Adaptivity or agency? Educational technology design for conceptual learning of materials science
Nutnicha Nigon,
Julie D. Tucker,
Thomas W. Ekstedt
et al.
Abstract:As the use of computers in education increases, adaptive learning platforms are becoming more common. However, these adaptive systems are typically designed to support acquisition of declarative knowledge and/or procedural fluency but rarely address conceptual learning. In this work, we developed the Crystallography Adaptive Learning Module (CALM) for materials science to provide students a tool for individualized conceptual learning. We used a randomized quasi‐experimental design comparing two instructional d… Show more
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