Use of Adaptive Information for Advisement in Learning Concepts and Rules Using Computer-Assisted Instruction

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Abstract
Findings from two experiments showed that students can effectively manage their learning needs in a computer-assisted instructional system when provided continuous, updated advisement information about their achievement (diagnosis) and instructional needs (prescription) in relation to the objective. In Experiment 1, high school students receiving instruction (learning four physics concepts) via a learner-adaptive-control management strategy that included advisement performed better on the posttest than students in a learner-control strategy (p > .001) and needed less instructional time than students in a program-managed, adaptive-control strategy (p > .001). Experiment 2 replicated the effectiveness of the learner-adaptive-control strategy by showing that students were able to make increasingly better self-assessments and management decisions during three separate instructional units (learning nine punctuation rules) than either a learner-partial-control strategy (p > .001) or a learner-control strategy (p > .001).

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