A Mixed Approach to Modelling Learning Styles in Adaptive Educational Hypermedia

2004 ◽  
Vol 1 (4) ◽  
Author(s):  
P. Paredes ◽  
P. Rodriguez
Keyword(s):  
Learning Styles ◽  
Mixed Approach ◽  
Educational Hypermedia

scholarly journals Toward an Adaptive Educational Hypermedia System (AEHS-JS) based on the Overlay Modeling and Felder and Silverman’s Learning Styles Model for Job Seekers

2020 ◽  
Vol 15 (08) ◽  
pp. 235
Author(s):  
Aymane Qodad ◽  
Abdelilah Benyoussef ◽  
Abdallah El Kenz ◽  
Mourad Elyadari
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Job Search ◽  
Social Impact ◽  
Learning Objects ◽  
Educational Systems ◽  
Job Seekers ◽  
Learner Model ◽  
Hypermedia System ◽  
Educational Hypermedia

In this paper we introduce a new design of an adaptive educational hypermedia system for job seekers, this proposal is based, for the part of learning objectives, on a job model which allows adapting the content and the path of education to the intended jobs, and, for the learner model construction, on a specific use of the learning styles of Felder and Silverman. First, we present existing literature to give a general review on adaptive edu-cational hypermedia systems, in that way; we have reported the related items to different notions in the adaptive educational Systems area as the differentiated pedagogy, the learning objects, and the learner profile. Then we argued our choice of the components of our model and we detailed the new ones. As designed, the model can produce a suitable learning path for the user to match the job characteristics and the learning style of the person in order to help the user owning the job sought. With the possibility of linking the required com-petencies to the education skills, we aim to map business tasks to learning activi-ties. Based on this approach, we designed an Adaptive Educational Hypermedia System named AEHS-JS that will help to improve the efficiency and pragmatism of job search activities. In plus of the social impact of this work as it help job seekers to complete their profiles and get the career they are looking for, this work will allow companies to find the candidates that match the job criteria sought.

scholarly journals Role and Value of Learning Theories in the Area of Adaptive Educational Hypermedia Systems Incorporating Learning Styles

2018 ◽  
Vol 13 (01) ◽  
pp. 93 ◽  
Author(s):  
Xanthippi Tsortanidou ◽  
Charalampos Karagiannidis ◽  
Adamantios Koumpis
Keyword(s):  
Locus Of Control ◽  
Learning Styles ◽  
Learning Theory ◽  
Learning Theories ◽  
Learning Material ◽  
Learning Paradigm ◽  
Personal Learning ◽  
Value Of Learning ◽  
Pedagogical Approaches ◽  
Educational Hypermedia

The purpose of this study was to investigate the pedagogical basis of Adaptive Educational Hypermedia Systems (AEHS) that incorporate Learning Styles concerning learning paradigms and learning theories through a meticulous review of the relevant published work. We investigated twenty (20) AEHS and analyze them comparatively to a variety of adaptivity determinants. Two are the pivotal points that are crucial in exploration of pedagogical approaches of these systems: the locus of control and the provided learning material. We conclude that these systems are based mostly on the learning paradigm of Cognitivism and Constructivism. In addition, we assume that the concept of learning theory is not such a narrow term, given that networked world imposes the concept of personal learning.

scholarly journals El modelo Bandler-Grinder de aprendizaje y la enseñanza de genética mendeliana en estudiantes costarricenses de décimo año

2012 ◽  
Vol 4 (2) ◽  
pp. 213-221
Author(s):  
Stephanie Chavarría ◽  
Tania Bermúdez ◽  
Narcy Villalobos ◽  
Bernal Morera
Keyword(s):  
Costa Rica ◽  
Learning Styles ◽  
Structured Interview ◽  
Learning Model ◽  
Costa Rican ◽  
Teaching Techniques ◽  
Mendelian Genetics ◽  
Teachers And Students ◽  
Tenth Grade ◽  
Mixed Approach

En Costa Rica existen muy pocas investigaciones en el área de la enseñanza de la genética en secundaria, a pesar de la importancia que tiene esta disciplina actualmente, siendo base fundamental para otras áreas de las ciencias como las de la salud, las agrarias o ambientales. El propósito de este trabajo es analizar las técnicas utilizadas por dos profesoras para desarrollar los temas de genética mendeliana e identificar los diferentes estilos de aprendizaje que poseen los estudiantes de décimo año de dos colegios diurnos de Costa Rica. La investigación se desarrolló en un enfoque mixto, utilizando tres tipos de instrumentos. Entre los resultados más destacables se observó poco conocimiento del tema de estilos de aprendizaje por parte de las docentes; las clases que se desarrollan son del tipo magistral, además, los temas con mayor y menor dificultad en los tópicos de genética mendeliana no concuerdan entre profesoras y estudiantes. Existe diversidad de estilos de aprendizaje en los estudiantes, siendo el auditivo el de mayor predominancia a nivel general. Así mismo, se identificaron estudiantes que pueden desarrollar una alta o baja predominancia simultáneamente en los tres estilos de aprendizaje (visual, auditivo, kinestésico), indicando que por lo general las personas durante su proceso de aprendizaje presentan varios estilos, cuya predominancia es posiblemente multifactorial.ABSTRACTThe Bandler-Grinder Learning Model and teaching techniques forMendelian genetics in Costa Rican tenth grade students. Educationin genetics is basic for learning in other areas such as health, agricultureand environmental sciences. In Costa Rica, little is known about geneticseducation in high school, despite the importance of this disciplineto society. Here we analyze the techniques used in two Costa Ricaninstitutions to teach Mendelian genetics, and identify the learningstyles based on the NLP Bandler & Grinder Learning Model. The researchwas conducted under a mixed approach in ten-grade students fromtwo daytime high schools. We used three kinds of instruments: semi-structured interview, observation by recording critical incidents inclass and a learning styles test. We found that the teachers had littleknowledge of learning styles, and that lessons are developed mainlyas master classes. Teachers and students do not agree on the degree ofdifficulty of several subtopics of Mendelian genetics. Even though theauditory style was predominat, we found that the prevalence is probablymultifactorial.

scholarly journals Improvement of Academic Performance of Engineering Students through an Adaptive Educational Hypermedia System (AEHS)

2019 ◽  
Vol 8 (12S2) ◽  
pp. 12-17
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
University Students ◽  
Engineering Students ◽  
Color Adaptation ◽  
Hypermedia System ◽  
Industrial Software ◽  
Intelligent Tutor ◽  
Educational Hypermedia

This paper describes how to improve the academic performance of engineering university students through an Adaptive Educational Hypermedia System (AEHS). The psychological basis, learning styles and MOOMH methodology for the development of the system are exposed, which with its implementation achieves adaptability and works for students as an “intelligent tutor”, allowing them to guide their education as academic tutor. Not only shows its content that meets the needs of the student, but it is also represented in elements such as color adaptation, work tools and even academic recommendations based on the interactions that the user makes within the system, the system recognizes its pattern of use, and when the student is logged in again, it presents a friendlier interface that the student prefers use, it is wider in content and, above all, easy to use and understand. In addition, the AEHS allows to extend education allowing the assignment of more domain areas, in the field of engineering, that is, the SHAE can be adapted to various engineering specialties such as: industrial, software, telecommunications, mechanics and other.

scholarly journals Analysis of Educational Robotics Activities Using a Machine Learning Approach

2021 ◽  
pp. 203-211
Author(s):  
Lorenzo Cesaretti ◽  
Laura Screpanti ◽  
David Scaradozzi ◽  
Eleni Mangina
Keyword(s):  
Machine Learning ◽  
Learning Styles ◽  
Machine Learning Techniques ◽  
Support Vector ◽  
Educational Robotics ◽  
School Students ◽  
K Nearest Neighbors ◽  
Log Files ◽  
Learning Techniques ◽  
Mixed Approach

AbstractThis paper presents the preliminary results of using machine learning techniques to analyze educational robotics activities. An experiment was conducted with 197 secondary school students in Italy: the authors updated Lego Mindstorms EV3 programming blocks to record log files with coding sequences students had designed in teams. The activities were part of a preliminary robotics exercise. We used four machine learning techniques—logistic regression, support-vector machine (SVM), K-nearest neighbors and random forests—to predict the students’ performance, comparing a supervised approach (using twelve indicators extracted from the log files as input for the algorithms) and a mixed approach (applying a k-means algorithm to calculate the machine learning features). The results showed that the mixed approach with SVM outperformed the other techniques, and that three predominant learning styles emerged from the data mining analysis.

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