Aptitude- versus content-treatment interactions
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.
Available from: thesai.org
- "Among them, studies that provide the most universal method of adaptability offer courseware by considering learner styles ; ; ; ; ; ; . 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 ; ; . It is thus necessary to provide adaptability according to the learning content along with the learning style. "
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ABSTRACT: This study examined the effect that systematically loading story presentations with criterion information has on the recall of abstract and concrete prose. Results indicated that aal plus picture presentations were most effective for the learning of both abstract and concrete content. Furthermore, the loading of additional detail into visual presentations resulted in greater recall than with simple pictures and also provided a greater supplementary effect to oral prose. © 1983 Association for Educational Communications and Technology.
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ABSTRACT: The transition to cognitive theories and assumptions about learning which began in psychology a quarter of a century ago are slowly being implemented in the practice of educational technology. Educational technology and instructional design are also in transition. Although the descriptive bases of educational technologies are accepted to be in cognitive psychology, the practical, predictive implications of it that form the processes of educational technologies are not obvious. However, the trend is ineluctable. The failure to provide generalizable instructional techniques and media has forced us to shift our emphasis from what we do to what the learners do. Instructional procedures need to be concerned with how learners are processing the information they contain. Educational technologies need to become learner‐oriented. Our task is to improve learners’ integration and reorganization of knowledge ‐‐ not simply to convey material or control behaviour. The goal of new technologies, such as learning strategies, is to promote independent, self‐motivated learners who are capable of initiating, selecting, and using appropriate strategies for acquiring, retaining, and using knowledge. That, I contend, is a more productive and constructive instructional goal than the transmission of content or the control of behaviour.
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