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Educational Technology Research and Development

, Volume 53, Issue 3, pp 83–93 | Cite as

Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning

  • Slava KalyugaEmail author
  • John Sweller
Special Issue

Abstract

In this article we suggest a method of evaluating learner experties based on assessment of the content of working memory and the extent to which cognitive load has been reduced by knowledge retrieved from long-term memory. The method was tested in an experiment with an elementary algebra tutor using a yoked control design. In the learner-adapted experimental group, instruction was dynamically tailored to changing levels of expertise using rapid tests of knowledge combined with measures of cognitive load. In the nonadapted control group, each learner was exposed to exactly the same instructional procedures as those experienced by the learner's yoked participant. The experimental group demonstrated higher knowledge and cognitive efficiency gains than the control group.

Keywords

Cognitive Load Rapid Diagnostic Test Central Executive Instructional Expla Cognitive Efficiency 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Association for Educational Communications and Technology 2005

Authors and Affiliations

  1. 1.Educational Assessment Australia at the University of New South WalesSydneyAustralia
  2. 2.School of EducationUniversity of New South WalesAustralia

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