Resolving Ambiguity in German Adjectives

One problem in ill-defined domains is accurately identifying the source of errors. Obtaining sufficient information about the error can be difficult because doing so may interfere with the learning task. In this paper we present the results of an experiment in the domain of German adjectives. We trialed a modified student interface that gathers more data during problem solving by requiring the student to perform a related subtask. There is evidence that the students who performed the subtask outperformed the control group on a post-test despite the extra task slowing them down, suggesting the extra effort required by the students to overcome ambiguity was worth the intervention.