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Designing Personalized Educational Interactions Based on Learners’ Background Knowledge: the case of ADULT
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, , , University of Athens, Greece

EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper describes the interaction of undergraduate Informatics and Telecommunications students with an adaptive environment supporting understanding and learning from texts (ADULT), while studying the thematic unit “Wireless Local Area Networks (WLAN)”. The learning design of ADULT is based on Kintsch’s Construction-Integration model for text comprehension and takes into account the learner’s background knowledge in order to propose a text of appropriate coherence. It uses four versions of a text, orthogonally varying local and global coherence. Learners’ comprehension is also supported and assessed through a free text recall measure, text-based, bridging-inference and problem-solving questions and a sorting task. The system proposes the previous learning sequence; however the student can set his own. Students interacted with the system and expressed their opinion about the course designed via ADULT.

Citation

Gasparinatou, A., Tsaganou, G. & Grigoriadou, M. (2009). Designing Personalized Educational Interactions Based on Learners’ Background Knowledge: the case of ADULT. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3580-3585). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 6, 2021 from .

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