Rapid Dynamic Assessment of Expertise to Improve the Efficiency of Adaptive Elearning
ARTICLE
Slava Kalyuga, John Sweller
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 March 19, 2024 from https://www.learntechlib.org/p/165932/.
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Keywords
Cited By
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Implications of Expertise Reversal Effect for Adaptive Multimedia Learning
Slava Kalyuga, University of New South Wales, Australia
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 4167–4174
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Are Pretty Interfaces Worth the Time? The Effects of User Interface Types on Web-Based Instruction
Jongpil Cheon, Texas Tech University, United States; Michael M. Grant, The University of Memphis, United States
Journal of Interactive Learning Research Vol. 20, No. 1 (January 2009) pp. 5–33
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Efficiency-Based Approach to Tailoring Instruction to Levels of Performance in Adaptive E-Learning Environments
Slava Kalyuga, University of New South Wales / New York University, Australia
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (October 2005) pp. 2129–2137
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