Developing a cognitive model of solid geometry based on Interpretive Structural Modeling method

With the advancement of science and artificial intelligence, education is experiencing significant innovation. The adaptive learning system is emerging as a promising approach to achieving personalized learning. The cognitive model plays a crucial role as the fundamental rationale behind the adaptive learning system. Currently, there is no uniform and highly operational method for constructing cognitive models. This study adopts Interpretive Structural Modeling (ISM) as the foundational approach for constructing a cognitive model of solid geometry. Based on literature and expert opinions, 17 cognitive attributes of high school solid geometry were identified. Subsequently, a questionnaire survey involving 40 experts was conducted to establish the contextual relationships among these attributes. Applying the ISM method resulted in a seven-level model. This model was then revised based on expert opinions to create the final cognitive model, revealing three primary paths within the domain of high school solid geometry. This paper contends that the use of the ISM method for constructing cognitive models is effective and objective. The resulting cognitive model unveils the content structure of high school solid geometry, and provides an innovative perspective on the construction of cognitive models.