An e-Learning System for Extracting Text Comprehension and Learning Style Characteristics

Autor/inn/en	Samarakou, Maria; Tsaganou, Grammatiki; Papadakis, Andreas
Titel	An e-Learning System for Extracting Text Comprehension and Learning Style Characteristics
Quelle	In: Educational Technology & Society, 21 (2018) 1, S.126-136 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Electronic Learning; Cognitive Style; Educational Theories; Teaching Methods; Artificial Intelligence; Reading Comprehension; Profiles + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Educational theory; Theory of education; Bildungstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Künstliche Intelligenz; Leseverstehen; Charakterisierung; Profilanalyse
Abstract	Technology-mediated learning is very actively and widely researched, with numerous e-learning environments designed for different educational purposes developed during the past few decades. Still, their organization and texts are not structured according to any theory of educational comprehension. Modern education is even more flexible and, thus, demanding, requiring the combination of multiple educational theories for effective results. In this paper we present the combination of two educational theories for text comprehension and learning styles, that are in use by the newly developed Student Diagnosis, Assistance, Evaluation System based on Artificial Intelligence (StuDiAsE) an open learning system for unattended student diagnosis, assistance and evaluation based on artificial intelligence. ? trial test about the role of learning styles in student profiling for text comprehension in the educational environment StuDiAsE is described. Research was run with participation of students using the environment for prior knowledge test and text activities. The process revealed remarkable results about the role of learning styles in students' profiles for text comprehension. Three dimensions for learning styles were identified: conceptualization, visualization and progression dimension and were used for profiling. Refinement of profiles incorporates learning styles by decoding student behavior, which reflects student learning styles for text comprehension. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01