Adaptive design strategies for selecting number and presentation order of examples in coordinate concept acquisition

Ok choon Park, Robert D Tennyson

Research output: Contribution to journalArticlepeer-review

28 Scopus citations

Abstract

A study using 132 10th-11th graders investigated 2 variables of computer-based adaptive instructional strategies for concept learning. The 1st variable tested the hypothesis that the selection of the number of examples according to on-task information is more efficient than the selection according to pretask information or pretask plus on-task information. Data analysis showed that the on-task information condition needed significantly less instructional time and fewer instructional examples than either of the other 2 conditions. The 2nd variable contrasted a response-sensitive strategy with a response-insensitive strategy to determine the presentation order of examples within rational sets. Results show that Ss in the response-sensitive group not only performed better but also needed less on-task learning time and fewer examples than the response-insensitive group. (27 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish (US)
Pages (from-to)362-370
Number of pages9
JournalJournal of Educational Psychology
Volume72
Issue number3
DOIs
StatePublished - Jun 1 1980

Keywords

  • computer based adaptive design strategies for selection of number &
  • presentation order of examples in coordinate concept acquisition, 10th-11th graders

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