On the design of adaptive treatments for individualized instructional systems

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Abstract
A model is described for the design and evaluation of adaptive treatments within an operational, computer‐managed and/or individualized instructional environment. The model's methodology was derived from an aptitude‐treatment‐interaction theoretical framework and has the goals of being feasible and efficient for application in large‐scale operational settings. Following a description of the rationale and procedures of the methodology, the results of its application for the design and evaluation of adaptive treatments within the Air Force Advanced Instructional System arc briefly described. These results indicated that, in accordance with design goals, the methodology led to the design and implementation of adaptive treatments which (a) compensated for student differences in memory abilities and motivation, and (b) contributed to gains in student performance. Areas of further research and improvements to the model's methodology arc discussed.