Leveraging cognitive psychology principles to enhance adaptive instruction

Abstract

Intelligent Tutoring Systems (ITSs) can be used for computer-based adaptive instruction that can be utilized in many ways including both in the classroom and on a student’s own time. ITSs can be particularly useful for remediation and confirming that a student fully understands a topic that is important in an educational course. As many individuals will be using ITSs on their own time, and it is a unique opportunity to customize to an individual, it is helpful to design the material that is being delivered to the student to be as memorable as possible. There are numerous strategies and theories within cognitive psychology that have been heavily researched, and lead to improved memory, and retention when put into place. The current paper discusses how these cognitive psychology strategies can be leveraged and utilized within ITSs in order to lead to improved outcomes. Additionally, there are suggestions on how to incorporate these strategies within ITSs.