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The design and the formative evaluation of an adaptive educational system based on cognitive style

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Title: The design and the formative evaluation of an adaptive educational system based on cognitive style


1
The 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

2
Outline
  • Introduction
  • Theoretical framework
  • Design of AES-CS
  • Formative evaluation
  • Implement discussion
  • Conclusions
  • Commends
  • Appendix

3
Introduction
  • 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

4
Theoretical 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

5
Theoretical 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

6
Theoretical 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

7
Theoretical framework 2-2
  • Cognitive Style well-known division ?FD/FI (
    Witkin 1971)

8
Design 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

9
Design 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

10
Design 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
11
Formative 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

12
Implement 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

13
Implement 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)

14
Implement 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

15
Implement 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)

16
Implement 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

17
Implement 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

18
Implement 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

19
Conclusions 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

20
Conclusions 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

21
Comments
  • 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
  • Appendix

23
Fig. 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
24
Table 1The student model
25
Table 2Instructional strategies
Program control versus Learner control
Feedback
The use of contextual organizer
Structure
Global versus Analytical approach
Instructions
Instructional strategies and the implementation
26
Fig. 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
27
Fig. 3. System screen with the initial adaptation
for Field Independence (FD) learners.
28
Table 3Instructional strategies and their
implementation
29
Fig. 4. The Toolbar.
30
Fig. 5. The frame with instructional guidance
before and after the revision
Before the revision (fixed size)
After the revision (flexible size)
31
Table 4Performance means on pre- and post-test
32
Table 5Performance on pre- and post-test
33
Adaptive 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
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