摘要：Learning tools effectiveness closely depends on how user’s information is represented. We describe an experimental validation of our knowledge dynamic representation model. This model is embodied within an interactive virtual learning environment that demonstrates a problem solving organisation which attempts to model the learner cognitive activity during task accomplishment. Our subject-matter domain is the algebraic boolean expressions and their simplification by means of reduction rules, which are generally taught to undergraduate students. Within the lab, preliminary notions and explanations constitute a necessary knowledge background to approach the boolean reduction problem. In addition, examples are given. Those are generated randomly with variable difficulty degree chosen by the learner. Students can also enter, by means of a visual keyboard, any boolean expression they want and ask the system to solve it (see Figure 1).
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