasks of closed type and 14 tasks of open type.
Let's consider some examples of parameterization.
3.1.1. Example I
To solve equation
√𝑥 + 1√𝑥 − 2√𝑥 − 5 = 0. (1)
In general we have
√𝑥 + 𝑎1 √𝑥 + 𝑎2 … √𝑥 + 𝑎𝑛 = 0. (2)
The admitted region is
𝑥 + 𝑎1 ≥ 0
𝑥 + 𝑎2 ≥ 0 (3)
{
…
𝑥 + 𝑎𝑛 ≥ 0
Hence it follows
𝑥 ≥ − 𝑚𝑖𝑛{𝑎1 , 𝑎2 , . . . , 𝑎𝑛 } (4)
and
𝑥 = − 𝑚𝑖𝑛{𝑎1 , 𝑎2 , . . . , 𝑎𝑛 }. (5)
The model of the task consists of:
1) n ∈ {1,2, . . . , 10}is randomly chosen;
1) set {𝑎1 , 𝑎2 , . . . ,𝑎𝑛 }, − 100 ≤ 𝑎𝑖 ≤ 100, 𝑖 ≠ 𝑗 → 𝑎𝑖 ≠ 𝑎𝑗 is randomly chosen;
2) variants of answer are generated by the following way:
a. equation has no roots;
b. 𝑥 = −𝑚𝑖𝑛{𝑎1 , 𝑎2 , . . . , 𝑎𝑛 };
c. 𝑥 = −𝑚𝑎𝑥{𝑎1 , 𝑎2 , . . . , 𝑎𝑛 };
d. 𝑥 = {−𝑎1 , −𝑎2 , . . . , −𝑎𝑛 }
3) variants of answer are arranged randomly;
4) right answer is compared with answer of graduate.
3.1.2. Example II
The medial line of trapezium in Ошибка! Источник ссылки не найден. is equal 7. Height is
15√3
.
7
Figure 1: Graphical task statement
Angle between diagonal is equal 120°. To find product gets of diagonals of base is equal L and
vertex angle is equal 120° BOC and AOD are similar triangles. Hence it follows
𝐴𝐷 𝐵𝐶 (6)
= .
𝐹𝑂 𝐸𝑂
Also we know that
𝐴𝐷 + 𝐵𝐶 1 (7)
𝑆= ∗ (𝐸𝑂 + 𝐹𝑂) = ∗ 𝐴𝐶 ∗ 𝐵𝐷 ∗ 𝑠𝑖𝑛(120°).
2 2
Therefore
𝐴𝐷 (8)
𝐴𝐷, 𝐹𝑂 ≤ , 𝐸𝑂 < 𝐹𝑂
2√3
are generated. BC is calculated as
𝐸𝑂 (9)
𝐴𝐷 ∗ .
𝐹𝑂
Then desired value is
AD + BC 1 (10)
AC ∗ BD = ∗ ∗ EF.
2 √3
3.1.3. Example III
To solve equation
2𝑥+2 − 2𝑥 = 96. (11)
In general we have
(−1)𝑏1 𝑎 𝑥+𝑐1 + (−1)𝑏2 𝑎 𝑥+𝑐2 +. . . +(−1)𝑏𝑛 𝑎 𝑥+𝑐𝑛 = 𝑃. (12)
The model of the task consists of following actions:
1) n ∈ {2,3, . . . , 10} is randomly chosen;
2) a,x ∈ {2,3, . . . , 10} are randomly chosen;
3) 𝑐𝑖 ∈ {0,1,3, . . . , 10}, 𝑖 = ̅̅̅̅̅
1, 𝑛 are randomly chosen;
4) 𝑏𝑖 ∈ {0, 1}, 𝑖 = ̅̅̅̅̅
1, 𝑛 are randomly chosen;
5) P is calculated:
6) right answer is compared with answer of graduate.
3.1.4. Example IV
Areas of bounds of rectangular parallelepiped are equal 𝑆1 , 𝑆2 , 𝑆3 . To find volume of parallelepiped.
The model of the task includes:
1) generation random 𝑥, 𝑦, 𝑧 ∈ {2,3, . . . ,10};
2) calculation 𝑆1 = 𝑥𝑦; 𝑆2 = 𝑧𝑦; 𝑆3 = 𝑥𝑧;
3) check graduate answer against x ⋅y ⋅z.
3.2. Knowledges and skills evaluation model
To create evaluation model fuzzy approach was chosen because of its closeness to teacher qualitative
reasoning.
Let us consider input linguistic variables:
𝑈𝐼 =”Tasks solving speed”,
described by the term set
𝑇(𝑈1 )={Slow, Medium, Fast}
as in [2];
𝑈2 =”The number of errors” ,
𝑇(𝑈2 )={Zero, Very small, Average, Large, Very large};
and
𝑈3 =”Help reference”,
𝑇(𝑈3 )={Without help, With small help, With help, With great help}.
For example, membership functions for 𝑇(𝑈3 ) are presented in Figure 2.
Figure 2: Membership functions for input variable Help reference
Let
𝑌 = ”𝐾𝑛𝑜𝑤𝑙𝑒𝑑𝑔𝑒𝑠 𝑎𝑛𝑑 𝑠𝑘𝑖𝑙𝑙𝑠”
be an output linguistic variable with term set
𝑇(𝑌)={ Excellent, Good, Satisfactory, Bad }
T(Y)={Excellent, Good, Satisfactory, Bad}.
Then rules can be expressed in the Mamdani form:
If 𝑈𝐼 is Fast and 𝑈2 is Zero and 𝑈3 is Without help then Y is Excellent.
If 𝑈𝐼 is Fast and 𝑈2 is Very small and 𝑈3 is With help then Y is Good.
…
If 𝑈𝐼 is Slow and 𝑈2 is Very large and 𝑈3 is With great help then Y is Bad.
4. Software
The main task of this work is intelligent computer system for testing knowledge and skills in
mathematics software development. We have collected and analyzed the system requirements. Based
on this the architecture of system and main components software was developed.
4.1. System architecture
As a result of the analysis of the system requirements, the main components and the connections
between them were identified. The system architecture model is shown in Figure 3.
The system consists of the following levels:
- the database level, which contains the database for accounting information about users
(registration, test results);
- the business logic level, which includes the APP Server;
- the communication level, that is, the level that carries out network interaction with the user;
- presentation layer, which includes tools for development and presentation of data, such as ASP
.NET, WinForms, as well as directly displaying Web sites, that is, various browsers;
- user level.
DATABASE Admin
LAYER DB (world leadership
planner)
BUSINESS
LOGIC LAYER APP Server Winforms / WPF
COMMUNICATI
ON LAYER
WCF / Remoting /
Web services
PRESENTA
TION
LAYER
ASP.NET WinForms /
WPF
IE / FF /
opera
STPD LAYER
Client
Figure 3: The architecture of an intelligent computer system for testing knowledge and skills in
mathematics
Components for generating problem conditions and answer options for them are stored in separate
library DLL files.
To provide versatility multilevel architecture of system was developed. It consists of four levels:
database level, business logic level, communication level and presentation one. Main components of
business logic layer are presented in Figure 4.
Task Statement TaskPresentation
(graphic
presentation)
< Task Generators > Control
*.dll Reflection ITaskGe List Agent
nerator
AnswerVariant XML
WCF
Answer / Login Data
IPresentation
Provider
DB Statement
XML
ASP.NET Pages &
Controls (other UI) ASPNetPresenta Equation EquationPres
tionProvider Its presentation entation
Figure 4: Components of business logic layer
After an entrance of the user in system, which happens at ASP layer WCF layer begins work. WCF
represents an intermediate link witch connects parts of display and logic. WCF contacts library with
tasks and through interface ITaskGenerator by means of reflection operation receives the list of tasks.
Each element of the task list, i.e. a copy of class Task, contains a task condition, variants of answers
and a right answer as XML-code. Control agent cuts right answer leaving it on a server and directs the
remained elements (a condition and answer variants) to layer WCF. Thus, right answers in no way
cannot become accessible to the user. Therefore security is provided.
The diagram of the main classes of an intelligent computer system for testing knowledge and skills
in mathematics is shown in Figure 5.
The basic abstract class Task has two inheritors: the EnclosedTask class a of a closed type task; the
OpenTask class of an open type task. Both classes override the base class's Check() method and have
several constructors.
The Task class defines a Statement class that represents a task condition. It is associated with the
AnswerVariant class, which generates answer options.
The Statement and AnswerVariant classes through the TaskPresentation class form the expression
of the condition of the task and the options for responding to it in the form of an XML representation.
In addition to the AnswerVariant class, there is an abstract RightAnswer – correct answer class. Its
inheritors are the classes of the correct answer to tasks of the private EnclosedRightAnswer and public
OpenedRightAnswer types.
The Task class, through the TaskPresentation class, generates conditions and response options in
the form of XML code containing tags of a specific purpose, for example, the tag
contains an expression for building a mathematical formula, the tag is a directive for plotting
a function graph. ASPNetPresentationProvider class implements transformation of task XML-code for
its presentation on WEB-form. To implement tags such as a formula or graph, the
ASPNetPresentationProvider class includes the appropriate libraries to represent them graphically.
Figure 5: The diagram of the main classes of an intelligent computer system for testing knowledge and
skills in mathematics
4.2. System Interface Development
The system must have an advanced user interface for visualizing formulas, graphs and other
graphical objects. One of the system components is a module for constructing mathematical formulas
designed for visual output of mathematical formulas of any complexity. The formula is specified as a
sequence of elementary instructions that determine the location of the formula elements. After the
structure of the formula is formed, the elements are arranged, the formula enters to the graphical
module, which draws it on the Bimap object and displays it on the web form. The example of formula
visualization is given in Figure 6.
Figure 6: The example of formula visualization
Also, a module for dynamic plotting of various mathematical functions has been implemented.
Examples of dynamic output of function graph are shown in the Figure 7.
Figure 7: The example of function graph output
Screenshots of the system are presented in figures 8 – 10.
Figure 8: Screenshot of the system for trigonometric task
Figure 9: Screenshot of the system for algebraic task with graphical elements
Figure 10: Screenshot of the system for stereometric task
Through interface IPresentationProvider the task in the form of a XML-code arrives to object
ASPNetPresentationProvider where its analysis and split are executed. The task can consist of the text
and pictures with formulas and graphs. In case of formulas object EquationPresentation provides
creation of a demanded picture. Similar technology is used for creation plots of functions. Then controls
arrive to ASP.NET Pages where they are displayed. Now system is being passed beta testing in site of
Kharkov regional centre of education quality evaluation.
5. Summary
Parameterized mathematical models, knowledges and skills evaluation model and software for
intelligent web-based testing system in mathematics are developed. The system has multilevel
architecture and flexible interface to provide versatility and security. The next step may be creation of
diagnostic models to adapt system to mental work features, knowledges and skills of each graduate
[13].
This system joined in single complex meant for learners testing (http://zno-kharkiv.org.ua/cimt/). In
the perspective, it is planned to integrate the math web-tests system with other software tutoring
products [14].
6. References
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