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- W2344829154 abstract "This thesis takes a step towards identifying principles that should be considered when designing a computer based “teaching and learning environment”, that is suitable for typical, busy classrooms. Computer based technology that senses the ability of the student, and then adapts the level of difficulty of activities to strike a balance between challenge and encouragement are increasingly used in schools and the home. However, it is unclear how well such “learner adaptive” technologies work in primary school classrooms where the learner is just one of many, how well they fit into and aid existing teaching programs, and what the attitudes of students and teachers are when a computer takes some control away. This thesis investigates these questions by developing a learner adaptive system for spelling training that embraces interaction and collaboration, that aims to complement rather than replace current teaching practice, and evaluates it in an educational context, using both quantitative and qualitative analyses. Over the course of a year, the system serviced over a hundred students at three different primary schools. By inspecting computer logs and interviewing students and teachers, I find that there is place for learner adaptive systems in primary school classrooms, and more specifically, that a spelling program can be integrated with existing teaching programs. The successful application of learner adaptive systems is contingent on careful consideration of both students and teachers as stakeholders, that the system can operate in and embrace open, collaborative environments, and that individualisation is not nearly as important as an adaptive level of challenge." @default.
- W2344829154 created "2016-06-24" @default.
- W2344829154 creator A5035048787 @default.
- W2344829154 date "2015-12-09" @default.
- W2344829154 modified "2023-09-26" @default.
- W2344829154 title "Contextual considerations for the design of Learner-adaptive computer support in collaborative classrooms" @default.
- W2344829154 doi "https://doi.org/10.14264/uql.2015.1085" @default.
- W2344829154 hasPublicationYear "2015" @default.
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