Department of Applied Chemistry Providence University Taiwan Dr. Zangyuan Own [email protected]

Department of Applied Chemistry Providence University Taiwan

Dr. Zangyuan [email protected]

The Application of Adaptive Learning EnThe Application of Adaptive Learning Environment on Ox_Red Reaction Chemistrvironment on Ox_Red Reaction Chemistr

y Web Titley Web Title

IntroductionIntroduction

Adaptive Learning illustrates an ideal instructional environment. Its essence is to diagnose on the basis of learner's response and arrange curriculum in accordance with the learner's learning pattern and learning condition, thus contributes to effective learning.

DiversifiedAdaptive

Instruction

LinearInstruction

Artificial Intelligence

SmartComputerAssisted

Instruction

ComputerAssisted

Instruction

EffectiveLearning

BackgroundBackground

World Wide Web provides an excellent approach for the interaction between teachers and students. So far, a web-based tele-education environment has become a key in the development of domestic and oversea universities.

Adaptive Learning is aiming at providing different instructional environments in terms of the learners' characteristics or learning background, so as to facilitate their learning. As WWW-oriented network develops vigorously and a variety of technology involved attain to maturity, creating an adaptive learning environment with such infrastructure is becoming more practical. For this reason, a need exists to clarify the meaning, content and relative information structure of adaptive learning to establish the foundation of the development for adaptive learning system.

Research PurposeResearch Purpose

The purposes of designing an asynchronous adaptive learning environment are:

(1) Create an appropriate learning environment for students (1) Create an appropriate learning environment for students according to the learners' characteristics and present this according to the learners' characteristics and present this environment via asynchronous web title to achieve individualized environment via asynchronous web title to achieve individualized instruction.instruction.

(2) Discuss the difference between the learning effectiveness of (2) Discuss the difference between the learning effectiveness of adaptive learning environment and those in conventional learning adaptive learning environment and those in conventional learning environment.environment.

(3) Discuss the influence on students' learning effectiveness caused (3) Discuss the influence on students' learning effectiveness caused by the variation of their characteristics, such as gender, college, by the variation of their characteristics, such as gender, college, grade, etc.grade, etc.

(4) By means of situated analysis, discuss students' satisfaction with (4) By means of situated analysis, discuss students' satisfaction with the adaptive learning environment.the adaptive learning environment.

Situated Learning means the knowledge must be considered situated and learning be expected to proceed in realistic situations. And the formation and meaning of knowledge being explained from the perspective of learning by doing and practical intelligence was proposed.

According to Collins (1989), the meanings and practicability of situated learning contained the following benefits and effects:

1. The learners get to learn to make use of the knowledge 1. The learners get to learn to make use of the knowledge they gained in various situations.they gained in various situations.

2. Different situations enhance the learners' creativity.2. Different situations enhance the learners' creativity.

3. The learners get to know the use of the knowledge they 3. The learners get to know the use of the knowledge they gain.gain.

4. Situations build out knowledge for all kinds of 4. Situations build out knowledge for all kinds of applications.applications.

Situated LearningSituated Learning

Constructivism emphasizes on an explorative learning process through which the learners connect the knowledge obtained with their prepositional knowledge and belief, thus changes the their ingrained concept and reconstruct individualized knowledge. In place of conventionally philosophical perspective on knowledge construction process concluded three essential principles of modern constructivism:

1. Knowledge, instead of passive reception or absorption, is 1. Knowledge, instead of passive reception or absorption, is dynamic construction by the cognitive individual.dynamic construction by the cognitive individual.

2. Cognitive functions are adaptive and are suitable for 2. Cognitive functions are adaptive and are suitable for organizing the world of experience, not for discovering the organizing the world of experience, not for discovering the reality of the substance.reality of the substance.

3. Knowledge is the social construction molded by the 3. Knowledge is the social construction molded by the negotiation and coordination between the individual and negotiation and coordination between the individual and others.others.

Constructive LearningConstructive Learning

Scaffolding Learning Scaffolding Learning Scaffolding Learning is extending the concept of potential development, which is the construction of scaffolding to helping students with specific problem or task to achieve their goals. Rather than being passive learners, the learners in Scaffolding Learning are positive participants with active thinking to build out their cognitive structure. Scaffolding Learning proposed by Greenfield (1984) covered six principles:

1. In realistic instruction, the instructor acts as the assistant for the aptitude development of the learner.

2. The level of support varies with the learner's ability.3. The level of support decreases as the learner's ability

enhances.4. The level of support is proportional to the difficulty of tasks.5. Support progresses step by step in coordination with

immediate correction.6. Support should be provided from inside out, helping the

learners establish independency from their zone of potential development.

Research Approach Research Approach

The subject of this research was based on the asynchronous web-course of "Life chemistry" in Providence University at Taiwan. Students taking the course of life chemistry in Providence University were studied. Valid samples amounted to 146 people in which 73 people belonged to the experiment group and 73 to the control group.

Subject: Research on Adaptive Learning Environment onOxidation-Reduction Reactions Web-Title

Research Process

Analysis

Designing

Implementation

Development

Evaluation

Research targets

Fundamental Theory

Research Tool

Result analysis

Conclusion and Suggestion

ProvidenceUniversity students

taking theasynchronous

telecourse1 Computer software/hardware a.Designing software b.Imaging software c.Animation software

2. On-line test record3. Web-based learning gateway4. Statistics software

learning effectiveness

cognitive pattern

gender college

Conclusion Suggestion

departmentpre-knowledge

ConventionallearningAdaptive learningConstructivistLearningSituated LearningScaffoldingLearning

satisfaction

Purpose 1. Implement adaptive learning by presenting Oxidation-Reduction Reaction through

World Wide Web to help the learner's understanding. 2. Analyze the influence of different learning patterns on web-based learning

effectiveness.

Log on

Learning Pattern Classification

Conventional Learning

Roundup Test (Post-test)

Analysis

Learning Effectiveness

Cognitive Pattern College DepartmentPre-

Knowledge Gender

Curriculum Analysis (Pre-test)

User Identification

Adaptive Learning

Select Curriculum

Linear Learning

Curriculum Content

Select Curriculum

Scaffolding

Learning

Feedback

Situated Learning

Constructive

Learning

Scaffolding assistingScenario

System Satisfaction

(1)(1) Log onto InternetLog onto Internet

This system offers a basic identity confirmation system and permission (adaptive learning environment and conventional learning environment) when distinguishing the users' learning patterns. When accessing the website with a browser, users simply type in their account and password to log in.

(2) User Grouping(2) User Grouping

After entering the student ID and password, students were randomly separated into two learning pattern of life chemistry. Two groups were formed, control group-"conventional learning environment" and experiment group-"adaptive learning environment".

(3) GEFT Analysis(3) GEFT Analysis

To find out their cognitive pattern, the learners were asked to take Group Embedded Figures Test (GEFT) so as to classify their cognitive pattern as field-independent or field-dependent. In order to find out whether any difference exists between the pre-knowledge of the experiment group and the control group, the midterm grades were used as the basis for grouping: high pre-knowledge and low pre-knowledge.

(4) Learning Pattern(4) Learning Pattern

The students of experimental group are divided into three different models according to their typical personal type:

1. Situated model: Field dependent students1. Situated model: Field dependent students

2. Constructed model: Field independent & 2. Constructed model: Field independent & Science college studentsScience college students

3. Scaffolding model: Field independent & 3. Scaffolding model: Field independent & Non-science college studentsNon-science college students

The students of control group are given them a well designed conventional learning web, which is normal web title with the same content as adaptive web titles.

(5) Achievement Test(5) Achievement Test

The learning achievement measurement of this research was based on “ACS Test Bank for General Chemistry". The purpose of this test was to examine the progress of the learners in oxidation-reduction reactions concept after "adaptive web-based learning" and "conventional web-based learning"

(6) Data Analysis(6) Data Analysis

All data collected, including pre-test, post-test, learning effectiveness and system measurement, was analyzed by the social science statistic software SPSS. This analysis took the means, sigma and t-test out of the processed data, providing detailed explanation and the printed document.

Result&DiscussionResult&Discussion

Grade Improvement DiagramGrade Improvement Diagram

56.44 54.25

89.59

76.16

33.4221.92

0

20

40

60

80

100

Grade

Pre-TestScore

Post-TestScore

Improvement

Grade DiagramExperimental

Control

Learning Effectiveness Learning Effectiveness Analysis Analysis

Group Sample #

Average ProgressScore

Sigma t P

ExperimentalGroup 73 33.15 21.62 3.833

 .000*

 ControlGroup 73 21.91 13.81

* P＜ .05 indicating a significant difference

Experiment group Experiment group outperforms the Control group outperforms the Control group

The result of this research indicates: the experiment group outperforms the

control group. That is, when offering different learning environments, adaptiv

e web-based learning environment is superior to conventional web-based lear

ning environment. In current web-based learning environment, however, web

sites simply feed students with pieces of teaching material, regardless of their

aptitude and reading conditions. The result is an overload of information to th

e students and learning disorientation, not to mention learning effectively. For

overall learning effectiveness, this research shows that better performance in

oxidation-reduction reactions was seen in students under the adaptive learnin

g environment. The reason is adaptive learning environment provides more fl

exibility and more opportunities for active participation and immediate feedbac

k.

Cognitive Pattern Analysis Cognitive Pattern Analysis

* P＜ .05 showing a significant difference

Group

Cognition pattern

Experimental Group Control

Group P

Mean Sigma Mean Sigma

Field-Independent

35.26 22.51 16.13 12.02 .000＊

Field-Dependent

31.43 20.74 26.19 13.61 .188

FI Students Perform BetterFI Students Perform BetterField-independent students achieved significantly high learning effectiveness. Previous research found field-independence had positive influence on the browsing or learning effectiveness of multimedia or web-based instruction. Field-independent students tend to learning in an unstructured fashion and are good at constructing complicate concept and knowledge in multimedia-based learning. Being a active learner and with the supplementation of adaptive learning, field-independent learners will have better learning effectiveness through adaptive learning. Also field-independent learners show better performance in natural science. This is so because field-independent learners tend to process message analytically and that they possess better ability in cognition reconstruction. Since natural science involves in analysis and reconstructing message, field-independent learners, faced with a tough problem with insufficient information at hand, tend to clarify problems with their inner cognition and refurnishes the message a new structure.

Pre-Knowledge AnalysisPre-Knowledge Analysis

* P＜ .05 showing a significant difference

Group

Pre-Knowledge

Experimental Group Control

Group

P

Mean Sigma Mean Sigma

Low Pre-Knowledge

34.17 22.44 27.83 15.65 .267

High Pre-Knowledge

32.38 23.14 19.31 13.61 .010*

High Pre-Knowledge Students High Pre-Knowledge Students Perform BetterPerform Better

Learners with more pre-knowledge were influenced through the clarification of the teaching materials, which coincided with the results of this research. In terms of pre-knowledge, students with higher pre-knowledge achieved better learning effectiveness through adaptive web-based learning than through conventional web-based learning. The main reason is that students with higher pre-knowledge are equipped with complete Oxidation-Reduction Reaction concept. Besides, with the adaptive web-based learning teaching materials of Oxidation-Reduction Reaction taken from people's living and the assistance of multimedia, the system individualized on the basis of the learners' learning features assures the learners of achieving better learning effectiveness under such adaptive learning.

Gender AnalysisGender Analysis

* P＜ .05 showing a significant difference

Group

Gender

Experimental Group Control

Group

P

Mean Sigma Mean Sigma

Female 27.27 23.88 21.80 15.00 .231

Male 38.50 18.33 22.00 12.15 .000*

Male Students Perform BetterMale Students Perform Better

Male students possess higher computer self-efficacy and more

positive passion toward computers. Meanwhile, they have better

absorption and comprehension in chemistry. In coordination with

adaptive web-based learning that features individualization and

active adaptation, they could fully understand and absorb the

concept of Oxidation-Reduction Reaction after learning and achieve

terrific learning effectiveness.

College AnalysisCollege Analysis

* P＜ .05 showing a significant difference

Group

College

Experimental Group Control

Group

P

Mean Sigma Mean Sigma

Non-Science 27.27 21.11 20.00 12.15 .081

Science 40.50 21.59 21.25 11.29 .000*

Science College Students Science College Students Perform BetterPerform Better

College of science students in the experimental group show better learning effectiveness than those in the control group. This is so because college of science students usually possesses more chemical knowledge even though they may not fully comprehend the entire concept. Furthermore, traditional chemistry instruction is limited to abstract concept, instead of focusing on experimental evidence and the correlation of chemical phenomenon with living (that is, the learning content is over-abstract). Being more familiar with the course and possessing the foundation for this course, college of science students have better grasps at the content of the course and the content and questions on the instructional website. Moreover, they have the talents for finding out related information on the website than others do. Therefore, learners with related background achieve better learning effectiveness. With the demonstration of multimedia strengthening students' comprehension on abstract concept and compensating the insufficiency of their ability, college of science students in adaptive web-based learning exhibit remarkable learning effectiveness.

Satisfaction AnalysisSatisfaction AnalysisThe questionnaires were classified as "Extremely agree", "Agree", "No comments, "Disagree" and "Extremely disagree" from level 1 to level 5.

Students in adaptive learning exhibit a mean of satisfaction higher than 3 with interface design, curriculum content design, feedback design and the entire design. The results are partial to "Agree" and "Extremely agree". In other words, most students are satisfied with such a learning design.

Interface designInterface design Curriculum content designCurriculum content design Feedback designFeedback design Overall designOverall design

Interface Design Satisfaction Satisfaction

Interface Design Mean Sigma

User-friendly interface 4.05 0.78

Well-designed interface 3.86 0.98

Easy-to-use interface 4.06 0.81

Curriculum Content Design Content Design Mean Sigma

Teaching material content that si

mplifies learning 4.22 0.65

Vivid teaching materials 4.25 0.64

Adequate difficulty level for the test

3.94 0.90

Readable content 4.15 0.67

Adequate number of curriculum 3.83 0.88

Feedback DesignFeedback Design

Feedback design Mean Sigma

Interactive design can enhance learning appetite

4.18 0.70

Prompts, suggestions and assistance provided

facilitate one's learning 4.15 0.62

Provide real-time assistance 3.94 0.88

Overall DesignOverall Design

Overall Mean Sigma

The application of multimedia increases the appetite of learning with computer

3.85 0.92

Ability to apply the knowledge obtained 4.17 0.63

A considerable gain from learning this curriculum individually

4.23 0.72

Students' Satisfaction Analysis Students' Satisfaction Analysis

Satisfaction Mean

Interface design 3.99

Curriculum content design 4.08

Feedback design 4.09

Overall design 4.08

ConclusionConclusionAdaptive web-based learning have the very positive Adaptive web-based learning have the very positive effect on overall students.effect on overall students.

The adaptive web-based learning have the significant The adaptive web-based learning have the significant difference learning effects especially on:difference learning effects especially on:

Field-Independence StudentsField-Independence Students High Pre-Knowledge StudentsHigh Pre-Knowledge Students Male StudentsMale Students Science College StudentsScience College Students

ConclusionConclusionLearning theory is an important foundation for Learning theory is an important foundation for adaptive web-based learning. Grounded on this adaptive web-based learning. Grounded on this basis, this research discussed the application of basis, this research discussed the application of adaptive web-based learning as well as its future adaptive web-based learning as well as its future development and design, in the hope of achieving development and design, in the hope of achieving effective "individualized" learning. With this in effective "individualized" learning. With this in mind, learning-oriented web sites are to be mind, learning-oriented web sites are to be brought into full play, instead of being limited to brought into full play, instead of being limited to simply dazzling sound and visual effect or plain simply dazzling sound and visual effect or plain text. Meanwhile, it takes considerable time and text. Meanwhile, it takes considerable time and energy in system designing and the edition of energy in system designing and the edition of different versions of teaching materials. It may different versions of teaching materials. It may be a tough journey, but worthwhile.be a tough journey, but worthwhile.

Thanks very much!!Thanks very much!!