Abstract

The paper begins with a discussion of the different types of learning process that can be undertaken, with particular reference to the distinctions between the usual methods of learning in children and adults. This will include a brief overview of some different types of understanding, such as experiential, superordinate, analogic and procedural, and how well these different types of knowledge are assumed by people of different ages. The more specific experience of learning the concept and practical utilisation of numbers in non-decimal bases (binary, octal, hexadecimal etc.) is then examined more closely, again with particular allusion to the age of the person undergoing this education.

A brief philosophical overview of empiricism follows, referring specifically to the works of William James (Radical Empiricism) and Bas van Fraassen (Constructive Empiricism) and their critics. This is followed by a discussion of Empirical Modelling and its relation to philosophical empiricism along with arguments as to why Empirical Modelling may be better suited than traditional programming to the development of a learning tool. Next is an explanation as to how a non-experiential learning process such as the understanding and use of non-decimal base numbers can still possibly be better modelled using an empirical approach.

The final section of the paper contains a fairly detailed outline of the process undertaken during the development of the model, difficulties faced and the perceived positive and negative effects of using Empirical Modelling rather than a traditional software development approach. A discussion of how the model can be used to facilitate learning follows, with an emphasis on how the model attempts to allow progressive learning without having a predefined progression route. The paper concludes with a critical analysis of the produced model and contemplation as to its usefulness as a learning tool, along with some suggestions for future extensions of the model and research directions that may be of interest.