Personalized curriculum sequencing utilizing modified item response theory for web-based instruction

  • Authors:

  • Chih-Ming Chen;Chao-Yu Liu;Mei-Hui Chang

  • Affiliations:

  • Graduate Institute of Learning Technology, National Hualien University of Education, 123 Hua-His Road, Hualien, Taiwan 970, Republic of China;Graduate Institute of Learning Technology, National Hualien University of Education, 123 Hua-His Road, Hualien, Taiwan 970, Republic of China;Graduate Institute of Learning Technology, National Hualien University of Education, 123 Hua-His Road, Hualien, Taiwan 970, Republic of China

  • Venue:
  • Expert Systems with Applications: An International Journal
  • Year:
  • 2006

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Abstract

Curriculum sequencing is an important research issue for Web-based instruction systems because no fixed learning pathway will be appropriate for all learners. Therefore, many researchers focused on developing e-learning systems with personalized learning mechanism to assist on-line Web-based learning and adaptively provide learning pathways. However, although most personalized systems consider learner preferences, interests and browsing behavior in providing personalized curriculum sequencing services, these systems usually neglect to consider whether learner ability and the difficulty level of the recommended courseware are matched to each other or not. Generally, inappropriate courseware leads to learner cognitive overload or disorientation during learning, thus reducing learning effect. Besides, the problem of concept continuity of learning pathways also needs to be considered while implementing personalized curriculum sequencing. Smoother learning pathways increase learning effect, avoiding unnecessarily difficult concepts. This paper presents a prototype of personalized Web-based instruction system (PWIS) based on the proposed modified Item Response Theory (IRT) to perform personalized curriculum sequencing through simultaneously considering courseware difficulty level, learner's ability and the concept continuity of learning pathways during learning. In the proposed modified IRT, the information function is revised to consider the concept continuity of learning pathway as well as considering the difficulty level of courseware and individual learner ability. Experiment results indicate that applying the proposed modified IRT for Web-based learning can construct suitable learning pathway to learners for personalized learning, and help them to learn more effectively.