Adaptive Learning Systems: Theory and Practice

Abstract

Adaptive systems allow to take into account the individual features of operators, the level of development and the features of training throughout the entire learning process. These training systems assume the possibility of managing the assimilation not only of the final results achieved, but also of the pre-determined parameters of the process that determine its conditions. To implement the adaptive learning process, two factors are necessary. First, a method of measuring the rate of adaptation of the operator is necessary in order to regulate the diversity of the stimulus sequence, and, secondly, a method of organizing this diversity is necessary. For purposeful adaptation, we first used the rate of change of the correct answer criterion as an index of the rate of adaptation and, secondly, the variation in the degree of simplification with variation in the diversity of the stimulus sequence was identified. On the path of introducing adaptive learning systems, a number of difficulties and limitations arise that are analyzed in the report. The exposition of the theory of adaptive learning is made in close connection with practical implementation by the example of the adaptive system developed by us for studying the individual features of the sensory-perceptual characteristics of a person and forming at him the skill of perceptive identification of a useful signal under interference conditions. There is no doubt that this model can be used to form the entire range of structured skills. In support of this, the report examines the adaptive intelligent simulator that we created to train the traffic control staff, including the study of technology, the possibilities of the road development scheme and options for implementing control solutions. Full skill includes these components of the skill: the reception of trains, departure, disbanding, formation, freight work. In conclusion, we note the advantages that the use of adaptive training systems in simulators gives, and which have been confirmed in our experimental work with the adaptive intelligent simulator. The experiments were carried out according to the standard scheme: the experimental group worked with an adaptive intellectual simulator, and the control group worked in a traditional way on conventional simulators. Groups were formed from management students of 12 people each. 1 A significant (twofold) reduction in the time of formation of the skill (3 sessions of 45 minutes in the experimental group versus 6 sessions in the control group). 2 The strength of the skill of operators trained with the use of an adaptive learning system is significantly higher than with traditional training. 3 Adaptive self-organizing system allows to provide equally strong formation of all the sub-skills included in the structured skill. The strength of the skill and the components of the skill included in it was defined as the permissible duration of the break between training, which was 15 days in the experimental group versus 7 days in the control group). The time of formation, the strength of the skill and the sub-skills included in it were then used to compile a mathematical model that will allow us to analyze the processes of acquiring, losing and restoring the skills of error-free work when using adaptive learning systems.