This paper describes the design, implementation and evaluation of a set of individually configurable multimedia prototypes that use a simple model of the learner to configure the presentation of learning. Participants in the study were students in a Further Education college following a range of courses. Student models were established for learners, based on diagnostic testing and also in co-operation with tutors. The simple student model was developed to hold information on individuals’ language skills cognitive style and also on the level of help and scaffolding provided for learners and the level of tasks and questions with which they were challenged throughout the course. A mixture of qualitative and quantitative research methodologies was employed to investigate the effectiveness of this approach in the delivery of the multimedia based courses. Findings from the study are presented and discussed from the point of view of the tutor, the learner and the systems necessary to support the use of individually configurable learning materials in the curriculum. The implications of these results for the design, delivery and evaluation of individually configurable multimedia courses in general are discussed.
|Name||UH Computer Science Technical Report|
|Publisher||University of Hertfordshire|
- teaching/learning strategies
- student modelling
- individual configuration
- research methodologies