The Study of Adaptive Learning Sequence in the Knowledge

Abstract

Through the practical teaching experiences and investigations, we discover that there exists a gap between learners’ current performances and learning objectives. In this thesis, we focus on the problem that individual’s learning needs are not satisfied and explore the solutions to these instruction problems. We provide an instructional design aimed at improving individual learning. For achieving the objective, we carry out the following two designs: 1. Providing multiple learning sequences of a 2. Providing individual remedial learning sequences according to the learners’ knowledge states. We integrate Formal Concept Analysis with Knowledge Space Theory in one unified framework and provide a knowledge landscape with multiple learning paths for students to navigate according to their own preferences, knowledge states and learning objectives.