How to Design Adaptive Information Environments to Support Self-Regulated Learning with Multimedia

Scheiter, Katharina; Fillisch, Benjamin; Krebs, M.; Leber, Jasmin; Ploetzner, Rolf; Renkl, Alexander; Schmidt, Holger; Schüler, Anne; Zimmermann, Gottfried

doi:10.1007/978-3-319-64274-1_9

Cited by 8 publications

(2 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…One form of personalized training is adaptive learning systems, which have not yet reached a mature state to be widely deployed. Scheiter et al (2017) mentioned that one challenge of adaptive learning systems is diagnosing the learner state, and eye‐tracking presents a potential solution for adapting delivery of contents and methods. Our eye‐tracking results provided support for the use of eye‐gaze metrics prescribed by Just and Carpenter (1976) and Khooshabeh and Hegarty (2010) for adaptive learning of spatial problem‐solving.…”

Section: Discussionmentioning

confidence: 99%

Using eye gaze to reveal cognitive processes and strategies of engineering students when solving spatial rotation and mental cutting tasks

Hsing

Bairaktarova

Lau

2022

J of Engineering Edu

View full text Add to dashboard Cite

Background Spatial problem‐solving is an essential skill for success in many engineering disciplines; thus, understanding the cognitive processes involved could help inform the design of training interventions for students trying to improve this skill. Prior research has yet to investigate the differences in cognitive processes between spatial tasks in problem‐solving to offer learners timely feedback. Purpose/Hypothesis In this study, we investigated how different spatial tasks change the cognitive processes and problem‐solving strategies used by engineering students with low spatial ability. Design/Method Study participants completed mental rotation and mental cutting tasks of high and low difficulty. Eye‐tracking data were collected and categorized as encoding, transformation, and confirmation cognitive processes. The adoption of either a holistic or piecemeal strategy and response accuracy were also measured. Results Mental rotation was found to have a higher number of fixations for each cognitive process than the mental cutting task. The holistic strategy was used in both difficulty levels of the mental cutting task, while the piecemeal strategy was adopted for the mental rotation task at a high difficulty level. Only encoding fixations were significantly correlated with accuracy and most strongly correlated with strategy. Conclusion Encoding is an important cognitive process that could affect subsequent cognitive processes and strategies and could, thus, play an important role in performance. Future development in spatial training should consider how to enhance encoding to aid students with low spatial ability. Educators can utilize gaze metrics and empirical research to provide tailored and timely feedback to learners.

show abstract

Section: Discussionmentioning

confidence: 99%

Using eye gaze to reveal cognitive processes and strategies of engineering students when solving spatial rotation and mental cutting tasks

Hsing

Bairaktarova

Lau

2022

J of Engineering Edu

View full text Add to dashboard Cite

show abstract

“…Through the visualization of relationships among different concepts, learners are able to organize information via a diagram that graphically depicts the relationships among concepts (Novak, 1990). Hence this study further employed the technique of concept mapping to discover participants' prior knowledge and to more accurately segment videos so as to accommodate the needs of novice and seasoned learners simultaneously (Hilbert & Renkl, 2009;Scheiter, Fillisch, Krebs, Leber, Ploetzner, Renkl, & Zimmermann, 2017;Soellner, Lenartz, & Rudinger, 2017).…”

Section: Introductionmentioning

confidence: 99%

An Efficient Approach to Slicing Learning Video to Improve Learning Effectiveness by Considering Learner Prior Knowledge

Lee

Tsai

2018

EURASIA J MATH SCI T

View full text Add to dashboard Cite

Video has become a popular tool in today's instructional environment, which also imposes additional cognition load for learners, thereby sabotaging their learning performance. To address this problem, researchers have attempted to slice video into smaller segments, known as the "segmentation effect," so as to reduce learners' cognition load. Therefore, this paper proffers appropriate strategies with which to slice a learning video aimed at learners with different levels of prior knowledge. This is expected to reduce the cognition load of learners of differing levels, ultimately increasing their learning efficiency. This study chose its research subjects from a primary school in the southern part of Taiwan. A random sampling was conducted to create three classes for this experiment, one class with 32 students as the control group, whereas the other two classes all with 34 students as experimental group 1 and experimental group 2, respectively. Research results indicate that whether a learner is endowed with high-level, intermediate-level, or low-level prior knowledge, all participants in the experimental group outperformed their counterparts in the control group. The results cannot be inferred to other grades of students. In the future, this research will also be extended to other courses or disciplines.

show abstract

Implementation of Adaptive Learning Systems: Current State and Potential

Imhof

Bergamin

McGarrity

2020

Cognition and Exploratory Learning in the Digital Age

View full text Add to dashboard Cite

How to Design Adaptive Information Environments to Support Self-Regulated Learning with Multimedia

Cited by 8 publications

References 49 publications

Using eye gaze to reveal cognitive processes and strategies of engineering students when solving spatial rotation and mental cutting tasks

Using eye gaze to reveal cognitive processes and strategies of engineering students when solving spatial rotation and mental cutting tasks

An Efficient Approach to Slicing Learning Video to Improve Learning Effectiveness by Considering Learner Prior Knowledge

Implementation of Adaptive Learning Systems: Current State and Potential

Contact Info

Product

Resources

About