The Effects Of Continuous Adaptation Of Online Contents Based On The Aptitude Profile On Learners’ Engagement

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dc.contributor.authorEldenfria, Atef Hamza
dc.date.accessioned2019-01-31T02:42:24Z
dc.date.available2019-01-31T02:42:24Z
dc.date.issued2018-01
dc.description.abstractThe differences in learning characteristics and preferences among individuals can be attributed to the differences in the formation of the capacity of the mental model that enables the individual to undertake a certain behavior. This mental model is believed to provide the basic logic for individual processing of information. The tendency of this behavior is somehow associated with one’s ability to cognitively engage in the learning process without being distracted by other stimuli. Literature shows that the current mechanisms in adaptive systems do not continuously support the regulation of the complexity of the task in a sequential learning session. Thus, learners may find themselves unable to continuously progress in a learning session due to the misfit between their cognitive abilities and the complexity of the task. This led the researcher to examine how the promotion of learners’ concentration, emotion, and cognitive load, using a continuous adaptation mechanism of online learning contents, can contribute to their engagement. An online continuous adaptive system for promoting engagement was developed based on the premises of changes in learners’ aptitude level. The regulation of the representation’s complexity was customized to suite the learners with a low, medium, and high aptitude level. A total of 41 students (87.80% male and 12.20% female; aged 20–25 years) participated in online learning sessions related to three programming concepts. The quantitative electroencephalogram (qEEG) was used for analyzing the electrical activity in the students’ brain while learning in the proposed system. The results showed that the proposed system successfully promoted students’ cognitive load and concentration, which in turn improved their engagement. Additionally, emotion was not found to have a significant effect on students’ cognitive load.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/7702
dc.language.isoenen_US
dc.publisherUniversiti Sains Malaysiaen_US
dc.subjectThe effects of continuous adaptation of online contentsen_US
dc.subjectaptitude profile on learners’ engagementen_US
dc.titleThe Effects Of Continuous Adaptation Of Online Contents Based On The Aptitude Profile On Learners’ Engagementen_US
dc.typeThesisen_US
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