Efficiency-Based Approach to Tailoring Instruction to Levels of Performance in Adaptive E-Learning Environments
PROCEEDINGS
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, in Vancouver, Canada ISBN 978-1-880094-57-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Abstract
The paper describes a study on applying dynamic online evaluation of efficiency of learner performance for individualizing e-learning. The suggested adaptive methodology for adjusting e-learning as learners gain knowledge is based on combining rapid online measures of levels of expertise with measures of mental load involved in task performance. The rapid online assessment of expertise is based on evaluating an immediate content of memory as learners approach a task (using a rapid verification technique). Levels of mental load are measured using a subjective rating scale. The approach is applied in the domain of kinematics for tailoring instructions to levels of learner expertise in an adaptive tutor. The described efficiency-based approach will contribute to the design of adaptive environments that require optimal levels of learner mental effort and improve pedagogical quality of e-learning technologies.
Citation
Kalyuga, S. (2005). Efficiency-Based Approach to Tailoring Instruction to Levels of Performance in Adaptive E-Learning Environments. In G. Richards (Ed.), Proceedings of E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2129-2137). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/primary/p/21511/.
© 2005 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- Baddeley, A.D. (1986).Working memory. New York: Oxford University Press.
- Brünken, R., Steinbacher, S., Plass, J., & Leutner, D. (2002). Assessment of cognitive load in multimedia learning using dual-task methodology, Experimental Psychology, 49, 109-119.
- Camp, G., Paas, F., Rikers, R., & Van Merriënboer, J. (2001). Dynamic problem selection in air traffic control training: A comparison between performance, mental effort, and mental efficiency, Computers in Human Behavior, 17, 575-595.
- Chi, M.T.H., Glaser, R., & Farr, M.J. (Eds.). (1988). The nature of expertise. Hillsdale, NJ: Erlbaum.
- Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). Expertise reversal effect. Educational Psychologist, 38, 23-31.
- Kalyuga, S., & Sweller, J. (2004). Measuring knowledge to optimize cognitive load factors during instruction. Journal of Educational Psychology, 96, 558-568.
- Kalyuga S., & Sweller, J. (2005). Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning, Educational Technology, Research and Development, 53, 83-93.
- Miller, G.A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81-97.
- Paas, F., Tuovinen, J., Tabbers, H., & Van Gerven, P. (2003). Cognitive load measurement as a means to advance cognitive load theory, Educational Psychologist, 38, 63-71.
- Paas F., & Van Merriënboer, J. (1993). The efficiency of instructional conditions: An approach to combine mental-effort and performance measures, Human Factors, 35, 737-743.
- Sweller, J., van Merriënboer, J., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296.
- Van Merriënboer, J., Kirschner, P., & Kester, L. (2003). Taking the load off a learner’s mind: Instructional design for complex learning, Educational Psychologist, 38, 5-13.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References