Adapting to Learner Attributes: experiments using an adaptive tutoring system
Sue Milne, Jean Cook, Edward Shiu, Angus Kennedy McFadyen · Educational Psychology · 1997
A composite learner model for adaptive tutoring systems has been developed, which combines a model of learner attributes with a simple overlay model of the learner's domain knowledge state. The model of learner characteristics enables several different forms of psychological and background data about the student to be taken into account, and provides a profile of the learner in terms of pedagogically useful attributes. An Adaptive Tutor Using Learner Attributes (ATULA) has been constructed, which uses the composite learner model. The system is able to select for the learner the optimal form of the learning material for the group of topics about to be presented. Experiments carried out with the adaptive tutoring system over 3 successive academic years with two disparate groups of students are described. User records collected during the experiments provide insight into the operation of the model, both at initialisation and during the student's interaction with the system. Previous users’ records also enable comparisons to be made with the result of previous experiments using a non‐adaptive system.