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    The impact of an automated learning component against a traditional lecturing environment

    Maycock, Keith and Keating, John (2017) The impact of an automated learning component against a traditional lecturing environment. Journal of Computer Assisted Learning, 33 (6). pp. 597-605. ISSN 0266-4909

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    This experimental study investigates the effect on the examination performance of a cohort of first‐year undergraduate learners undertaking a Unified Modelling Language (UML) course using an adaptive learning system against a control group of learners undertaking the same UML course through a traditional lecturing environment. The adaptive learning system uses two components for the creation of suitable content for individual learners: a content analyser that automatically generates metadata describing cognitive resources within instructional content and a selection model that utilizes a genetic algorithm to select and construct a course suited to the cognitive ability and pedagogic preference of an individual learner, defined by a digital profile. Using the Kruskal–Wallis H test, it was determined that there was a statistically significant difference between the control group of learners and the learners that participated in the UML course using the adaptive learning system following an examination once the UML course concluded, with p = 0.005, scoring on average 15.71% higher using the adaptive system. However, this observed statistically significant difference observed a small effect size of 20%.

    Item Type: Article
    Keywords: Unified Modelling Language (UML) course; adaptive learning system; traditional lecturing environment; Kruskal–Wallis H test; Comparison;
    Academic Unit: Faculty of Social Sciences > Design Innovation
    Item ID: 11585
    Identification Number:
    Depositing User: Dr. John Keating
    Date Deposited: 04 Nov 2019 11:05
    Journal or Publication Title: Journal of Computer Assisted Learning
    Publisher: Wiley
    Refereed: Yes
    Use Licence: This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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