The Effects Of Self-Reference And Context Personalization On Task Performance During Adaptive Instruction

Abstract

An advantage of computer-based instruction is that student entered information can be saved and used throughout learning. Self-reference (tying information to the self) has been shown to have a positive impact on memory and learning. This study evaluates the impact of including self-reference and familiar popular culture names during the assessment phase of adaptive instruction. Participants engaged with a computerbased tutorial about solving logic grid puzzles and were assessed by completing additional puzzles. The assessment puzzles included the participant's and friends' names (self-reference), popular culture names, or generic names. Participants in the popular culture condition spent significantly less time solving the standard puzzle than those in the generic condition, with no difference in percentage correct. The inclusion of popular culture names may have facilitated more efficient task performance while maintaining quality of performance. It is envisioned that this strategy can be implemented in computer-based adaptive instruction to improve task efficiency.

Publication Date

1-1-2016

Publication Title

Proceedings of the Human Factors and Ergonomics Society

Number of Pages

398-402

Document Type

Article; Proceedings Paper

Personal Identifier

scopus

DOI Link

https://doi.org/10.1177/1541931213601090

Socpus ID

85021795233 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/85021795233

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