Aptitude- versus content-treatment interactions

Interest in adapting instructional methodology to accommodate individual learner characteristics has been stimulated by the recent popularity of aptitude-by-treatment interaction research. While relevant to a descriptive theory of learning, ATI has failed to provide an adequate conceptual or empirical basis for a prescriptive set of adaptive instructional designs. The validity of adaptive designs as a focus for interaction research is questioned. Based upon cognitive task analysis and content analysis, the search for content-treatment interactions and their applications to instructional development should make adaptive designs more feasible, efficient, and consistent as well as developing important cognitive skills that may be short-circuited by learner-adaptive designs. Examples of research-based content-treatment interactions are provided.

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