However, there was a significant difference in terms of learner problem-solving performance.
Therefore, in general education, fostering learner problem posing is an important task.
Therefore, it is an important task in general education to foster learner problem posing.
As mentioned above, however, learning by solving may not be effective in improving the composition of solutions in learner problem posing because problem solving differs from problem posing.
Several studies have addressed this issue in terms of a learning activity to improve problem solving, despite insufficiently addressing the skill of learner problem posing itself.
Although learning by solving examples is adopted in general education, it may not be sufficiently effective in fostering learner problem posing because cognitive skills differ between problem solving and problem posing.
The learners' verbalization can reveal learners' problems, insufficient knowledge, etc.
The variety of learners' problems is evaluated, and the presentation of examples is controlled on the four-category basis shown in Fig. 1.
Though, the sources of the difficulty were not the same (i.e., children could not organize their narration, whereas the ESL learners' problems were in their lack of skill in the language).
Of type 1, awareness and adaptive technologies, artificial intelligence, sensors, and auto deduction are mentioned with applications that identify type of learning situation, provide diagnosis of learners' problems, personalized learning resources, social matching, and suggestions about learning activities.
