Adaptive Learning: Using the Exclusion Principle

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dc.contributor.advisorDesain, P.W.M.
dc.contributor.advisorMcQueen, J.M.
dc.contributor.authorMonster, I.
dc.date.issued2014-08-29
dc.description.abstractThis thesis project studied the effects of exclusion learning when learning L2 vocabulary. This method was implemented in a multiple choice flashcard application along with a control algorithm. The exclusion algorithm selected distractors that had already been recognized correctly, the control algorithm random distractors. Forty Dutch 11-to-13-year-old children studied English words with both algorithms and these results were compared within subject. There was no significant difference in the amount of repetitions the children needed to finish studying, the degree of confidence they got while studying or their score on a post- test when comparing conditions. The absence of a significant effect could have been caused by too much noise: the algorithms were too similar after a number of trials. Further testing showed the use of exclusion distractors is related to recognizing the correct answer. This implies the exclusion distractors could increase the chance of success when learning new words.en_US
dc.identifier.urihttp://theses.ubn.ru.nl/handle/123456789/158
dc.language.isoenen_US
dc.thesis.facultyFaculteit der Sociale Wetenschappenen_US
dc.thesis.specialisationBachelor Artificial Intelligenceen_US
dc.thesis.studyprogrammeArtificial Intelligenceen_US
dc.thesis.typeBacheloren_US
dc.titleAdaptive Learning: Using the Exclusion Principleen_US
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