自适应学习系统中双向适应交互评价实证研究

随着信息技术的快速发展,网络学习已经成为人们生活中不可或缺的一种学习方式。以实现网络个性化学习为目标的自适应学习系统成为提高网络学习质量的重要研究课题。然而目前大多数自适应学习系统仅具有单向适应能力,即实现了系统根据用户特性适应性向学习者呈现学习资源、过程和策略的功能。尽管这种功能有助于解决学习者认知超载和网络迷航问题,一定程度上提高了学习效率,但学习者在此系统中是一种被动学习,不利于培养学习者自主学习能力和创新能力,也不利于促进学习者对知识的主动建构,还容易使学习者产生惰性。因此,应该充分考虑学习者和系统之间的主客体关系,在自适应学习系统中建立双向适应交互,即用户主动选择资源的适应性交互和系统主动推送资源的自适应交互。双向适应交互最为关键的是用户模型,而认知风格是用户模型中影响学习者个体差异的一个重要元素。从学习效率和使用感受两个层面实证评价双向适应交互性,以及认知风格对其的影响发现:采用自适应学习方式,学习者具有更积极的学习态度,能够取得更好的学习绩效;但认知风格会影响到自适应学习和适应性学习的绩效。

An Empirical Research on the Evaluation of Dual- Adaptive Interaction in the Adaptive Learning System

Online learning has become an indispensable technology. Adaptive learning system is an important research learning method with the development of information subject for achieving web - based personalized learn- ing. However, most adaptive learning system is only one -way adaptive which means learning resources, learning processes and learning strategies are recommended to the learners according to their characteristics. Although it can avoid cognitive overload and information loss, and improve learning efficiency, learners are confined to passive learning, which is not conductive to either foster learners＇self - regulated and creative learning ability, or encourage them to construct their own knowledge, and is likely to develop sluggishness in Learners. So, the subject -object relationship between learners and the adaptive learning system should be fully considered and a dual adaptive inter- action should be built in which learners choose resources actively through adaptable interaction and the system rec- ommends resources actively through adaptive interaction. User model is the most important factor of dual - adaptive interaction and cognitive style is an important factor that most significantly influences individual differences in the user model. From the two aspect of learning efficiency and users＇ feelings, an empirical research was conducted to evaluate the dual -adaptive interaction and the influence of cognitive style. The results showed that adaptive learning may guide learners toward more aggressive learning attitude and improve their learning performance. Yet cognitive style can affect adaptive learning and the performance of adaptable learning.