Development of an Adaptive Learning System with Multiple Perspectives based on Students' Learning Styles and Cognitive Styles

Autor/inn/en	Yang, Tzu-Chi; Hwang, Gwo-Jen; Yang, Stephen Jen-Hwa
Titel	Development of an Adaptive Learning System with Multiple Perspectives based on Students' Learning Styles and Cognitive Styles
Quelle	In: Educational Technology & Society, 16 (2013) 4, S.185-200 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Cognitive Style; Experimental Groups; Control Groups; Cognitive Ability; Multimedia Instruction; Undergraduate Students; Self Efficacy; Goal Orientation; Test Anxiety; Learning Motivation; Questionnaires; Foreign Countries; Teaching Methods; Difficulty Level; Cognitive Processes; Individualized Instruction; Computer Uses in Education; Computer Science Education; Pretests Posttests; Taiwan + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Denkfähigkeit; Multimediales Lernen; Self-efficacy; Selbstwirksamkeit; Zielorientierung; Zielvorstellung; Examination phobia; Testangst; Prüfungsangst; Motivation for studies; Lernmotivation; Fragebogen; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Individualisierender Unterricht; Computernutzung; Computer science lessons; Informatikunterricht
Abstract	In this study, an adaptive learning system is developed by taking multiple dimensions of personalized features into account. A personalized presentation module is proposed for developing adaptive learning systems based on the field dependent/independent cognitive style model and the eight dimensions of Felder-Silverman's learning style. An experiment has been conducted to evaluate the performance of the proposed approach in a computer science course. Fifty-four participants were randomly assigned to an experimental group which learned with an adaptive learning system developed based on the personalized presentation module, and a control group which learned with the conventional learning system without personalized presentation. The experimental results showed that the experimental group students revealed significantly better learning achievements than the control group students, implying that the proposed approach is able to assist the students in improving their learning performance. (Contains 8 tables and 6 figures.) (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10