Personalization - Revision history

Koedinger at 13:50, 1 July 2008

2008-07-01T13:50:08Z

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	Schraw, G. and Lehman, S. 2001. Situational Interest: A Review of the Literature and Directions for Future Research. Educational Psychology Review.		Schraw, G. and Lehman, S. 2001. Situational Interest: A Review of the Literature and Directions for Future Research. Educational Psychology Review.



	[[Category:Glossary]]		[[Category:Glossary]]
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	[[Category:Independent Variables]]		[[Category:Independent Variables]]
	[[Category:Coordinative Learning]]		[[Category:Coordinative Learning]]
			[[Category:Instructional Principle]]

Mheilman: /* Description of hypothesized principle */

2008-04-05T23:20:48Z

Description of hypothesized principle

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	Instructional tasks are often presented in ways that do not connect with the experiences and interests of individual students. Instructional programs, and specific tasks in those programs, are typically developed to work with large groups of students. Instruction can be provided on and individual bases according to domain factors such as connections to particular knowledge components, but differentiation with respect to motivational factors is less common.		Instructional tasks are often presented in ways that do not connect with the experiences and interests of individual students. Instructional programs, and specific tasks in those programs, are typically developed to work with large groups of students. Instruction can be provided on and individual bases according to domain factors such as connections to particular knowledge components, but differentiation with respect to motivational factors is less common.

	Personalization is a process by which features of an instructional component are designed to match up with students' personal interests, experiences, or typical patterns of language use in order to increase robust learning through increased motivation.		Personalization is a process by which features of an instructional component are designed to match up with students' personal interests, experiences, or typical patterns of language use in order to increase robust learning through increased motivation. According to the hypothesis, personalization will lead to more robust learning through increased motivation, compared to when instruction is not actively personalized.

	Trade-offs must be considered because personalization may alter instruction in such a way that interferes with other principles, such as by reducing the amount of practice or distracting the student with interesting but irrelevant material.		Trade-offs must be considered because personalization may alter instruction in such a way that interferes with other principles, such as by reducing the amount of practice or distracting the student with interesting but irrelevant material.

Mheilman: /* Brief statement of the personalization hypothesis */

2008-04-05T23:17:26Z

Brief statement of the personalization hypothesis

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	==Brief statement of the personalization hypothesis==		==Brief statement of the personalization hypothesis==

	~~When~~ features of an instructional component ~~are designed to match up~~ with students' personal interests, experiences, or typical patterns of language use, ~~increased motivation~~ will lead to ~~increase~~ robust learning.		Matching up the features of an instructional component with students' personal interests, experiences, or typical patterns of language use, will lead to more robust learning through increased motivation, compared to when instruction is not personalized.

	==Description of hypothesized principle==		==Description of hypothesized principle==

Mheilman: /* Brief statement of the personalization hypothesis */

2008-04-05T23:15:35Z

Brief statement of the personalization hypothesis

← Older revision		Revision as of 23:15, 5 April 2008
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	==Brief statement of the personalization hypothesis==		==Brief statement of the personalization hypothesis==

	~~Personalization is a process by which~~ features of an instructional component are designed to match up with students' personal interests, experiences, or typical patterns of language use ~~in order~~ to increase robust learning ~~through increased motivation~~.		When features of an instructional component are designed to match up with students' personal interests, experiences, or typical patterns of language use, increased motivation will lead to increase robust learning.

	==Description of hypothesized principle==		==Description of hypothesized principle==

Mheilman: /* Description of principle */

2008-04-05T23:12:56Z

Description of principle

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	Personalization is a process by which features of an instructional component are designed to match up with students' personal interests, experiences, or typical patterns of language use in order to increase robust learning through increased motivation.		Personalization is a process by which features of an instructional component are designed to match up with students' personal interests, experiences, or typical patterns of language use in order to increase robust learning through increased motivation.

	==Description of principle==		==Description of hypothesized principle==

	Instructional tasks are often presented in ways that do not connect with the experiences and interests of individual students. Instructional programs, and specific tasks in those programs, are typically developed to work with large groups of students. Instruction can be provided on and individual bases according to domain factors such as connections to particular knowledge components, but differentiation with respect to motivational factors is less common.		Instructional tasks are often presented in ways that do not connect with the experiences and interests of individual students. Instructional programs, and specific tasks in those programs, are typically developed to work with large groups of students. Instruction can be provided on and individual bases according to domain factors such as connections to particular knowledge components, but differentiation with respect to motivational factors is less common.

Mheilman: /* Brief statement of principle */

2008-04-05T23:12:42Z

Brief statement of principle

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	==Brief statement of ~~principle~~==		==Brief statement of the personalization hypothesis==

	Personalization is a process by which features of an instructional component are designed to match up with students' personal interests, experiences, or typical patterns of language use in order to increase robust learning through increased motivation.		Personalization is a process by which features of an instructional component are designed to match up with students' personal interests, experiences, or typical patterns of language use in order to increase robust learning through increased motivation.

Mheilman: /* Conditions of application */

2008-04-05T17:54:03Z

Conditions of application

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	==Conditions of application==		==Conditions of application==

	Personalization should not distract or interfere with other important instructional principles. For example, finding interesting practice materials should not interfere with optimal scheduling of practice. Also, the success of personalization may be determined by the extent to which it can affect important task features rather than less relevant ones.		Personalization should not distract or interfere with other important instructional principles. For example, finding interesting practice materials should not interfere with optimal scheduling of practice. Also, the success of personalization may be determined by the extent to which it can affect important task features rather than less relevant ones. For example, changing the interface of a tutoring system to match a student's favorite color is unlikely to have a substantial effect on learning (unless perhaps the tutor provides instruction on color theory).

	==Caveats, limitations, open issues, or dissenting views==		==Caveats, limitations, open issues, or dissenting views==

Mheilman: /* Conditions of application */

2008-04-05T17:52:39Z

Conditions of application

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	==Conditions of application==		==Conditions of application==

			Personalization should not distract or interfere with other important instructional principles. For example, finding interesting practice materials should not interfere with optimal scheduling of practice. Also, the success of personalization may be determined by the extent to which it can affect important task features rather than less relevant ones.

	==Caveats, limitations, open issues, or dissenting views==		==Caveats, limitations, open issues, or dissenting views==

Mheilman: /* In vivo experiment support */

2008-04-05T17:50:00Z

In vivo experiment support

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	===In vivo experiment support===		===In vivo experiment support===

			[[REAP_Study_on_Personalization_of_Readings_by_Topic_(Fall_2006)\|The REAP study on personalization]] found that personalization of practice reading materials led to positive effects on ESL vocabulary learning. Overall post-test scores for students receiving personalized instruction were not statistically significantly different from scores for a control group. Students with personalization actually practiced fewer target words because of the technical challenge of the tutor finding texts that are both personalized and contain a wealth of practice opportunities. However, both normal post-test and transfer test scores indicate that students with personalization learned a higher proportion of the target words they practiced, and the increased rate of learning likely cannot not attributed solely to practicing fewer words.

	==Theoretical rationale==		==Theoretical rationale==

Mheilman: /* References */

2008-04-05T17:42:03Z

References

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	==References==		==References==

			Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: W.H. Freeman.

	Beck, J. (2007). Does learner control affect learning? Proceedings of the 13th International Conference on Artificial Intelligence in Education, Los Angeles, CA.		Beck, J. (2007). Does learner control affect learning? Proceedings of the 13th International Conference on Artificial Intelligence in Education, Los Angeles, CA.
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	del Soldato, T., Du Boulay, B. 1995. Implementation of motivational tactics in tutoring systems. Journal of Artificial Intelligence in Education. Volume 6 , Issue 4.		del Soldato, T., Du Boulay, B. 1995. Implementation of motivational tactics in tutoring systems. Journal of Artificial Intelligence in Education. Volume 6 , Issue 4.

			Deci, E. L. and Ryan, R. M. (1985). The relation of interest to the motivation of behavior: A self-determination theory perspective. In Renninger, K. A., Hidi, S.,and Krapp, A. (Eds.), The role of interest in learning and development (pp. 43-70). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

			Lepper, M. (1988). Motivational Considerations in the Study of Instruction. Cognition and Instruction. 5(4), pp. 289-309.

			Shiefele, U. (2000). Interest and Learning from Text. Scientific Studies of Reading, 3(3).

	Schraw, G. and Lehman, S. 2001. Situational Interest: A Review of the Literature and Directions for Future Research. Educational Psychology Review.		Schraw, G. and Lehman, S. 2001. Situational Interest: A Review of the Literature and Directions for Future Research. Educational Psychology Review.



	[[Category:Glossary]]		[[Category:Glossary]]