Albert, D., and Hockemeyer, C., University of Graz, Austria and Mori, T., Hiroshima University, Japan
The development of e-Learning (electronic-based learning and teaching) is mainly driven by economical and technological dynamics. Beside methodological contributions, cognitive psychology is fundamental for individualising the e-Learning systems. Starting with the contributions of Cognitive Modelling (Anderson and co-workers) and Knowledge Space Theory (Doignon & Falmagne; Albert, Lukas & Hockemeyer) for e-Learning systems, the demands on the adaptivity of the systems are focused on. That means, the system should behave like a private teacher for individualising the teaching and learning process, taking into account the knowledge about the individual student, his or her learning state, abilities, needs etc. as well as the knowledge about the theories, results and methods of psychology and learning science. This talk focus on the contributions of the psychology of cognition and knowledge for developing and improving the adaptivity of e-Learning systems. The directions and objectives of adaptivity, the objects of adaptivity, and the level of individualisation of adaptivity have to be distinguished. Each of these components contributes for improving the adaptivity of e-Learning systems, which, from a psychological point of view, means (a) to optimise the specific, intended learning processes, (b) to optimise also the control processes and learning strategies and (c) to minimize other cognitive and mental efforts demanded by the system. Examples of current models and results on cognition and knowledge will demonstrate the ongoing contributions for making e- Learning systems adapting to the individual student.