Learning experience in dynamic and non-dynamic curriculum sequencing systems : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Information Technology at Massey University
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Date
2012
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Massey University
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Abstract
This PhD thesis presents a series of interrelated studies about computer-based
learning experience with a focus on a dynamic curriculum sequencing system
(DCSS). A DCSS is an adaptive computer-based system that organises learning
material dynamically, based on the learners’ learning parameters such as prior
knowledge, learning styles and preferences. The learning experience refers to the
learners’ cognitive engagement during their interactions with computer-based
systems. It is important to note that the learning experience discussed here is
reviewed in the context of the flow theory. Many previous studies have claimed that
learners’ psychological well-being and future use of computer-based learning are
correlated with their learning experiences. Hence, this thesis provides some empirical
evidence about the DCSS learning experience to complement the existing literature in
the area of computer-based learning.
The thesis intends to achieve two main objectives. First, it aims to identify
whether or not the DCSS learning experience is significantly different in comparison
to the non-DCSS (i.e., a recommendation system). Additionally, it intends to examine
whether the DCSS and the non-DCSS learning experiences change over time. It also
develops and validates a new technique that can improve the DCSS learning
experience, known as a skill-challenge balancing (SCB) technique. In order to
achieve the first objective, two experimental studies were conducted using two types
of computer-based systems (i.e., the DCSS and the non-DCSS) for teaching
‘Computer Networks’. The self-reporting technique was employed to measure the
learning experiences in both studies. For the second objective, the software analysis
and design tasks were performed to visualize the SCB technique conceptually and
technically. It was followed by an experimental study that validates the new
technique using the same methodological approach as in the first two studies.
The first two experimental studies suggested that the DCSS and the non-DCSS
gave the learners different learning experiences. These studies further identified the
learners’ cognitive states showing some of them suffered from boredom and anxiety
in particular learning conditions. The findings of these studies emphasized that there
is a need for a novel approach to maintain learning experience in computer-based
learning. For this reason, this thesis also proposes a new learning experience
monitoring technique (i.e., the SCB) considering some underlying principles from the
flow theory. This technique was empirically validated to be effective in improving the
DCSS learning experience.
As computer-based learning is an essential tool in current higher educational
settings, the outcomes of this thesis are discussed in relation to adaptive design of
computer-based learning and human-computer interaction.
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Keywords
Dynamic curriculum sequencing system, Computer-based learning, Computer-assisted learning, Computer-assisted instruction, Learning styles, Skill-challenge balancing, Software analysis, Learning techniques