The Impact of Learning Style Adaptivity in Teaching Computer Security

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

Research output: Chapter in Book/Report/Conference proceedingConference proceeding

6 Citations (Scopus)
26 Downloads (Pure)

Abstract

Teaching computer security is one of the most challenging tasks in computer science, because of the need to successfully integrate abstract concepts and practical applications. Several e-learning systems have been developed to address this issue. However, they usually provide the same material in the same sequence irrespective of the characteristics of the students, such as their knowledge level and learning style. In this paper, an approach to learning style adaptivity is proposed for the teaching of computer security. An e-learning system was developed to provide more personalised and adaptive learning, based on the information perception style of the Felder-Silverman model. This is the dimension of learning style, which has received the least attention in published research. In the approach, a personalised sequence of learning material is generated based on an individual learning style. The approach is evaluated in order to determine its effectiveness in learning provision. An experiment conducted with sixty subjects produced significant results. They indicate that matching computer security learning material, according to the learning style of the students, yields significantly better learning gain and student satisfaction than without matching
Original languageEnglish
Title of host publicationITiCSE '15 Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education
PublisherACM
Pages135-140
ISBN (Print)978-1-4503-3440-2
DOIs
Publication statusPublished - 2015
Event2015 ACM Conference on Innovation and Technology in Computer Science Education - Vilnius, Lithuania
Duration: 4 Jul 20158 Jul 2015

Conference

Conference2015 ACM Conference on Innovation and Technology in Computer Science Education
CountryLithuania
CityVilnius
Period4/07/158/07/15

Fingerprint

Teaching
learning
electronic learning
student
computer science
experiment
knowledge

Bibliographical note

© ACM, 2015. This is the author's version of the work. It is posted here by permission of ACM for your personal use. Not for redistribution. The definitive version was published in ITiCSE '15 Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education {2015} http://doi.acm.org/10.1145/2729094.2742614

Keywords

  • computer security education
  • adaptivity
  • e-learning systems
  • learning style

Cite this

Alshammari, M., Anane, R., & Hendley, R. J. (2015). The Impact of Learning Style Adaptivity in Teaching Computer Security. In ITiCSE '15 Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education (pp. 135-140). ACM. https://doi.org/10.1145/2729094.2742614

The Impact of Learning Style Adaptivity in Teaching Computer Security. / Alshammari, M.; Anane, R.; Hendley, R.J.

ITiCSE '15 Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education . ACM, 2015. p. 135-140.

Research output: Chapter in Book/Report/Conference proceedingConference proceeding

Alshammari, M, Anane, R & Hendley, RJ 2015, The Impact of Learning Style Adaptivity in Teaching Computer Security. in ITiCSE '15 Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education . ACM, pp. 135-140, 2015 ACM Conference on Innovation and Technology in Computer Science Education , Vilnius, Lithuania, 4/07/15. https://doi.org/10.1145/2729094.2742614
Alshammari M, Anane R, Hendley RJ. The Impact of Learning Style Adaptivity in Teaching Computer Security. In ITiCSE '15 Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education . ACM. 2015. p. 135-140 https://doi.org/10.1145/2729094.2742614
Alshammari, M. ; Anane, R. ; Hendley, R.J. / The Impact of Learning Style Adaptivity in Teaching Computer Security. ITiCSE '15 Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education . ACM, 2015. pp. 135-140
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