Adapting Learning Activity Selection to Emotional Stability and Competence

Abstract

This paper investigates how humans adapt next learning activity selection (in particular the knowledge it assumes and the knowledge it teaches) to learner personality and competence to inspire an adaptive learning activity selection algorithm. First, the paper describes the investigation to produce validated materials for the main study, namely the creation and validation of learner competence statements. Next, through an empirical study, we investigate the impact on learning activity selection of learners' emotional stability and competence. Participants considered a fictional learner with a certain competence, emotional stability, recent and prior learning activities engaged in, and selected the next learning activity in terms of the knowledge it used and the knowledge it taught. Three algorithms were created to adapt the selection of learning activities' knowledge complexity to learners' personality and competence. Finally, we evaluated the algorithms through a study with teachers, resulting in an algorithm that selects learning activities with varying assumed and taught knowledge adapted to learner characteristics.

The Development of Project-Based Innovative Learning Resources for Teaching Organic Analytical Chemistry

“…Knowledge and skills in the field of organic compound analysis become one of the competencies required by a chemist. Thus, this competency must be possessed by students before completing their studies [18]. During the current corona virus outbreak, it is very difficult for students to achieve competence in the field of analytical chemistry because they must combine knowledge and skills, where project-based learning as found in this study is the right choice.…”