You are here:

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

,

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 .

This record was imported from ERIC on December 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.