Diagnosing and acting on student affect: the tutor's perspective
User Modeling and User-Adapted Interaction
Neurophysiological Measures of Brain Activity: Going from the Scalp to the Brain
FAC '09 Proceedings of the 5th International Conference on Foundations of Augmented Cognition. Neuroergonomics and Operational Neuroscience: Held as Part of HCI International 2009
Realizing Adaptive Instruction (Ad-In): The Convergence of Learning, Instruction, and Assessment
FAC '09 Proceedings of the 5th International Conference on Foundations of Augmented Cognition. Neuroergonomics and Operational Neuroscience: Held as Part of HCI International 2009
FAC '09 Proceedings of the 5th International Conference on Foundations of Augmented Cognition. Neuroergonomics and Operational Neuroscience: Held as Part of HCI International 2009
FAC'07 Proceedings of the 3rd international conference on Foundations of augmented cognition
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In an effort to achieve a level of knowledge comparable to that which typically results from individual tutoring, innovative models of adaptive computer-based training are continually being tested and refined. Despite these efforts, adaptive computerized training programs still fall significantly short of the gold standard of one-on-one instruction. In response, this study used a previously developed model defining when to apply instructional feedback during learning in order to improve efficiency. Specifically, we compared the combination of performance and neuro-physiological indices to performance alone as indicators for when to adapt training. Contrary to our hypotheses, this study failed to demonstrate positive impact on knowledge acquisition, knowledge application, perceived cognitive load, or training efficiency. However, based on observational data, it is suspected that participants in neither group possessed enough available working memory capacity to attend to the supporting material. Consequently, this may account for the lack of differential findings.