Adapt instruction dynamically to individual learners using measures of expertise and cognitive load¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 3 studies (2 quant-synthesis, 1 review), q2–q4 · 2 of 3 report an effect size · 1 claim rests on one study

Description¶

This strategy implements the review's call for flexible adaptation: instruction should be adjusted to individual learners' needs based on ongoing measurement of their expertise and cognitive load. The abstract states that "more advanced methods to measure expertise and cognitive load" are needed "so that instruction can be flexibly adapted to individual learners' needs." The review reports experimental studies illustrating these developments and offers guidelines for future research.

Design Implications¶

Context¶

Requirements¶

• Valid and advanced measurement instruments for expertise level and cognitive load

Constraints¶

Target Learners¶

• Individual learners in complex-skill training

Target Learning Goals¶

• Efficient acquisition of complex cognitive skills

Claims¶

• Adapting instruction to individual learners requires more advanced measurement of expertise and cognitive load [+W]
• Intelligent tutoring systems improve achievement over non-individualised instruction [+M]

Related Strategies¶

Examples¶

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Key Sources¶

• van Merriënboer, J.J.G., Sweller, J. (2005). Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions. Educ Psychol Rev 17, 147–177 (2005). https://doi.org/10.1007/s10648-005-3951-0