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The effectiveness of an online learning system based on aptitude scores: An effort to improve students' brain activation

机译：基于能力分数的在线学习系统的有效性：努力提高学生的大脑激活

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The differences in learning preferences can be attributed to the differences in individuals' cognitive capacities which may lead them to undertake a certain behavior. It is argued that characterizing the learning complexity based on the volume of information presented to learners can eliminate any avoidable load on working memory. This study examined the effectiveness of an online continuous adaptive mechanism (OCAM) based on changes in learner aptitude scores across learning sessions. The representation of the learning content in these sessions was designed for a low-, medium-, and high-aptitude individual. The brain activation of 12 students (6 male and 4 female; aged 20-25 years), obtained from using the proposed system, was examined using an electroencephalogram (EEG). The result showed that OCAM helped learners to understand the content being presented according to their aptitude scores, thus improving their brain activation. Findings from this study can be used to inform online system designers and developers about the importance of incorporating aptitude scores for customizing the representation of learning materials in an online environment.
机译：学习偏好的差异可以归因于个人认知能力的差异，这可能导致它们承担某种行为。有人认为，基于所呈现给学习者的信息量的学习复杂性可以消除工作存储器上的任何可避免负载。本研究审查了在线连续自适应机制（OCAM）的有效性，基于学习会议跨学习课程的学习者唯一分数的变化。这些会话中的学习内容的表现是为低矮，中等和高才能的人设计的。使用脑电图（EEG）检查从使用所提出的系统的12名学生（6名男性和4名女性;年龄20-25岁）的大脑激活。结果表明，OCAM帮助学习者了解根据其能力评分呈现的内容，从而改善其脑激活。本研究的调查结果可用于通知在线系统设计人员和开发人员关于将能力分数合并以定制在线环境中的学习材料表示的重要性。

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