Abstract: Personalized learning becomes increasingly popular which not be restricted by time, place or any other barriers. This study proposes an analysis of Personalized Learning using Item Response Theory which considers course material difficulty and learner ability.The study investigates twenty undergraduate students at TATI University College, who are taking programming subject. By using the IRT,it was found that, finding the most appropriate problem levels to each student include high and low level test items together is not a problem. Thus, the student abilities can be asses more accurately and fairly. Learners who experience more anxiety will affect a heavier cognitive load and receive lower test scores.Instructors are encouraged to provide a supportive learning environment to enhance learning effectiveness because Cognitive Load Theory concerns the limited capacity of the brain to absorb new information.
Abstract: The purpose of this study was to investigate the effects of computer–based instructional designs, namely modality and redundancy principles on the attitude and learning of music theory among primary pupils of different Music Intelligence levels. The lesson of music theory was developed in three different modes, audio and image (AI), text with image (TI) and audio with image and text (AIT). The independent variables were the three modes of courseware. The moderator variable was music intelligence. The dependent variables were the post test score. ANOVA was used to determine the significant differences of the pretest scores among the three groups. Analyses of covariance (ANCOVA) and Post hoc were carried out to examine the main effects as well as the interaction effects of the independent variables on the dependent variables. High music intelligence pupils performed significantly better than low music intelligence pupils in all the three treatment modes. The AI mode was found to help pupils with low music intelligence significantly more than the TI and AIT modes.
Abstract: The purpose of this study was to investigate effects of
modality and redundancy principles on music theory learning among
pupils of different anxiety levels. The lesson of music theory was
developed in three different modes, audio and image (AI), text with
image (TI) and audio with image and text (AIT). The independent
variables were the three modes of courseware. The moderator
variable was the anxiety level, while the dependent variable was the
post test score. The study sample consisted of 405 third-grade pupils.
Descriptive and inferential statistics were conducted to analyze the
collected data. Analyses of covariance (ANCOVA) and Post hoc
were carried out to examine the main effects as well as the
interaction effects of the independent variables on the dependent
variable. The findings of this study showed that medium anxiety
pupils performed significantly better than low and high anxiety
pupils in all the three treatment modes. The AI mode was found to
help pupils with high anxiety significantly more than the TI and AIT
modes.