Impact of an Adaptive Tutorial on Student Learning Fethi A. Inan1, Fatih Ari1, Raymond Flores2, Amani Zaier1, and Ismahan Arslan-Ari1 1 Educational Instructional Technology, Texas Tech University, USA Middle/Secondary Level Mathematics Education, Wichita State University, USA {fethi.inan,fatih.ari,amani.zaier,ismahan.arslan}@ttu.edu,
[email protected] 2
Abstract. In this study, we examined the effectiveness of an adaptive tutorial on college students’ learning outcomes, mainly, learning performance, motivation, and study time. Two versions of the tutorial were developed; adaptive and non-adaptive. A total of 134 undergraduate students were randomly assigned to adaptive (n=74) or non-adaptive (n=60). Our results revealed that the adaptive group had a significantly higher knowledge gains than the non-adaptive group. Keywords: Adaptive Web-Based Learning Environment, Individual Differences, Adaptive Instruction, Adaptive Hypermedia, Online Learning.
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Purpose of Study
The purpose of this study was to investigate the effect of an adaptive web-based tutorial on students’ performances, motivation and learning time. Two versions of the tutorial were developed; adaptive and non-adaptive. The main question we sought to answer was which groups (adaptive and non-adaptive) would achieve the maximum benefit from the tutorial. The independent variable was the group and the dependent measures were knowledge, motivation, and learning time.
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Participants
A total of 134 undergraduate students (79 females and 55 males) were randomly assigned by computer to adaptive (n=74) or non-adaptive (n=60). Participants came from six sections of an undergraduate introductory technology course in a large southwestern American university. Students came from different disciplines such as Exercise and Sports Science, Sociology, Rehabilitation, etc. and their ages ranged from 18 and 40 with a median age of 19.
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Adaptive Tutorial
A web-based adaptive tutorial on basic introductory statistics was developed by utilizing adaptive hypermedia methods with strategies proposed by instructional theory and motivation models [1]. Once students enter the tutorial, their prior knowledge and motivation levels were assessed. Based on gathered data, the adaptive tutorial autoS.A. Cerri et al. (Eds.): ITS 2012, LNCS 7315, pp. 681–682, 2012. © Springer-Verlag Berlin Heidelberg 2012
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matically incorporated relevant adaptive strategies and provided appropriate content and examples to corresponding clusters. Once students finish the tutorial, their knowledge and motivation levels were assessed again.
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Data Collection and Instruments
• Achievement was measured using a locally developed 20 item multiple choice instrument over the introductory statistics topics covered in the tutorial. • Items adapted from the Instructional Materials Motivational Scale (IMMS) were used to measure student motivation level [2]. Cronbach’s alpha for the IMMS ranged from .61 to .81 [2]. • System logs were used to analyze the time spent on task.
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Results
A series of ANOVAs and ANCOVAs were conducted to answer the research questions. Results revealed that there was a significant difference between adaptive (M= 6.63; SD=2.50) and non-adaptive (M= 5.20; SD=2.51) groups in terms of knowledge differences, F(1,131)=10.299, p=.002. However, there was no significant difference in terms of student post motivation scores. In addition, the students in the adaptive group spent significantly more time on the tutorial then the students in the non-adaptive group, F(1,132)=4.249, p=.041. Acknowledgements. This research study was funded by grants from Texas Tech University College of Education and EDUCAUSE through the Next Generation Learning Challenges.
References 1.
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Inan, F.A., Flores, R., Ari, F., Arslan-Ari, I.: Towards Individualized Online Learning: The Design and Development of an Adaptive Web Based Learning Environment. Journal of Interactive Learning Research 12(4), 467–489 (2011) Keller, J.M.: Development and use of the ARCS model of instructional design. Journal of Instructional Development 10(3), 2–10 (1987)
