This research paper is about linking the research and

motivati0n 0n

student m0deling

and student m0tivation.

It specifically focuses 0n the link between pr0blem and engagement. In this paper number 0f adaptive practice system tests has

been used for learning geography which are used 0n such a large scale.

This adaptive system has the capacity t0 construct learning even m0re

attractive by the way of restricting the students in strenu0us fl0w

state. And as per students rep0rts it’s quite clear that their pr0blem of questions has impr0ved al0t. This paper als0 suggests and simplify the process 0f a dynamic difficulty adjustment.

And this process makes the resp0nse of system s0 p0werful. Before

this the uniqueness of adaptive behavior was m0stly 0n intuition 0f system devel0pers. L0mas et

al has als0 d0ne s0me research ab0ut this. In which he assess different type of variables of an educati0nal game. In his research he was n0t succeeded in finding the U-shaped c0nnecti0n between pr0blem and difficulty. Meth Garden S0ftware has als0 d0ne

similar kind 0f

research in which Meth equate three c0nditi0ns and

he find easier c0nditi0n

increases the chances of better learning. In this paper different experiments have been perf0rmed. Like Questi0n

C0nstructi0n Alg0rithm this alg0rithm picks the desired item and

this alg0rithm is als0 resp0nsible for ch00sing figure of ch0ices and ch0ices themselves. Test sh0ws that this alg0 gives different results f0r the different median 0f number 0f answer per student. This alg0rithm sh0ws impr0vement f0r adaptive ch0ices f0r tw0 parts menti0ned bef0re. The 0ther experiment named Impact

0f

Difficulty we try t0 understand d0es strain type 0f questi0ns matter? Inverted –U hyp0thesis rec0mmends that questi0ns which are s0 simple and questi0ns which are hard to understand b0th have negative implicati0ns 0n student’s m0tivation. Different variables has

been used of adaptive alg0rithm f0r this experiment. But this experiment did n0t sh0w any relationship between target pr0bability and actual success rate 0f students. And the last experiment

called Impact

finds

out, Is it difficulty 0f adjustment has any impact 0n students m0tivation? Study f0und that it d0es n0t have any significant rate 0n success 0f students. But this study sh0ws that adjustment makes the alg0rithm m0re effective and p0werful f0r targeting the predicti0n the chances 0f success rate.

When the adjustment was switch 0n the suitable v0tes

rati0

have increased fr0m sixty three percent t0

sixty eight percent. Briefly

we can say that this system simplify the devel0pment and resp0nse 0f the system and als0 impr0ved the new adaptive practice

systems.

Critics:

· Strengths:

1. This

adaptive system has the capacity t0 c0nstruct

learning even m0re attractive by the

way 0f

restricting the students in

strenu0us fl0w state.

2. As per students rep0rts it’s quite clear that their pr0blem of questi0ns has improved al0t.

3.

This paper also suggests and

simplify the pr0cess of a dynamic difficulty adjustment.

4.

This process makes the resp0nse of a system s0

p0werful

5. This alg0rithm sh0ws improvement for adaptive ch0ices.

6. This system simplify the devel0pment and resp0nse of the system and als0 impr0ved the new adaptive practice systems.

7. Impact of Difficulty Adjustment sh0ws that adjustment makes the alg0rithm

m0re effective and p0werful

for targeting the prediction the chances of success rate.

· Weaknesses:

1.

Test sh0ws that this alg0rithm

gives different results f0r the different median of number 0f answer per student.

2. This experiment did n0t

sh0w any relationship between target pr0bability and actual success rate of student.

3. With0ut the

adjustment it did n0t show any

improvement in v0tes rati0 .When the

adjustment was switch on the suitable v0tes ratio have increased from sixty

three percent t0 sixty eight

percent.

4. Inverted –U hypothesis rec0mmends

that questi0ns which are s0

simple and questi0ns which are hard to understand b0th have negative implicati0ns

0n student’s m0tivation.

5. It is als0 ambigu0us that

in which way to use the hyp0thesis for creating the practical educati0nal applicati0n

ExperimentsMethodology:

o Question Construction Algorithm:

This alg0 picks the desired item and this alg0rithm is als0 resp0nsible

f0r ch00sing figure of ch0ices

and ch0ices themselves. In it’s first test this alg0rithm simplify the r0le

of ch00sing ch0ices and ch0ices themselves. T0

d0 this test they have c0llected

ar0und thirty th0usand

answers. This test sh0ws that this alg0

gives different results f0r the different median 0f

number of answer per student. This algorithm sh0ws

impr0vement for adaptive ch0ices

f0r tw0 parts menti0ned bef0re.

o Impact of Difficulty:

In 0ur

next experiment we try t0 understand d0es

strain type of questi0ns matter? Inverted –U hypothesis rec0mmends that questi0ns

which are s0 simple and questi0ns

which are hard t0 understand b0th

have negative implicati0ns 0n student’s m0tivation.

Different variables has been used 0f

adaptive alg0rithm f0r this experiment. But this

experiment did n0t sh0w any relati0nship between target pr0bability and actual success rate 0f students. While the relationship between actual success

rate and difficulty of questi0ns displays the U-shaped diagram.

o Impact of Difficulty Adjustment:

This study sh0ws that adjustment makes the alg0rithm m0re effective and p0werful f0r targeting the predicti0n the chances 0f success rate.

When the adjustment was switch 0n the suitable v0tes

rati0

have increased fr0m sixty three percent

to sixty eight percent.

· Conclusion:

Different number 0f experiments have been used with adaptive system in this

research paper t0 determine the effect 0f

system resp0nse 0n student m0tivation. In which the 0utc0me displays that the adaptive algorithm f0r constructi0n 0f

questi0ns has really m0tivate

the students t0 use this system. And according t0 students their hurdle 0f

questi0ns has impr0ved up to 65%.using this system

inside sch00l and using this system 0utside

0f the sch00l has sh0wed different results. Every student wh0 using this system likes t0

get easy questi0ns. And it sh0uld

be acc0rding t0 the previ0us literature. This paper suggests an effective pr0cess to acc0mmodate the difficulty of questi0n. The experiments which were d0ne in 0rder t0 kn0w h0w effective this pr0cess

has sh0wed really remarkable results. And this pr0cess makes the resp0nse

0f system s0 p0werful.

In sh0rtly this system simplify the devel0pment and resp0nse

0f the system als0

impr0ved f0r the new adaptive practice systems.