ABSTRACT
Adaptive learning systems (ALSs) allow learners to match their personal traits with instructional treatments. Figure 5.1 shows that some learner traits correspond with some instructional treatments. Such correspondence, however, is personal for each learner and not all of the affordances of an ALS respond to the traits that a learner brings to the learning environment. The interaction of a learner with an ALS is personal and, as such, a learner could master predetermined objectives according to his or her learning style, preferences, and aptitude. Furthermore, ALSs allow for manifestation of a learner’s emergent behavior: a learning outcome that cannot be determined a priori. ALSs are conducive to nascent behavior of the learner that appears spontaneously and can best be characterized as, ingenuity, creativity, and inventiveness under varied conditions. These conditions are obtained when the design of the educational environment allows for:
