Title: The design and the formative evaluation of an adaptive educational system based on cognitive style
1The design and the formative evaluation of an
adaptive educational system based on cognitive
style
- Author Evangelos Triantafillou, Andreas
Pomportsis , Stavros Demetriadis - Source Computer Education 41(2003)
,pp.87-103 - Speaker Hui - Chun, Chiang
- Date 2004/05/15
2Outline
- Introduction
- Theoretical framework
- Design of AES-CS
- Formative evaluation
- Implement discussion
- Conclusions
- Commends
- Appendix
3Introduction
- Designing AES-CS (Adaptive Educational System
based on Cognitive Styles) - A formative evaluation of AES-CS
- ?to investigate the relationship of the learning
behavior cognitive styles - ?more effective efficient
- ?to assess the usability and appealing
4Theoretical framework 1-1
- Adaptive Hypermedia (AH)
- Hypermedia
- Advantage
- Supporting the new constructivist way
- Self regulated learning
- Contribute to enhance learning
- Promoting cognitive flexibility
- Disadvantage
- Regarding to cognitive overload
- Disorientation
- Adaptive
- Be important for web-based educational hypermedia
5Theoretical framework 1-2
- Adaptive Hypermedia System (AHS)
- Building a user model of the goals , preferences
and knowledge of the individual user - Accommodating various learner needs
- Learning style Cognitive style
6Theoretical framework 2-1
- Cognitive style and learning
- Cognitive style
- Dealing with the form of cognitive activity, not
content - i.e. thinking, perceiving, remembering
- Learning style
- Broader construct
- Including cognitive along with affective and
physiological styles
7Theoretical framework 2-2
- Cognitive Style well-known division ?FD/FI (
Witkin 1971)
8Design of AES-CS 1
- System architecture and implementation
- It supports the course Multimedia Technology
Systems, 4 years undergraduate students in
Computer Science Dep. at the Aristotle
University, Greece - Be adapted to the cognitive style and to the
level of knowledge acquired by the student . - Be organized in the form of three basic modules
- Domain model
- Student model
- Adaptation module
9Design of AES-CS 2
- Adapting instructional strategies
- AHS provides learners the ability to use
different instructional modes - Its design both issues of cognitive style and
teaching strategy - Teaching strategies refers to the instructional
material and the instructional strategy - AES-CS adopts the instructional strategies
according to their cognitive style - System screen for FI learners
- System screen for FD learners
10Design of AES-CS 3
- Adaptation flexibility
- The flexibility provided is the optimization of
the adaptation under the adaptive systems need to
be controllable by the user using the toolbar - The system cannot be intelligent enough to
appropriately adapt in all possible cases
The Toolbar
11Formative evaluation
- An integral part of the design methodology
- The judgments of the strengths and weakness of
instruction - Improve the effectiveness and efficiency of the
instruction - The types were used
- Expert review
- Content experts, designers, instructors
- One-to-one evaluation
- Small group evaluation
12Implement discussion This AES-CS was revised
twice
- 1st after the expert review and the one-to-one
evaluation - Five experts acted as evaluators in the expert
review - A teaching/training expert, an instructional
design expert, a subject-mater expert, an
educational technologist , a subject
sophisticates - Getting the prompt subjects suggestions for
improving from the reactions of experts and a
debriefing session - Ten fourth year undergraduate students
participated in the one-to-one evaluation after
the expert review - Its easy to modify the initial adaptation using
the student model and interaction buttons - The structure of the course is clear and easy to
understand
13Implement discussion This AES-CS was revised
twice
- 1st after the expert review and the one-to-one
evaluation - Some significant recommendations were implemented
during the revision phase - A dynamic technique resized the frame according
to the mouse position - Keeping the same adaptive annotation (using the
color) but all the links are available to be
selected by the student - Giving an option regarding to adapt the
background of the HTML page (before revision ,
the system was white background and black font)
14Implement discussion This AES-CS was revised
twice
- 2nd after the small group evaluation
- Its consisted of the small group evaluation in a
real world - A lecture Digital image as the example learning
material - The evaluation was conducted by collecting data
about the instruction from a variety of sources
15Implement discussion This AES-CS was revised
twice
- 2nd after the small group evaluation
- Subjects selecting from the volunteer represent
the target population - According to the Gauss theory 68.28 is
contained in the mean - S.D. the mean
S.D. in a normal distribution - According to the GEFT ( Witkin 1971 )
classifying the participants (N68) into FD and
FI groups - The score the test ranged from 0 to 18, the mean
was 12.76 and S.D. was 4.35 - Selecting eight students mean score - S.D.
mean score S.D., the score was 8-17 - Selecting one student from them with highest (18)
selecting one with lowest score(3)
16Implement discussion This AES-CS was revised
twice
- 2nd after the small group evaluation
- Procedure
- The initial adaptation accorded to the cognitive
style - Belonging to FD (n4), score range 09
- Belonging to FI (n6), score range 1018
- A pre-test determine subjects prior knowledge on
Digital image - Working at the subjects own pace without time
limit - Finished, a post-test measures the learning gain
from the instruction - An attitude questionnaire determines their
experience using the system - A debriefing session assess the subjective
satisfaction on the instructional and interface
design
17Implement discussion This AES-CS was revised
twice
- 2nd after the small group evaluation
- Results
- The evaluation at this phase ?improve the system
?more effective and efficient - Pre-test Post-tests have the same content in
the form of open-ended iteams in each test - Each correct answer gets 2 points ?total score
018 - Performance means on pre- and pose- test
- Its demonstrated the students got a better
performance in the post-test - The evaluation offers the usability and the
appealing of the courseware - The learners felt challenged and wanted to use
the courseware again
18Implement discussion This AES-CS was revised
twice
- 2nd after the small group evaluation
- The significant recommendations
- Concept map and graphic path indicator
- FD its useful to organize the structure of the
knowledge domain, suggesting these tools should
be active so to be sued as an extra navigation
tool - FI Dont use the tools to organize the structure
of the knowledge domain, agreeing the earlier
suggestion and tools help them to easily navigate
, avoiding disorientation - Users have the ability to display or not the
content menu - All of them agreed on the usefulness to change
amount of guidance and direction according to
their individual needs
19Conclusions recommendations
- The design and development of an AES-CE
- The system has two main components
- The client running in the Web browser
- Be implemented as Web pages residing in a number
of liked framed. - The server running in a PC workstation
- The development platform used is ASP using DHTML
and JavaScript language
20Conclusions recommendations
- Some recommendations from expert ,students,
evaluation - Design AES accommodates for cognitive styles
were effective and efficient - Initial adaptation It needs to be controllable
by the user because it cant be intelligent
enough to appropriately adapt in all possible
cases - Instructions students have the ability to
access the maximum amount of guidance and
instructions - Structure the concept map and the graphic path
indicator should be active so to be used as an
extra navigation tool
21Comments
- Providing another way (adaptive screen) to design
an adaptive learning system - It only has ten sample participate the system
implement, its not objective - It emphasizes cognitive style , but we cant see
the implement to differentiate FI / FD learner in
the initial.
22 23Fig. 1. System architecture.
Be easy to construct modify reflect the
characteristics of different students
1.Adaptive presentation technique Conditional
text, page variants 2.Adaptive navigation
support finding an suitable path in
hypermedia-learning environment 3.By students
prior knowledge
It serves as a basis for structuring the content
of AES-CS
24Table 1The student model
25Table 2Instructional strategies
Program control versus Learner control
Feedback
The use of contextual organizer
Structure
Global versus Analytical approach
Instructions
Instructional strategies and the implementation
26Fig. 2. System screen with the initial adaptation
for Field Independence (FI) learners.
Blue color ? Recommended Gray color ? Not ready
to be learned
Design of AES-CS 2
Discussion This AES-CS was revised twice
27Fig. 3. System screen with the initial adaptation
for Field Independence (FD) learners.
28Table 3Instructional strategies and their
implementation
29Fig. 4. The Toolbar.
30Fig. 5. The frame with instructional guidance
before and after the revision
Before the revision (fixed size)
After the revision (flexible size)
31Table 4Performance means on pre- and post-test
32Table 5Performance on pre- and post-test
33Adaptive module
The adaptive system screen for FI learner
The adaptive system screen for FD learner
Blue color ?Recommended Gray color ?Not ready to
be learned