Interactive E-Learning

Abstract

This paper introduces the concept of improving student memory retention using a distance learning tool by establishing the student’s communication preference and learning style before the student uses the module contents. It argues that incorporating a distance learning tool with an intelligent/interactive tutoring system using various components (psychometric tests, communication preference , learning styles, mapping learning/teaching styles, neurolinguistic programming language patterns, subliminal text messaging, motivational factors, novice/expert factor, student model, and the way we learn) combined in WISDeM to create a human-computer interactive interface distance learning tool does indeed enhance memory retention. The authors show that WISDeM’s initial evaluation indicates that a student’s retained knowledge has been improved from a mean average of 63.57% to 71.09% — moving the student from a B to an A.