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The article presents adaptive learning technologies as a way to build more learner-centered learning environments. It first outlines key concepts, features, and components of teaching machines and adaptive learning systems, then briefly compares similarities and differences. It further reviews strengths and weaknesses and identifies considerations for instructional designers developing and using these systems.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/adaptive-learning-systems-beyond-teaching-machines/599747/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/adaptive-learning-systems-beyond-teaching-machines/599747.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How do teaching machines define correct responses and learning outcomes?","Question",{"text":112,"@type":113},"Teaching machines present a finely graded sequence of problems and provide immediate responses as rewards or reinforcement for correct answers, reinforcing desired behaviors.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What distinguishes Pressley’s machine from other teaching machines?",{"text":117,"@type":113},"Pressley’s machine asked a single question at a time, repeated it until the correct answer was found, and allowed students to proceed at their own pace while recording progress.",{"name":119,"@type":110,"acceptedAnswer":120},"What key principles does the article attribute to teaching machines in Skinner’s approach?",{"text":121,"@type":113},"The article highlights immediate reinforcement, gradual progression from simple to complex, fading of support, control of students’ observing, discrimination training, and involving students in the program.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599747,1792274222,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Adaptive Learning Systems: Beyond Teaching Machines  \nNuri Kara & Nese Sevim  \nMiddle East Technical University, Turkey  \nAbstract  \nSince 1950s, teaching machines have changed a lot. Today, we have different ideas about how people learn, what instructor should do to help students during their learning process. We have adaptive learning technologies that can create much more student oriented learning environments. The purpose of this article is to present these changes and its effects on learning environment. First, after explaining the concepts of teaching machines and adaptive learning systems including their main features as well as integral components, similarities and differences between these technologies are discussed briefly. Then, following the discussion on weaknesses and strengths of adaptive learning systems, what instructional designers should consider in developing and using them are mentioned.  \nKeywords: Adaptive learning; Adaptive learning systems; Teaching machines; Instructional design; Instructional technology  \nIntroduction  \nAdaptive systems have been of great importance in today’s world. Besides engineering and technological fields, education area also focuses on these systems in its technology based applications. Compared to teaching machines, are these systems really new form of teaching machines which were developed and used during 1950s? This paper aims to answer this question by comparing two systems in details.  \nTeaching Machines  \nAccording to Holland (1960), teaching machines were devices providing a finely graded series of problems and giving immediate responses called as rewards or reinforcement for the students’ correct answers. Similarly, Casas (2002) stated that “teaching machines were used to control the presentation of frames, keep records of students’ answers, and evaluate, score and reinforce correct behavior immediately either by controlling and advancing the next frame or by displaying the correct answer” (p. 14) . From these statements, it can be reached that teaching machine was a simple electronic system following a direct path in instruction, aiming at strengthening the desired behaviors of the students.  \nPressley’s Machine  \nPressley was the first developer of such systems including stimulus materials, response and reinforcement (Stolurow & Davis, 1965) . It was a device that asked a single question to the  \nstudent. If the student knew the answer, he moved to the next question. If not, the question was presented again on the screen until he found the correct answer. This machine allowed students to proceed at their own rate (Skinner, 1958) and recorded their progress (Seattler, 1990) . Skinner (1958) opposed Pressley’s machine. For him, although this machine was designed for teaching, it was developed against a background of psychological theory (Skinner, 1958) . According to Skinner (1958), Pressley understood that students had different pace but he did not do anything to change it. His device was designed to avoid forgetting not for effective teaching. They were kind of testing device so they had to be used after some amount of knowledge gained from somewhere else (Skinner, 1958) .  \nSkinner’s Machine  \nSkinner who was the later developer of teaching machines mostly emphasized on programs as well as the hardware component to revive the automated instruction (Stolurow & Davis, 1965) . The important difference of Skinner’s teaching machines from earlier versions was that students needed to follow a carefully designed sequence of small steps to acquire complex behavior (Skinner, 1958) . Acquiring the desired behavior was the ultimate goal of the teaching machines. The principles behind these machines were also provided to understand the structure of it effectively.  \nSkinner designed the teaching machine based on his programmed instruction method. It was an attempt to obtain behavioral control achieved in the laboratory (Holland, 1960) . Based on his experiments conducted in lab","cbCaihiY1k1CLgVT","https://ap.wps.com/l/cbCaihiY1k1CLgVT","pdf",441779,13,"English","# Introduction\n# Teaching Machines\n# Pressley’s Machine\n# Skinner’s Machine","[{\"question\":\"How do teaching machines define correct responses and learning outcomes?\",\"answer\":\"Teaching machines present a finely graded sequence of problems and provide immediate responses as rewards or reinforcement for correct answers, reinforcing desired behaviors.\"},{\"question\":\"What distinguishes Pressley’s machine from other teaching machines?\",\"answer\":\"Pressley’s machine asked a single question at a time, repeated it until the correct answer was found, and allowed students to proceed at their own pace while recording progress.\"},{\"question\":\"What key principles does the article attribute to teaching machines in Skinner’s approach?\",\"answer\":\"The article highlights immediate reinforcement, gradual progression from simple to complex, fading of support, control of students’ observing, discrimination training, and involving students in the program.\"}]","Adaptive Learning Systems - Beyond Teaching Machines | PDF",1792089364,33]