Einstein\u27s revenge: Episode I, a computer-assisted instruction (CAI) for linear algebra

The role played by education in our lives should not be underestimated. One must only witness the series of studies made on the areas of learning, teaching methods and curriculum development to know that education is as important as our life itself. This fact is always true regardless of race, although as reality may show, there are varying degrees of stressing this fact, or in effect valuing knowledge. The advent of computers has further increased the attention given to the topic of education. The potential for using computers in education has already been recognized abroad. In the Philippines, a similar situation is taking place as efforts are being set to make the trends in computer education a reality; the efforts diversified reflecting the various categories at which the computers may be of service in the field of education. One such category is in using the computer in the learning process and is popularly known as the Computer Assisted Instruction (CAI). One astonishing feature of having the computer as the tutor is its ability to create an entirely new environment conducive for learning. This being possible thru the imagination of the program author and also on the available tools needed to turn that genius into something tangible. The idea of using Linear Algebra as the subject at which to implement CAI is not an accidental one. It is becoming a standard part of the undergraduate curriculum for at least 2 reasons: widespread applications in other areas of mathematics and introduction to axiomatic mathematics. The drawback however, is on the stimulation present in the teaching environment which leave the student either in a complacent or apathetic attitude. This paper then address this limitation and hopes to regain the confidence of the student in mathematics by delivering Linear Algebra from the framework of a game . The purpose is to make the student actively involved in the subject while not sacrificing the amount of the knowledge he can grasp from the tutorial. As in conventional CAI, exercises are provided simply because One-third of mathematics is learned by knowing while the rest is learned by doing. The availability of software\u27s to support the productions of the CAI is indeed a hindrance to its full development. Despite these limitations, the CAI is pushed through and the authors hope that this may serve both as a front for researchers to investigate more on CAI and an example for those who are starting to step into the field of computer education