Incorporating learning styles into the user model
EntityUAM. Departamento de Ingeniería Informática
PublisherJunta de Extremadura, Conserjería de Educación, Ciencia y Tecnología
Citation[Comunicación] Advances in Technology based education: towards a knowledge based society. Proceedings of the II International Conference on Multimedia and Information & Communication Technologies in Education, M-ICTE (Badajoz, Spain, December 3-6th 2003). Ed. Méndez Vilas, A., Mesa González, J.A., Mesa González, J. Badajoz: Junta de Extremadura, 2003, p.774 - 778 (Volumen 2)
ISBN84-96212-11-4 (Volumen II)
Funded byThe Spanish Interdepartmental Commission of Science and Technology (CICYT), project number TIC2001-0685-C02-01, has sponsored this work.
In this paper, we show the main definitions of learning styles, and a summary of the opinions about the efficacy of learning styles. In addition, this paper explores the application of the Felder-Silverman learning style model to adaptive training courses delivered via the “World Wide Web”. Due to the newness of the Web, its features, benefits, limitations and requirements as a delivery medium for distance learning are largely unstudied and unverified. This paper presents an attempt to incorporate learning styles in adaptive web-based systems and links it to the larger context of web-based education. In sum, this piece of research offers new ideas concerning an Adaptive We-based Education system, which includes the extraction of student’s learning styles preferences and then modifying the course presentation. We have implemented a prototype that adapts the course structure to the student learning style. We suggest the application of the results of the ILS questionnaire to automatically adapt some dimensions of the Felder-Silverman model to the course content and structure. The underlying idea of adaptive hypermedia based on learning styles is quite simple: adapt the presentation of course material so that it is more conductive to each student learning the course. This tailoring should allow for student learning in the shortest possible period of time. This approach has the effect of removing the impact of the instructor’s learning and eaching style and allowing the student to see the material through the clear lenses of his own perspective and learning style.
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