Herwig, MauriceHundeshagen, NorbertHundhausen, JohnKablowski, StefanLange, MartinSchulz, SandraKiesler, Natalie2024-09-032024-09-032024https://dl.gi.de/handle/20.500.12116/44546Discrete modelling as the basis of problem solving is an essential skill for computer scientists, but the correct use of formal languages like propositional logic for such purposes remains a big challenge for undergraduate students. The DiMo tool provides support for the acquisition of formal modelling competencies using propositional logic. We extend the tool by generic capabilities to generate problem-specific feedback to students. This allows them to visualise the result of their modelling attempts in terms of the modelled problem at hand, thus helping students to initiate corresponding learning cycles.enpropositional logicteaching modellingfeedback systemsvisual feedbackerror-driven learningText/Conference paper10.18420/delfi2024_08