scholarly journals Unified Model for Learning Style Recommendation

2021 ◽  
Author(s):  
Unhawa Ninrutsirikun ◽  
Debajyoti Pal ◽  
Chonlameth Arpnikanondtand ◽  
Bunthit Watanapa
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Association Rules ◽  
Computer Programming ◽  
Learning Preferences ◽  
Learning Performance ◽  
Moderation Effect ◽  
Moderation Analysis ◽  
Study Association ◽  
Formative Learning

Studying computer programming requires not only an understanding of theories and concepts but also coding adeptness. Success in studying or conducting such a course is definitely a challenge. This paper proposes a systematic learning style recommendation. The model is designed to evaluate students’ attributes and ongoing or formative learning outcomes for suggesting the effective style-fit strategy that facilitates learners to enhance their learning performances in terms of knowledge and skill. A two-stage association analysis was designed and conducted on a dataset collected from IT major students who enrolled in the Introduction to Computer Programming course. The first stage of association rules is to analyze and discover important relationships amongst learning styles, students’ attribute, and learning performance. The second stage of moderation analysis is then applied to probe the moderation effect of the different learning preferences on the relationship between student attributes and learning achievement. Experiments expose many insights, for example, mathematics and logical thinking are powerful assets of success in computer programming study. Association rules can effectively identify associations of learning styles and the learning performance in terms of knowledge or skills. By moderation analysis, students in the “Excellent” cluster have a broad learning style than other students. Two types of significant moderators, the universal and specific, exemplify how lecturers can flexibly post style-fit teaching strategies for a class-wide and specific group, respectively.

The Learning Style of Gamers

2018 ◽  
pp. 106-129
Author(s):  
Francisco Jurado ◽  
Pilar Rodriguez
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Experimental Analysis ◽  
User Profile ◽  
Learning Performance ◽  
Learning Methods ◽  
Interesting Approach ◽  
Teaching Learning

The use of gamification has shown to be an interesting approach to engage users in MOOCs. In this context, different game strategies, elements, and mechanics are applied to help to improve the teaching/learning process. When designing teaching/learning methods, teachers must take into account both gamification techniques and learning styles in order to encourage students and to improve their learning performance, respectively. However, while applying gamification and at the same time keep taking into account the corresponding learning styles, we may find some kinds of incompatibilities. Thus, what this chapter covers is the conducted experimental analysis aimed at exploring the viability of merging gamer's profiles and learning styles in a single multidimensional user profile. The obtained results expose that, with this approach, we are able to identify groups of students so that, while designing teaching/learning methods, we can take into account both learning styles to improve the learning performance and gamification techniques to motivate and encourage the student.

A Model for an Adaptive Hypermedia Learning System Based on Data Mining Technique

2017 ◽  
pp. 65-85
Author(s):  
Mahnane Lamia ◽  
Mohamed Hafidi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Personal Characteristics ◽  
Learning Objects ◽  
Learning System ◽  
Learning Performance ◽  
Adaptive Hypermedia ◽  
Data Mining Technique ◽  
Pedagogical Strategies ◽  
Hypermedia Learning

Since the learning style of each learner is different. Adaptive hypermedia learning system (AHLS) must fit different learner's needs. A number of AHLS have been developed to support learning styles as a source for adaptation. However, these systems suffer from several problems, namely: less attention was paid to the relationship between learning styles and learning performance. This paper proposes an AHLS model based on learning styles and learning performance. On one hand, the developed prototype will assist a learner in accessing and using learning resources which are adapted according to his/her personal characteristics (in this case his/her learning style and level of knowledge). On the other hand, it will facilitate the learning content teacher in the creation of appropriate learning objects and their application to suitable pedagogical strategies.

An empirical investigation on learning and teaching lean manufacturing

2020 ◽  
Vol 62 (3) ◽  
pp. 339-354
Author(s):  
Guilherme Luz Tortorella ◽  
Rogério Miorando ◽  
Diego Fettermann ◽  
Diego Tlapa Mendoza
Keyword(s):  
Graduate Students ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Lean Manufacturing ◽  
Teaching Method ◽  
Learning Preferences ◽  
Teaching Approaches ◽  
Content Type ◽  
Learning And Teaching

PurposeThis article identifies the association between two methods for teaching lean manufacturing (LM): problem-based learning (PBL) and classroom lectures, and students' learning styles of a postgraduate course.Design/methodology/approachData were collected from graduate students LM courses that present different teaching approaches. Thus, students' learning preferences were gathered through the application of the Index of Learning Style questionnaire, and their performance assessed after each course.FindingsResults indicate that learning styles are indeed associated with LM teaching approaches, and comprehending interaction effects between learning style dimensions is essential for properly adapting the teaching method. However, these interactions have different extensions.Originality/valueAlthough teaching LM has significantly evolved over the past decades, the single application of traditional teaching methods jeopardizes learning effectiveness of graduate students because of the practical nature of LM. This study provides evidence to better understand the effect of complementary teaching methods and their relationship with students' preferences, empirically examining that there is not one best approach for understanding LM.

scholarly journals PowerPoint presentation in learning physiology by undergraduates with different learning styles

2015 ◽  
Vol 39 (4) ◽  
pp. 367-371 ◽  
Author(s):  
Roopa B. Ankad ◽  
Shashikala GV ◽  
Anita Herur ◽  
Manjula R ◽  
Surekharani Chinagudi ◽  
...  
Keyword(s):  
Sex Differences ◽  
Learning Styles ◽  
Student Performance ◽  
Learning Style ◽  
Research Question ◽  
Sensory Modality ◽  
Learning Performance ◽  
Learning Style Preferences ◽  
Advantages And Disadvantages ◽  
Style Preferences

PowerPoint presentations (PPTs) have become routine in medical colleges because of their flexible and varied presentation capabilities. Research indicates that students prefer PPTs over the chalk-and-talk method, and there is a lot of debate over advantages and disadvantages of PPTs. However, there is no clear evidence that PPTs improve student learning/performance. Furthermore, there are a variety of learning styles with sex differences in classrooms. It is the responsibility of teacher/facilitator and student to be aware of learning style preferences to improve learning. The present study asked the following research question: do PPTs equally affect the learning of students with different learning styles in a mixed sex classroom? After we assessed students' predominant learning style according to the sensory modality that one most prefers to use when learning, a test was conducted before and after a PPT to assess student performance. The results were analyzed using Student's t-test and ANOVA with a Bonferroni post hoc test. A z-test showed no sex differences in preferred learning styles. There was significant increase in posttest performance compared with that of the pretest in all types of learners of both sexes. There was also a nonsignificant relationship among sex, learning style, and performance after the PPT. A PPT is equally effective for students with different learning style preferences and supports mixed sex classrooms.

scholarly journals Learning Style Preferences Among Undergraduate Medical Students: An Experience from Different Medical Colleges of Bangladesh

2019 ◽  
Vol 10 (2) ◽  
pp. 26-30
Author(s):  
Md Rezaul Karim ◽  
AKM Asaduzzaman ◽  
Md Humayun Kabir Talukder ◽  
Kazi Khairul Alam ◽  
Farhana Haque ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
Sampling Technique ◽  
Cross Sectional Study ◽  
Learning Preferences ◽  
Multimodal Learning ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Medical Colleges

This descriptive type of cross sectional study was conducted to determine the learning styles of undergraduate medical students. The study period was from July 2017 to June 2018. The study was carried out among the students of 2nd, 3rd and 4th phases of MBBS course of 3 government and 4 non-government medical colleges of Bangladesh. Out of 7 medical colleges, 4 were within Dhaka and 3 were from outside Dhaka. The sample size was 1004 students. Medical colleges were selected purposively and convenience sampling technique was adopted for data collection. Bangla translated version Fleming's VARK (visual, auditory, read/write and kinesthetic) questionnaire was used to identify the learning styles of students. The study revealed that out of 1004 medical students, 64.2% preferred multimodal learning styles and rest 35.8% preferred unimodal learning styles. Among unimodal learning preferences, auditory (A) and kinesthetic (K) were the most preferred sensory modalities of learning. Among multimodal learning styles preferences, the combination of auditory & kinesthetic (AK) and auditory, read/write & kinesthetic (ARK) were predominant. There were only significant differences of the mean scores of visual (V) learning style among the male and female students. Majority of students preferred multimodal learning styles. Students are able to learn effectively as long as the teacher provides a blend of visual, auditory, read/writing and kinesthetic activates. The study recommended that teachers should be aware of the medical students' learning styles and aligning teaching-learning methods with learning styles will improve their learning and academic performance. Bangladesh Journal of Medical Education Vol.10(2) 2019: 26-30

scholarly journals The learning style preferences of chiropractic students: A cross-sectional study

2014 ◽  
Vol 28 (1) ◽  
pp. 21-27 ◽  
Author(s):  
Stephney Whillier ◽  
Reidar P. Lystad ◽  
David Abi-Arrage ◽  
Christopher McPhie ◽  
Samara Johnston ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Cross Sectional Study ◽  
Learning Preferences ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Learning Style Preferences ◽  
Kinesthetic Learning ◽  
Style Preferences ◽  
Chiropractic Students

Objective The aims of our study were to measure the learning style preferences of chiropractic students and to assess whether they differ across the 5 years of chiropractic study. Methods A total of 407 (41.4% females) full-degree, undergraduate, and postgraduate students enrolled in an Australian chiropractic program agreed to participate in a cross-sectional survey comprised of basic demographic information and the Visual, Aural, Read/Write, Kinesthetic (VARK) questionnaire, which identifies learning preferences on four different subscales: visual, aural, reading/writing, and kinesthetic. Multivariate analysis of variance and the χ2 test were used to check for differences in continuous (VARK scores) and categorical (VARK category preference) outcome variables. Results The majority of chiropractic students (56.0%) were found to be multimodal learners. Compared to the other learning styles preferences, kinesthetic learning was preferred by a significantly greater proportion of students (65.4%, p < .001) and received a significantly greater mean VARK score (5.66 ± 2.47, p < .001). Conclusions To the best of our knowledge, this is the first time chiropractic students have been shown to be largely multimodal learners with a preference for kinesthetic learning. While this knowledge may be beneficial in the structuring of future curricula, more thorough research must be conducted to show any beneficial relationship between learning style preferences and teaching methods.

scholarly journals Book Review: Learning Style Perspectives: Impact in the Classroom

2015 ◽  
Vol 12 (1) ◽  
pp. 120-122
Author(s):  
Kathryn Harden-Thew ◽  
◽  
Romy Lawson ◽  
Keyword(s):  
Learning Styles ◽  
Postsecondary Education ◽  
Learning Style ◽  
Learning Preferences ◽  
Course Content ◽  
Entry Level ◽  
The Third ◽  
Careful Thought ◽  
Practical Nature

Following the first two editions of her book, which she wrote solo, Celli has joined forces with colleague N D Young for the third edition. Celli and Young have prepared this book with the goal of giving instructors in postsecondary education “a primer on learning styles” (p.11). In a review of the second edition, Kovac (1999) highlighted the importance for educators of understanding the learning styles of their students to better present course content. Fifteen years later this statement remains true. With Kovac’s own teaching background in chemistry, he noted that it was challenging to address the differing learning preferences of all students in his classes. He pointed to the practical nature of Celli’s book in addressing these needs and offering pedagogic solutions. This third edition appears to have altered little, with an entry-level overview of learning-style theory, followed by an explanation of Celli and Young’s own learning-style theory. Celli and Young set out to address the struggle of every educator who seeks to improve pedagogic practice in the classroom through careful thought, planning and innovative implementation.

scholarly journals Gender differences in learning styles: Nurturing a gender and style sensitive computer science classroom

2010 ◽  
Vol 26 (7) ◽  
Author(s):  
Wilfred Wing Fat Lau ◽  
Allan Hoi Kau Yuen
Keyword(s):  
Learning Styles ◽  
Computer Science ◽  
Learning Style ◽  
Computer Programming ◽  
Computer Anxiety ◽  
Science Classroom ◽  
Pedagogical Practices ◽  
Science Field ◽  
Gregorc Style Delineator ◽  
Number Of Factors

<span>The gender digital divide has been widely discussed and researched over the years. Previous studies have focused on a number of factors such as computer attitude, computer anxiety, computer self-efficacy, and computer experience. This study empirically tested the sensitivity of a learning style instrument, the </span><em>Gregorc Style Delineator</em><span> (GSD), to gender in a sample of students who studied computer programming in Hong Kong secondary schools. Results indicated that females had higher preference for concrete sequential (CS) and abstract random (AR) compared with males. Males had higher preference for concrete random (CR) than females. From these results, we proposed learning style-based pedagogical practices to teach computer programming. In order to address the needs of female students, we further proposed that learning style-based pedagogical practices need to move from a gender neutral to gender sensitive approach. This proposal helps to improve student learning through individualisation in pedagogy in terms of gender and learning styles and contributes to a gender and style sensitive computer science classroom. Eventually, through various remedial interventions, we anticipate more female participation in computer science field and hence the gender issue is addressed.</span>

The Learning Styles of Taiwanese Mechanical Engineering Students

2011 ◽  
Vol 418-420 ◽  
pp. 2143-2146
Author(s):  
Chin Min Hsiung ◽  
Chi Chang Lin
Keyword(s):  
United States ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Internal Consistency ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
The United States ◽  
Learning Performance

Learning style has been proven to be an important factor that affects student learning performance. By knowing student learning styles, instructors can modify teaching material and teaching methods accordingly for the greater benefit of students. By understanding the strengths and weaknesses of learning styles, students may adopt complementary learning strategies, thus improving their performance. The Index of Learning Styles (ILS) developed by Felder and Soloman has been widely used in the context of engineering education to enhance both teaching and learning. However, the general statistics and reliability of its Chinese version have not been reported. In this study, we conducted a survey, and 223 students majoring in mechanical engineering at National Pingtung University of Science and Technology (NPUST), Taiwan, participated. This study involved a comparison of the learning style profiles of the students against the results of prior related research conducted in the United States. Subsequently, the internal consistency coefficients of Cronbach’s alpha were examined. The results show that the participants were active, perceptive, visual, and sequential learners, similar to their counterparts in the United States. The internal consistency coefficients on the four dimensions in ILS are 0.49, 0.59, 0.64, and 0.36, respectively. The statistics are lower or approximately equal to those of the English version ILS.

Learning Style Preferences of Pharmacy Students

2013 ◽  
Vol 4 (1) ◽  
pp. 119-129
Author(s):  
Zoriah Aziz ◽  
Tey Xin Yi ◽  
Syireen Alwia ◽  
Chong Nyuk Jet
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Experience ◽  
Learning Preferences ◽  
Pharmacy Education ◽  
Pharmacy Students ◽  
Internal Reliability ◽  
Learning Style Preferences ◽  
Style Preferences ◽  
The University

Students have preferences about how they like to learn. Available evidence suggests that understanding students’ learning style is helpful in providing them a successful learning experience. The aim of the study was to determine the learning styles preferences of pharmacy students. The Honey and Mumford’s Learning Style Questionnaire (LSQ) was administered twice to all undergraduate pharmacy students (n=240) in the University of Malaya, Malaysia. The LSQ covered four different learning preferences: activist, reflector, theorist and pragmatist. The LSQ showed satisfactory test-retest correlation (0.57 to 0.66) and moderate internal reliability (0.53 to 0.61). Reflector learning style was the most common among the students (60.4%) followed by theorist and pragmatist (both 8.8%) and activist (6.2%). Another 15.8% of the students did not show any dominant learning styles. The preferred learning styles were statistically independent of the demographic variables examined such as level of academic year, sex, race and pre-university qualifications. A range of teaching methods and learning activities should be provided in pharmacy education in order to match the variety of learning styles.

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