Application of bayes’ theory in designing computer‐based adaptive instructional strategies<sup>1</sup>

Rothen, Wolfgang; Tennyson, Robert D.

doi:10.1080/00461527809529186

Cited by 28 publications

(23 citation statements)

References 16 publications

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“…The probability resulting from these data sources is further adjusted by individual student on task learning performance. This procedure is applied iteratively (on task only) until the student is judged to have mastered the objective (for a complete description of the adaptive strategy see Rothen & Tennyson, 1978). This adaptive strategy was tested against a partial adaptive strategy and a program control strategy on the same learning task (learning two legal concepts: "best evidence rule" and "hearsay").…”

Section: Selecting the Appropriate Number Of Examplesmentioning

confidence: 99%

The Teaching of Concepts: A Review of Instructional Design Research Literature

Tennyson¹,

Park²

1980

Review of Educational Research

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130

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and Ok-Choon Park Control Data CorporationReviewed are recent studies directly related to the teaching of concepts. The relationship of this educational research work with that in experimental psychology is defined with extended interpretation given to specifying a set of guidelines for design of concept learning environments. A four-step process for concept teaching is proposed from the literature. First, the taxonomical structure of the content should be determined. Second, a concept definition should be prepared in terms of the critical attributes, and examples should be selected on the basis of critical and variable attributes. Third, examples should be arranged in rational sets by appropriate manipulation of the attributes. Fourth, the presentation order of the rational sets should be arranged according to the divergency and difficulty level among examples of the concept. Areas of further research on concept teaching are identified.The organization of content elements in instructional materials has long been an important issue in educational planning (Ausubel

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Section: Selecting the Appropriate Number Of Examplesmentioning

confidence: 99%

The Teaching of Concepts: A Review of Instructional Design Research Literature

Tennyson¹,

Park²

1980

Review of Educational Research

Self Cite

130

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“…We compared this fixed-item tutorial with a responsesensitive version in which the computer monitored student answers and gave students more conceptual problems of the type they had answered incorrectly until the students answered those problems correctly. Rothen and Tennyson (1978) taught positive reinforcement using a response-sensitive procedure that requires pretesting and applications of probability theory that are difficult for many web-based instructors to implement without considerable assistance. in the present research, we used a response-sensitive strategy that web-based instructors can easily understand and use.…”

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confidence: 99%

Comparison of Fixed-Item and Response-Sensitive Versions of an Online Tutorial

Grant

Courtoreille

2007

Psychol Rec

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This study is a comparison of 2 versions of an internet-based tutorial that teaches the behavior-analysis concept of positive reinforcement. A fixed-item group of students studied a version of the tutorial that included 14 interactive examples and nonexamples of the concept. A response-sensitive group of students studied a different version of the tutorial in which, after an initial round of 10 example and nonexample items, the computer readministered item types the students had answered incorrectly until the students responded correctly to each of 5 example and 5 nonexample item subtypes. A control group studied an online tutorial in biological psychology. Students in all 3 groups took a 10-item pretest and posttest over positive reinforcement. An analysis of the students' change scores indicated that the students learned more using the response-sensitive tutorial than the fixed-item tutorial. Scores of students using both versions of the tutorial were superior to those of the control group. Students using the response-sensitive and fixed-item tutorials required the same amount of study time. Students rated both versions of the positive reinforcement tutorial favorably on several dimensions.Online tutorials and demonstrations have become widely available to educators as a source of computer-based instructional materials (e.g., Davidson, 2004;Krantz, 2004; National institutes of Health, 2004). These resources provide the advantages of computer-based instruction (Alessi & Trollip, 2001;Kulik, 1986;Kulik & Kulik, 1991) to online users at no cost beyond internet access charges. Many of these online tutorials are not interactive because there is no opportunity to respond to the content and receive guidance or feedback (Alessi & Trollip, 2001). When opportunities for interaction are provided, tutorial exercises often consist of a fixed number of items or problems that the students answer. This use of a fixed number of items does not give students an opportunity for Please address correspondence concerning this manuscript to Lyle K. Grant, Psychology Centre, Athabasca University, 1 University Drive, Athabasca, Alberta, Canada, T9S 3A3. (E-mail: lyle@athabascau.ca). We thank Dean Mah for his assistance with the computer programming for this study.

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“…Detailed descriptions of the MAIS adaptive model are presented in Rothen and Tennyson (1978) and Tennyson and Rothen (1977).…”

Section: Maismentioning

confidence: 99%

Use of Adaptive Information for Advisement in Learning Concepts and Rules Using Computer-assisted Instruction

Tennyson

1981

American Educational Research Journal

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Findings from two experiments showed that students can effectively manage their learning needs in a computer-assisted instructional system when provided continuous, updated advisement information about their achievement (diagnosis) and instructional needs (prescription) in relation to the objective. In Experiment 1, high school students receiving instruction (learning four physics concepts) via a learner-adaptivecontrol management strategy that included advisement performed better on the posttest than students in a learner-control strategy (p > .001) and needed less instructional time than students in a programmanaged, adaptive-control strategy (p > .001). Experiment 2 replicated the effectiveness of the learner-adaptive-control strategy byshowing that students were able to make increasingly better selfassessments and management decisions during three separate instructional units (learning nine punctuation rules) than either a learnerpartial-control strategy (p > .001) or a learner-control strategy (p > .001).

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Application of bayes’ theory in designing computer‐based adaptive instructional strategies¹

Cited by 28 publications

References 16 publications

The Teaching of Concepts: A Review of Instructional Design Research Literature

The Teaching of Concepts: A Review of Instructional Design Research Literature

Comparison of Fixed-Item and Response-Sensitive Versions of an Online Tutorial

Use of Adaptive Information for Advisement in Learning Concepts and Rules Using Computer-assisted Instruction

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Application of bayes’ theory in designing computer‐based adaptive instructional strategies1

Cited by 28 publications

References 16 publications

The Teaching of Concepts: A Review of Instructional Design Research Literature

The Teaching of Concepts: A Review of Instructional Design Research Literature

Comparison of Fixed-Item and Response-Sensitive Versions of an Online Tutorial

Use of Adaptive Information for Advisement in Learning Concepts and Rules Using Computer-assisted Instruction

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Application of bayes’ theory in designing computer‐based adaptive instructional strategies¹