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Jonassen and Hung: Learning to Troubleshoot: A New Theory-Based Design Architecture

papers, debuggers

[1] D. H. Jonassen and W. Hung, “Learning to Troubleshoot: A New Theory-Based Design Architecture,” Educ Psychol Rev, vol. 18, no. 1, pp. 77–114, Mar. 2006, doi: 10.1007/s10648-006-9001-8.

  • Generic paper on mechanisms that people use to learn how to troubleshoot and debug
  • Notes that working memory, analytical reasoning, and casual reasoning are all important aspects of effective troubleshooting
  • Also goes through the various ways that people have been taught how to troubleshoot in the past, such as procedural demonstration, conceptual instruction, rule-based approaches, simulations, and intelligent tutoring systems

Coginitive Model of Troubleshooting

  1. Construct problem space (novice troubleshooters will rely on external problem representations)
  2. Identify Fault Systems
  3. Diagnose Faults (experienced troubleshooters will categorize problems based on prior experiences)
    • four types of hypotheses generated:
      1. system: fault at the system level
      2. subsystem: fault at the subsystem level, reduces the problem space to a discrete subsystem
      3. device: reduces it to a specific device
      4. component: reduces to a single fault at the component
    • it seems this categorization is mostly just general, isn’t what’s important the ability to drill down into specific sections
  4. Generate and Verify Solutions
  5. Remeber Experience
    • Although this is also more likely to happen as a result of post-mortems

Architecture for Troubleshooting Learning

  • Proposes a system to help learn troubleshooting as well based on a case of previous examples