The Impact of Adapting Content for Students with Individual Differences

Autor/inn/en	Flores, Raymond; Ari, Fatih; Inan, Fethi A.; Arslan-Ari, Ismahan
Titel	The Impact of Adapting Content for Students with Individual Differences
Quelle	In: Educational Technology & Society, 15 (2012) 3, S.251-261 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Focus Groups; Hypermedia; Usability; Interviews; Student Motivation; Prior Learning; Individualized Instruction; Undergraduate Students; Learning Theories; Instructional Design; Intelligent Tutoring Systems; Computer System Design; Individual Differences; Formative Evaluation; Field Studies; Web Based Instruction; Statistics; Mathematics Instruction; Introductory Courses; Instructional Effectiveness; College Instruction; Statistical Analysis; Observation; Use Studies; Student Surveys + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Schulische Motivation; Vorkenntnisse; Individualisierender Unterricht; Learning theory; Lerntheorie; Lesson concept; Lessonplan; Unterrichtsentwurf; Intelligentes Tutorsystem; Individueller Unterschied; Praxisforschung; Web Based Training; Statistik; Mathematics lessons; Mathematikunterricht; Einführungskurs; Unterrichtserfolg; Hochschullehre; Statistische Analyse; Beobachtung; Benutzerschulung; Schülerbefragung
Abstract	Combining adaptive hypermedia methods with strategies proposed by instructional theory and motivation models, an adaptable tutorial was designed and developed. The aim of this study was to assess whether the goals of an adaptable tutorial, which individualized instruction based on student motivation and prior knowledge, were being met (i.e. knowledge gains and motivation gains) and to identify weak or problematic areas, in terms of usability, where the tutorial could be improved. A total of 186 undergraduate students participated in two stages of this study. The data were obtained through questionnaires, surveys, focus group interviews, and system logs. Preliminary results indicated that overall students were pleased with their experiences however, certain groups of students benefited more than others. (Contains 2 tables.) (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10