An E-Learning Investigation into Learning Style Adaptivity

M. Alshammari; Rachid Anane; R.J. Hendley

doi:10.1109/HICSS.2015.13

An E-Learning Investigation into Learning Style Adaptivity

M. Alshammari, Rachid Anane, R.J. Hendley

University of Birmingham

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding › peer-review

22 Citations (Scopus)

87 Downloads (Pure)

Abstract

Traditional e-learning systems are typically designed for generic learners irrespective of individual requirements. In contrast, adaptive e-learning systems take into account learner characteristics such as learning style and level of knowledge in order to provide more personalised learning. The contribution of this paper is threefold. First, a generic adaptive framework aimed at enhancing learning is proposed. Second, a specific approach to adaptivity based on learning style is put forward within the framework. Third, the framework is validated and the approach is evaluated in order to determine their effectiveness in learning provision in an adaptive e-learning system. An experiment conducted with 60 participants produced positive results. They indicate that adapting instructional material according to learning style yields significantly better learning outcome and learner satisfaction than without adaptation.

Original language	English
Title of host publication	The 48th Hawaii International Conference on System Science (HICSS)
Place of Publication	Hawaii, USA
Publisher	IEEE
Pages	11-20
Number of pages	10
ISBN (Electronic)	978-1-4799-7367-5
DOIs	https://doi.org/10.1109/HICSS.2015.13
Publication status	Published - 5 Jan 2015
Event	48th Annual Hawaii International Conference on System Sciences - Kauai, United States Duration: 5 Jan 2015 → 8 Jan 2015 Conference number: 48

Publication series

Name
ISSN (Electronic)	1530-1605

Conference

Conference	48th Annual Hawaii International Conference on System Sciences
Abbreviated title	HICSS-48
Country/Territory	United States
City	Kauai
Period	5/01/15 → 8/01/15

Bibliographical note

© 2015 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.

Keywords

Learing Style
Empirical Evaluation

Access to Document

10.1109/HICSS.2015.13

Post-PrintAccepted author manuscript, 676 KBLicence: Unspecified

Cite this

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title = "An E-Learning Investigation into Learning Style Adaptivity",

abstract = "Traditional e-learning systems are typically designed for generic learners irrespective of individual requirements. In contrast, adaptive e-learning systems take into account learner characteristics such as learning style and level of knowledge in order to provide more personalised learning. The contribution of this paper is threefold. First, a generic adaptive framework aimed at enhancing learning is proposed. Second, a specific approach to adaptivity based on learning style is put forward within the framework. Third, the framework is validated and the approach is evaluated in order to determine their effectiveness in learning provision in an adaptive e-learning system. An experiment conducted with 60 participants produced positive results. They indicate that adapting instructional material according to learning style yields significantly better learning outcome and learner satisfaction than without adaptation.",

keywords = "Learing Style, Empirical Evaluation",

author = "M. Alshammari and Rachid Anane and R.J. Hendley",

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AU - Anane, Rachid

AU - Hendley, R.J.

N1 - Conference code: 48

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Y1 - 2015/1/5

N2 - Traditional e-learning systems are typically designed for generic learners irrespective of individual requirements. In contrast, adaptive e-learning systems take into account learner characteristics such as learning style and level of knowledge in order to provide more personalised learning. The contribution of this paper is threefold. First, a generic adaptive framework aimed at enhancing learning is proposed. Second, a specific approach to adaptivity based on learning style is put forward within the framework. Third, the framework is validated and the approach is evaluated in order to determine their effectiveness in learning provision in an adaptive e-learning system. An experiment conducted with 60 participants produced positive results. They indicate that adapting instructional material according to learning style yields significantly better learning outcome and learner satisfaction than without adaptation.

AB - Traditional e-learning systems are typically designed for generic learners irrespective of individual requirements. In contrast, adaptive e-learning systems take into account learner characteristics such as learning style and level of knowledge in order to provide more personalised learning. The contribution of this paper is threefold. First, a generic adaptive framework aimed at enhancing learning is proposed. Second, a specific approach to adaptivity based on learning style is put forward within the framework. Third, the framework is validated and the approach is evaluated in order to determine their effectiveness in learning provision in an adaptive e-learning system. An experiment conducted with 60 participants produced positive results. They indicate that adapting instructional material according to learning style yields significantly better learning outcome and learner satisfaction than without adaptation.

KW - Learing Style

KW - Empirical Evaluation

U2 - 10.1109/HICSS.2015.13

DO - 10.1109/HICSS.2015.13

M3 - Conference proceeding

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BT - The 48th Hawaii International Conference on System Science (HICSS)

PB - IEEE

CY - Hawaii, USA

T2 - 48th Annual Hawaii International Conference on System Sciences

Y2 - 5 January 2015 through 8 January 2015

ER -

An E-Learning Investigation into Learning Style Adaptivity

Abstract

Publication series

Conference

Bibliographical note

Keywords

Access to Document

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