A Model of Adaptive e-learning Hypermedia System based (original) (raw)
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An adaptive e-learning hypermedia system: Design and evaluation
2013 3rd International Symposium ISKO-Maghreb, 2013
Learning style is one of the individual differences that play an important but controversial role in the learning process. On the other hand, previous research suggested that learning styles significantly affect student learning because they refer to how learners process and organize information. To this end, this paper presents an approach to integrate learning styles into adaptive e-learning hypermedia. To achieve the main objectives, a case study was developed. An experimental evaluation was designed to evaluate the new approach of matching learning materials with learning styles and their influence on student's learning achievement.
Adaptive Educational Hypermedia Systems based on Learning Styles: the Case of Adaptation Rules
International Journal of Emerging Technologies in Learning (iJET), 2017
This paper investigates the pedagogical basis of Adaptive Educational Hypermedia Systems (AEHS) that incorporate Learning Styles in order to accommodate user's learning style preferences and needs. Therefore, AES adapt the learning content, its presentation and navigation to the user's learning style preferences. We collect thirty three (33) Adaptive and Intelligent Web-based Educational Systems (AIWBES) that incorporate learning styles and discuss twenty of them, namely the AEHS, as the remaining are Intelligent Tutorng Systems. The main achievement of this work is the investigation of AEHS' pedagogical basis in terms of adaptation rules. We conclude that these systems follow similar patterns in their adaptation logic.
Thinking styles in an intelligent and adaptive e-learning hypermedia tool
Intelligent Decision Technologies, 2013
An Adaptive E-learning Hypermedia System (AEHS) is an approach whose target is to personalize the learner's learning experience. A number of AEHS have been developed to support thinking styles as a source for adaptation. However, these systems suffer from several problems, namely: lack of maintenance adaptation to thinking style and the insertion of specific teaching strategies into learning content. This paper proposes an AEHS model based on thinking styles and knowledge level. On one hand, the developed prototype will assist a learner in accessing and using learning resources which are adapted according to his/her personal characteristics (in this case his/her thinking style and level of knowledge). On the other hand, it will facilitate the learning content teacher in the creation of appropriate learning objects and applying them to a suitable pedagogical strategy.
International Journal of Emerging Technologies in Learning (iJET), 2018
The purpose of this study was to investigate the pedagogical basis of Adaptive Educational Hypermedia Systems (AEHS) that incorporate Learning Styles concerning learning paradigms and learning theories through a meticulous review of the relevant published work. We investigated twenty (20) AEHS and analyze them comparatively to a variety of adaptivity determinants. Two are the pivotal points that are crucial in exploration of pedagogical approaches of these systems: the locus of control and the provided learning material. We conclude that these systems are based mostly on the learning paradigm of Cognitivism and Constructivism. In addition, we assume that the concept of learning theory is not such a narrow term, given that networked world imposes the concept of personal learning.
An Adaptive E-Learning System based on Student's Learning Styles
International Journal of Distance Education Technologies, 2016
Personalized e-learning implementation is recognized as one of the most interesting research areas in the distance web-based education. Since the learning style of each learner is different one must fit e-learning with the different needs of learners. This paper presents an approach to integrate learning styles into adaptive e-learning hypermedia. The main objective was to develop a new Adaptive Educational Hypermedia System based on Honey and Mumford learning style model (AEHS-H&M) and assess the effect of adapting educational materials individualized to the student's learning style. To achieve the main objectives, a case study was developed. An experiment between two groups of students was conducted to evaluate the impact on learning achievement. Inferential statistics were applied to make inferences from the sample data to more general conditions was designed to evaluate the new approach of matching learning materials with learning styles and their influence on student's ...
Accommodating learning style characteristics in adaptive educational hypermedia systems
… and Adaptive Web-based systems, AH, 2004
In this paper we build on research reported in the areas of Adaptive Educational Hypermedia and learning styles in order to deal with critical issues influencing the design of adaptation based on the learning style information. In more detail we concentrate on: (i) the different learning style categorizations that have been or could be used for modelling learners' learning style in the context of an Adaptive Educational Hypermedia System and the way these could guide the design of adaptation, (ii) the adaptation technologies that could better serve learners with different learning styles, (iii) the dynamic adaptation of the system and the diagnosis process including the identification of specific measures of learners' observable behaviour which are indicative of learners' learning style preferences.
STATE OF THE ART OF LEARNING STYLES-BASED ADAPTIVE EDUCATIONAL HYPERMEDIA SYSTEMS (LS-BAEHSS)
The notion that learning can be enhanced when a teaching approach matches a learner’s learning style has been widely accepted in classroom settings since the latter represents a predictor of student’s attitude and preferences. As such, the traditional approach of ‘one-size-fits-all’ as may be applied to teaching delivery in Educational Hypermedia Systems (EHSs) has to be changed with an approach that responds to users’ needs by exploiting their individual differences. However, establishing and implementing reliable approaches for matching the teaching delivery and modalities to learning styles still represents an innovation challenge which has to be tackled. In this paper, seventy six studies are objectively analysed for several goals. In order to reveal the value of integrating learning styles in EHSs, different perspectives in this context are discussed. Identifying the most effective learning style models as incorporated within AEHSs. Investigating the effectiveness of different approaches for modelling students’ individual learning traits is another goal of this study. Thus, the paper highlights a number of theoretical and technical issues of LS-BAEHSs to serve as a comprehensive guidance for researchers who interest in this area.
2011
Majority of the online educational systems provide same content to all the learners without considering their personal needs, goals and educational background. This makes the learning process more difficult and boring. Adaptive hypermedia can enhance the quality of these systems through personalisation or customisation. Adaptive hypermedia based educational system (AHES) builds learners’ profile as a learner model and then presents the content to them according to their preferences and previous educational record. Development of AHES is a lengthy and difficult process because it involves implementation of adaptation along with development of communication tools and digital library etc. To make this process easy, different authoring tools or frameworks are available like AHA!, InterBook, NetCoach and COFALE. In this paper, their analysis and comparison are described through which selection of a framework to develop better quality AHES becomes easy.
PhD thesis: The Use of Learning Styles in Adaptive Hypermedia
""Computer-based learning has become a common phenomenon in the modern age. Many distance-learning systems distribute educational resources on the Internet and indeed entire study programmes are now widely available online. Such a large amount of content and information can be intimidating to learners, who may exhibit different individual characteristics, such as variation in goals, interests, motivation and/or learning preferences. This suggests that a uniform approach taken by learning environments to deliver materials and resources to students is not appropriate and that personalisation of such materials/resources should address users’ differences to provide a customised learning experience, thus enhancing its effectiveness, lowering drop-out rates and maintaining high student motivation. This thesis addresses the latter issue of learning preferences, specifically investigating learning styles as an adaptation mechanism for personalised computer-based learning. A number of previous studies indicated the positive effect that this kind of adaptation provides, but under closer examination these were not conducted in a scientifically rigorous manner and thus their findings are somewhat limited. This research utilises a quantitative and highly objective approach to investigate visual/verbal and sequential/global learning styles in different user groups. Three user trials were carried out to discover whether there were any benefits to using these learning styles for studying in an adapted environment. Overall, no statistically significant benefits were found and these findings now shed doubt as to whether learning styles are indeed an effective mechanism for personalised learning.""