In the traditional e-learning environment, the lack of immediate learning assistance, the limitations of the screen interface or inconvenient operation means the learner is unable to receive learning resources in a timely manner and incorporate them based on the actual context into the learner's learning activities.
However, it must also actively provide the learner with the appropriate learning assistance for their context to help him or her complete their e-learning activity.
The study's dependent variable is use outcomes, which was conceptualized with factors such as academic performance, perceived learning assistance, and perceived impacts on learning.
The students' learning attention states were monitored via an EEG sensor, and learning assistance was given when their attention levels waned.
Learning assistance tools used with digital games commonly called scaffolds can reduce player frustration and help them create problem-solving strategies while supporting achievement.
Additional areas of research will involve corpus-based speech synthesis, flexible dialogue strategies, emotion recognition, and language learning assistance.
Students reported significantly higher scores on interest, probability of success, and learning assistance in the polite treatment group while scores on directness, restriction of freedom, extraneous cognitive load, and mental effort are significantly lower, however, no interaction was found for modality and politeness.
A non-trivial component to setting-up and maintaining the peer-cooperative learning assistance at Bridgewater consisted of developing strong relations with BSU's Office of Institutional Research IRR) and developing skills at analysis of Institutional data.
At full implementation, approximately 25 to 30 students were employed each semester for an average of 9 h per week to provide learning assistance to a head-count of 1100 enrolled students in supported sections.
Based on historical data showing courses with poor performance, every section of specified courses had learning assistance attached, and students were required to attend, generally through co-registration in required cognates.
For example, the traditional supplemental instruction (SI; Blanc, DeBuhr & Martin 1983) and structured learning assistance (SLA; Doyle & Hooper 1997) models are differentiated by the extent to which peer-led group sessions are designed and offered independently of instructors, as in SI, or developed in coordination with, and targeted to, students on a by-section or by-instructor basis, as in SLA.
