MAIS: An Empirically-Based Intelligent CBI System.

Autor/inn/en	Christensen, Dean L.; Tennyson, Robert D.
Titel	MAIS: An Empirically-Based Intelligent CBI System.
Quelle	(1987), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Affective Behavior; Cognitive Processes; Cognitive Psychology; Computer Assisted Instruction; Computer Managed Instruction; Expert Systems; Instructional Design; Media Adaptation; Models; Student Characteristics + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Cognitive process; Kognitiver Prozess; Kognitive Psychologie; Computer based training; Computerunterstützter Unterricht; Computer-assisted instruction; Expert system; Expertensystem; Lesson concept; Lessonplan; Unterrichtsentwurf; Medienverwendung; Analogiemodell
Abstract	The goal of the programmatic research program for the Minnesota Adaptive Instructional System (MAIS), an intelligent computer-assisted instruction system, is to empirically investigate generalizable instructional variables and conditions that improve learning through the use of adaptive instructional strategies. Research has been initiated in the integration of individual difference variables within the student model by extending the learner assessment process to include cognitive, affective, and memory models, and instructional variables associated with the learning conditions of verbal information and cognitive strategies have been tested. Two important features of the current version of MAIS are that it distinguishes between individualized instruction and self-instructional teaching, and it employs a cognitive psychology approach to the selection of instructional strategies. Within the macro or curricular level of the MAIS, variables are defined that relate directly to the concepts of memory and cognition, while at the micro or instructional level, variables are defined that relate to the concept of learning. These two levels interact in an iterative fashion such that the initial conditions of instruction established by the expert tutor model in the macro level adapts at the micro level according to learner progress and needs in learning. Descriptions of the nine instructional variables that form the possible meta-instructional strategies and a discussion of continuing research directions conclude this paper. Thirteen references are listed. (MES)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC