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Rapid Dynamic Assessment of Expertise to Improve the Efficiency of Adaptive Elearning
ARTICLE

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Educational Technology Research and Development Volume 53, Number 3, ISSN 1042-1629

Abstract

In this article we suggest a method of evaluating learner expertise based on assessment of the content of working memory and the extent to which cognitive load has been reduced by knowledge retrieved from long-term memory. The method was tested in an experiment with an elementary algebra tutor using a yoked control design. In the learner-adapted experimental group, instruction was dynamically tailored to changing levels of expertise using rapid tests of knowledge combined with measures of cognitive load. In the non-adapted control group, each learner was exposed to exactly the same instructional procedures as those experienced by the learner's yoked participant. The experimental group demonstrated higher knowledge and cognitive efficiency gains than the control group.

Citation

Kalyuga, S. & Sweller, J. (2005). Rapid Dynamic Assessment of Expertise to Improve the Efficiency of Adaptive Elearning. Educational Technology Research and Development, 53(3), 83-93. Retrieved September 22, 2019 from .

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