Aptitude- versus content-treatment interactions

Journal of Instructional Development 06/1982; 5(4):15-27. DOI: 10.1007/BF02905228


Interest in adapting instructional methodology to accommodate individual learner characteristics has been stimulated by the
recent popularity of aptitude-by-treatment interaction research. While relevant to a descriptive theory of learning, ATI has
failed to provide an adequate conceptual or empirical basis for a prescriptive set of adaptive instructional designs. The
validity of adaptive designs as a focus for interaction research is questioned. Based upon cognitive task analysis and content
analysis, the search for content-treatment interactions and their applications to instructional development should make adaptive
designs more feasible, efficient, and consistent as well as developing important cognitive skills that may be short-circuited
by learner-adaptive designs. Examples of research-based content-treatment interactions are provided.

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    • "Among them, studies that provide the most universal method of adaptability offer courseware by considering learner styles [10]; [11]; [12]; [13]; [14]; [15]; [16]. However, there are also theories that assert that a learning strategy created according to either a task or content is much more effective than the learning style [17]; [18]; [19]. It is thus necessary to provide adaptability according to the learning content along with the learning style. "

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