Simulation-Based Evaluation of Learning Sequences for Instructional Technologies |
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| Authors: | John E McEneaney |
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| Institution: | 1.Department of Reading and Language Arts,Oakland University,Rochester Hills,USA |
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| Abstract: | Instructional technologies critically depend on systematic design and learning hierarchies are a commonly advocated tool for designing instructional sequences. But hierarchies routinely allow numerous sequences and choosing an optimal sequence remains an unsolved problem. This study explores a simulation-based approach to modeling learning hierarchies and the sequencing problem with a special focus on mastery learning over time. Computer simulations of eight hierarchies from the literature address two general questions about hierarchies and sequences: Do different valid instructional sequences for a given hierarchy lead to significant differences in simulated learning outcomes?, and How do hierarchy structures and student ability influence learning? Two findings emerge from the simulations: equally valid instructional sequences can produce widely divergent learning outcomes, and student ability can interact with sequence and hierarchy structure to disadvantage lower-ability learners. The paper concludes with observations on the role of simulations in the analysis and validation of instructional design and large-scale instructional systems. |
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