582
Views
8
CrossRef citations to date
0
Altmetric
Articles

Evaluation of an adaptive tutorial supporting the teaching of mathematics

, , , &
Pages 787-804 | Received 26 May 2017, Accepted 14 Aug 2018, Published online: 26 Aug 2018

References

  • Anderson, T., and J. Shattuck. 2012. “Design-based Research: A Decade of Progress in Education Research?” Educational Researcher 41 (1): 16–25.
  • Atkinson, R. C., and R. M. Shiffrin. 1968. "Human Memory: A Proposed System and its Control Processes." In Psychology of Learning and Motivation. Vol. 2., edited by K. W. Spence K. W., and J. T. Spence J. T., 89–195. New York: Academic Press.
  • Ayres, P., and J. Sweller. 2014. “The Split-Attention Principle in Multimedia Learning.” In The Cambridge Handbook of Multimedia Learning 2nd ed., edited by R. E. Mayer, 206–226. New York: Cambridge University Press.
  • Becker-Blease, K. A., and K. C. P. Bostwick. 2016. “Adaptive Quizzing in Introductory Psychology: Evidence of Limited Effectiveness.” Scholarship of Teaching and Learning in Psychology 2 (1): 75–86. doi:10.1037/stl0000056.
  • Ben-Naim, D., M. Bain, and N. Marcus. 2009. A User-Driven and Data-Driven Approach for Supporting Teachers in Reflection and Adaptation of Adaptive Tutorials. In EDM ‘09 – Educational Data Mining 2009: 2nd International Conference on Educational Data Mining, 21–30.
  • Ben-Naim, D., N. Marcus, and M. Bain. 2008. Visualization and Analysis of Student Interaction in an Adaptive Exploratory Learning Environment. Paper presented at the International Workshop on Intelligent Support for Exploratory Environment, EC-TEL (Vol 8).
  • Ben-Naim, D., and G. Prusty. 2010. Towards a community of practice concerning the use of adaptive tutorials in engineering mechanics. Paper presented at the Proceedings of the 21st Annual Conference for the Australasian Association for Engineering Education.
  • Betrancourt, M. 2005. "The Animation and Interactivity Principles in Multimedia Learning." In The Cambridge Handbook of Multimedia Learning, edited by R. E. Mayer, 287–296. Cambridge: Cambridge University Press.
  • Chandler, P., and J. Sweller. 1991. “Cognitive Load Theory and the Format of Instruction.” Cognition and Instruction 8 (4): 293–332. doi:10.1207/s1532690xci0804_2.
  • Design-Based Research Collective. 2003. “Design-based Research: An Emerging Paradigm for Educational Inquiry.” Educational Researcher 32 (1): 5–8.
  • Easterday, M. W., D. R. Lewis, and E. M. Gerber. 2014. Design-based Research Process: Problems, Phases, and Applications. Boulder, CO: International Society of the Learning Sciences.
  • Flores, R., F. Ari, F. A. Inan, and I. Arslan-Ari. 2012. “The Impact of Adapting Content for Students with Individual Differences.” Educational Technology & Society 15 (3): 251–261.
  • Halabi, A. K. 2006. “Applying an Instructional Learning Efficiency Model to Determine the Most Efficient Feedback for Teaching Introductory Accounting.” Global Perspectives on Accounting Education 3 (1): 93–113.
  • Halabi, A. K., J. E. Tuovinen, and K. X. Smyrnios. 2000. “Using CBL to Improve Cognitive Load and Reduce Feedback Redundancy in Accounting Distance Learning.” Distance Education 21 (1): 162–182. doi:10.1080/0158791000210110.
  • Hattie, J. 2009. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. London: Routledge.
  • Hattie, J., and H. Timperley. 2007. “The Power of Feedback.” Review of Educational Research 77 (1): 81–112. doi:10.3102/003465430298487.
  • Jordan, K. 2014. “Initial Trends in Enrolment and Completion of Massive Open Online Courses.” The International Review of Research in Open and Distributed Learning 15 (1). doi:10.19173/irrodl.v15i1.1651.
  • Kalyuga, S., P. Ayres, P. Chandler, and J. Sweller. 2003. “The Expertise Reversal Effect.” Educational Psychologist 38 (1): 23–31.
  • Kamardeen, I. 2014. “Adaptive e-Tutorial for Enhancing Student Learning in Construction Education.” International Journal of Construction Education and Research 10 (2): 79–95. doi:10.1080/15578771.2012.756437.
  • Khalil, H., and M. Ebner. 2014. “MOOCS Completion Rates and Possible Methods to Improve Retention - A Literature Review.” In World Conference on Educational Media, Hypermedia and Telecommunications 2014 (1): 1305–1313.
  • Khawaja, M. A., F. Chen, and N. Marcus. 2014. “Measuring Cognitive Load Using Linguistic Features: Implications for Usability Evaluation and Adaptive Interaction Design.” International Journal of Human–Computer Interaction 30 (5): 343–368. doi:10.1080/10447318.2013.860579.
  • Khawaja, M. A., G. B. Prusty, R. A. J. Ford, N. Marcus, and C. Russell. 2013. “Can More Become Less? Effects of an Intensive Assessment Environment on Students’ Learning Performance.” European Journal of Engineering Education 38 (6): 631–651. doi:10.1080/03043797.2013.834295.
  • Kirschner, P. A., J. Sweller, and R. E. Clark. 2006. “Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discory, Problem-Based, Experiential, and Inquiry-Based Teaching.” Educational Psychologist 41 (2): 75–86. doi:10.1207/s15326985ep4102_1.
  • Marcus, N., D. Ben-Naim, and M. Bain. 2011. Instructional Support for Teachers and Guided Feedback for Students in an Adaptive eLearning Environment. In Proceedings - 2011 8th International Conference on Information Technology: New Generations, 626–631. doi:10.1109/ITNG.2011.111
  • Marcus, N., M. Cooper, and J. Sweller. 1996. “Understanding Instructions.” Journal of Educational Psychology 88 (1): 49. doi:10.1037/0022-0663.88.1.49.
  • Martin, S. 2014. “Measuring Cognitive Load and Cognition: Metrics for Technology-Enhanced Learning.” Educational Research and Evaluation: An International Journal on Theory and Practice 20 (7-8): 592–621. doi:10.1080/13803611.2014.997140.
  • Mason, B. J., and R. Bruning. 2001. Providing Feedback in Computer-Based Instruction: What the Research Tells Us. CLASS Research Report No. 9. Center for Instrnctional Innovation, University of Nebraska-Lincoln.
  • Mayer, R. E. 2005. “Principles for Reducing Extraneous Processing in Multimedia Learning : Coherence, Signaling, Redundancy, Spatial Contiguity, and Temporal Contiguity Principles.” In The Cambridge Handbook of Multimedia Learning, edited by R. Mayer, 183–200. Cambridge: Cambridge University Press.
  • Mayer, R. E., and P. Chandler. 2001. “When Learning is Just a Click Away: Does Simple User Interaction Foster Deeper Understanding of Multimedia Messages?” Journal of Educational Psychology 93 (2): 390–397. doi:10.1037/0022-0663.93.2.390.
  • Moreno, R., and R. E. Mayer. 1999. “Cognitive Principles of Multimedia Learning.” Journal of Educational Psychology 91 (2): 348–368.
  • Narciss, S. 2013. “Designing and Evaluating Tutoring Feedback Strategies for Digital Learning Environments on the Basis of the Interactive Tutoring Feedback Model.” Digital Education Review 23 (1): 7–26.
  • Papert, S. 1993. The Children's Machine: Rethinking School in The Age of The Computer. New York, NY: Basic Books.
  • Polly, P., N. Marcus, D. Maguire, Z. Belinson, and G. M. Velan. 2014. “Evaluation of an Adaptive Virtual Laboratory Environment Using Western Blotting for Diagnosis of Disease.” BMC Medical Education 14 (1): 222. doi:10.1186/1472-6920-14-222.
  • Prusty, B. G., O. Ho, and S. Ho. 2009. Adaptive Tutorials Using eLearning Platform for Solid Mechanics Course in Engineering. In 20th Annual Conference for the Australasian Association for Engineering Education, December 2009, 828–833.
  • Prusty, B. G., and C. Russell. 2011. Engaging Students in Learning Threshold Concepts in Engineering Mechanics: Adaptive eLearning Tutorials. In 17th International Conference on Engineering Education (ICEE), 21-26 August 2011.
  • Roediger, H. L., and A. C. Butler. 2011. “The Critical Role of Retrieval Practice in Long-Term Retention.” Trends in Cognitive Sciences 15 (1): 20–27. doi:10.1016/j.tics.2010.09.003.
  • Scheiter, K., and P. Gerjets. 2007. “Learner Control in Hypermedia Environments.” Educational Psychology Review 19 (3): 285–307. doi:10.1007/s10648-007-9046-3.
  • Shute, V. J. 2008. “Focus on Formative Feedback.” Review of Educational Research 78 (1): 153–189. doi:10.3102/0034654307313795.
  • Skinner, B. F. 1989. “Teaching Machines.” Science 243 (4898): 1535–1535.
  • Smith, P. L., and T. J. Ragan. 1993. "Designing Instructional Feedback for Different Learning Outcomes." In Interactive Instruction and Feedback, edited by J. V. Dempsey, and G. C. Sales, 75–103. Englewood Cliffs, NJ: Educational Technology Publications.
  • Sweller, J. 1988. “Cognitive Load During Problem Solving: Effects on Learning.” Cognitive Science 12 (2): 257–285. doi:10.1207/s15516709cog1202_4.
  • Sweller, J., and G. A. Cooper. 1985. “The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra.” Cognition and Instruction 2 (1): 59–89. doi:10.1207/s1532690xci0201_3.
  • Sweller, J., J. J. G. van Merrienboer, and F. Paas. 1998. “Cognitive Architecture and Instructional Design.” Educational Psychology Review 10 (3): 251–296. doi:10.1023/a:1022193728205.
  • Tarmizi, R. A., and J. Sweller. 1988. “Guidance During Mathematical Problem Solving.” Journal of Educational Psychology 80 (4): 424–436. doi:10.1037/0022-0663.80.4.424.
  • Van Den Akker, J., K. Gravemeijer, S. McKenney, and N. Nieveen. 2006. "Introducing Educational Design Research." In Educational Design Research, edited by J. Van Den Akker, K. Gravemeijer, S. McKenney, and N. Nieveen, 3–7. New York: Routledge.
  • Van Es, S. L., R. K. Kumar, W. M. Pryor, E. L. Salisbury, and G. M. Velan. 2015. “Cytopathology Whole Slide Images and Adaptive Tutorials for Postgraduate Pathology Trainees: A Randomized Crossover Trial.” Human Pathology 46 (9): 1297–1305. doi:10.1016/j.humpath.2015.05.009.
  • Velan, G., D. Ben-Naim, R. Kumar, M. Bain, B. Kan, and N. Marcus. 2009. Adaptive tutorials using virtual slides to enhance learning of microscopic morphology. Paper presented at the E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education.
  • Velan, G., M. Lattimore, R. Lindeman, and R. Kumar. 2010. “A Web-Based Module on Lymphoma for Senior Medical Students: Benefits for Learning.” Journal of International Association of Medical Science Educators 20 (1): 32–40.
  • Wong, V., A. J. Smith, N. J. Hawkins, R. K. Kumar, N. Young, M. Kyaw, and G. M. Velan. 2015. “Adaptive Tutorials Versus Web-Based Resources in Radiology: A Mixed Methods Comparison of Efficacy and Student Engagement.” Academic Radiology 22 (10): 1299–1307. doi:10.1016/j.acra.2015.07.002.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.