Adapting to intelligence profile in an adaptive educational system
Adapting to intelligence profile in an adaptive educational system
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DOI：
10.1016/j.intcom.2005.11.009
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发表时间：
2006-05-01
影响因子：
1.3
通讯作者：
Tangney, Brendan
中科院分区：
文献类型：
--
作者：
Kelly, Declan;Tangney, Brendan
研究表明，每个学习者的学习特征各不相同。研究表明，知识以不同的方式处理和呈现，学生更喜欢以不同的方式使用不同类型的资源。然而，建立适应不同学习特点的适应性教育系统并不容易。存在的主要研究问题包括：如何识别相关的学习特征、如何对学习者进行建模以及对于具有不同学习特征的用户，学习环境应以何种方式改变？EDUCE 是一个通过使用加德纳的多元智能 (MI) 理论作为动态建模学习特征和设计教学材料的基础来解决这些挑战的系统。本文介绍了一项使用 EDUCE 进行的研究，探讨了使用不同自适应演示策略的效果以及材料与学习偏好匹配和不匹配时对学习成绩的影响。结果表明，学习活动水平较低且仅使用有限数量的可用资源的学生从适应性演示策略中获益最多，并且当向他们提供通常不受欢迎的资源时，令人惊讶的是学习收益会增加。 (c) 2005 Elsevier B.V. 保留所有权利。
Learning characteristics, as informed by research, vary for each individual learner. Research suggests that knowledge is processed and represented in different ways and that students prefer to use different types of resources in distinct ways. However, building Adaptive Educational systems that adapt to different learning characteristics is not easy. Major research questions exist such as: how are the relevant learning characteristics identified, how does modelling of the learner take place and in what way should the learning environment change for users with different learning characteristics?EDUCE is one system that addresses these challenges by using Gardner's theory of multiple intelligences (MI) as the basis for dynamically modelling learning characteristics and for designing instructional material. This paper describes a research study, using EDUCE, that explores the effect of using different adaptive presentation strategies and the impact on learning performance when material is matched and mismatched with learning preferences. The results suggest that students with low levels of learning activity, and, who use only a limited number of the resources available, have the most to benefit from adaptive presentation strategies and that surprisingly learning gain increases when they are provided with resources not normally preferred. (c) 2005 Elsevier B.V. All rights reserved.