Use cognitive-sensing feedback on attention and learning progress to tailor instruction to individual learners¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 design), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The authors recommend that educators use feedback about students' attention level and learning progress, obtained through cognitive activity recognition, to adapt teaching. As they write, educators "could modify their presentation and tailor learning material to individual pupils' needs, backgrounds, and preferences". Content creators could similarly use quantified mind logs to improve works by learning which parts excite, move, or lose readers.

Design Implications¶

Context¶

Requirements¶

• Educators need access to feedback about students' attention level in class and learning progress from sensing systems

Constraints¶

• This is a forward-looking recommendation; the article reports no classroom deployment testing it

Target Learners¶

• school pupils
• individual learners

Target Learning Goals¶

• personalized instruction
• attention and engagement monitoring

Affordances¶

• Cognitive Quantified Self Reading

Claims¶

• Eye tracking can identify which words a second-language reader had trouble understanding [+W]

Related Strategies¶

• Targeted interventions and adaptive feedback to move learners from Observation toward full-cycle Exploration
• Use progress monitoring to tailor math instruction to each child's position on a developmental progression

Examples¶

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Key Sources¶

• Kai Kunze, Masakazu Iwamura, Koichi Kise, Seiichi Uchida, and Shinichiro Omachi. (2013). Activity Recognition for the Mind: Toward a Cognitive “Quantified Self.” Computer, IEEE Computer Society, October 2013. http://kaikunze.de/papers/2013Kunze-1.pdf