scholarly journals An Analysis of Personalized Learning Opportunities in 3D VR

2021 ◽  
Vol 3 ◽  
Author(s):  
Ildikó Horváth
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Adaptive Learning ◽  
Test Performance ◽  
Information Acquisition ◽  
Performance Metrics ◽  
Test Group ◽  
Personalized Learning ◽  
Task Type ◽  
Control Group

Due to its constantly developing technological background, VR and AR technology has been gaining increasing popularity not just in industry or business but in education as well. Research in the field of Cognitive Infocommunications (CogInfoCom) shows that using existing digital technologies, online collaboration and cooperation technologies in 3D VR supports cognitive processes, including the finding, processing, memorization and recalling of information. 3D VR environments are also capable of providing users with a much higher level of comprehension when it comes to sharing and interpreting digital workflows. The paper presents a study carried out with the participation of 90 students. The aim of this study is to investigate how the application of 3D VR platforms as personalized educational environments can also increase VR learning efficiency. Besides considering participants’ test performance, metrics such as results on visual, auditory and reading-based learning tests for information acquisition, as well as responses on Kolb’s learning styles questionnaires are taken into consideration. The participants’ learning styles, information acquisition habits were also observed, allowing us to create and offer a variety of learning pathways based on a variety of content types in the 3D VR environment. The students within the study were divided into two groups: a test group receiving personalized training in the MaxWhere 3D VR classroom, and a control group that studied in a general MaxWhere 3D VR space. This research applies both quantitative and qualitative methods to report findings. The goal was to create adaptive learning environments capable of deriving models of learners and providing personalized learning experiences. We studied the correlation between effectiveness of the tasks and Kolb’s learning styles. The study shows the major importance of choosing the optimal task type regarding each Kolb learning style and personalized learning environment. The MaxWhere 3D spaces show a high potential for personalizing VR education. The non-intrusive guiding capabilities of VR environments and of the educational content integrated in the 3D VR spaces were very successful, because the students were able to score 20 percent higher on the tests after studying in VR than after using traditional educational tools. Students also performed the same tasks with 8-10 percent faster response times.

scholarly journals Tongue Twister, Students’ Pronunciation Ability, and Learning Styles

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Fatchul Mu’in ◽  
Rosyi Amrina ◽  
Rizky Amelia
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Experience ◽  
Reflective Learning ◽  
Control Group ◽  
First Year ◽  
Significant Difference ◽  
English Major ◽  
Tongue Twister ◽  
Teaching Pronunciation

In EFL context, considering appropriate technique in teaching pronunciation is a pivotal issue since it could help students to learn how to pronounce English sounds easy. This study aimed to investigate the effect of tongue twister technique on pronunciation ability of students across different learning styles. This study involved 34 first-year English major students taking Intensive English course at Universitas Lambung Mangkurat, one of leading universities in Indonesia. The students in the experimental group were taught by using tongue twister, while those in the control group were taught by using repetition technique. The students were also grouped based on two types of learning styles, namely active and reflective learning styles referring to Felder and Silverman’s (1988) learning style model. The findings of the study showed that there was no significant difference in pronunciation ability between the groups. No significant difference was either found in pronunciation ability between students with active learning style and those with reflective learning style. In spite of the insignificant results, tongue twister is considered beneficial by the students as they perceived that practicing tongue twisters cultivated joyful learning and it helped them to improve their pronunciation, fluency, and motivation in learning English pronunciation. Tongue twister practice could complement the use of repetition technique to enhance students’ learning experience and learning outcome.

The Learning Style-Based Adaptive Learning System Architecture

2015 ◽  
Vol 5 (2) ◽  
pp. 1-10 ◽  
Author(s):  
Chyun-Chyi Chen ◽  
Po-Sheng Chiu ◽  
Yueh-Min Huang
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Adaptive Learning ◽  
System Architecture ◽  
Learning System ◽  
Learning Materials ◽  
Learning Path ◽  
Different Types ◽  
Learning System Architecture ◽  
Adaptive Learning System

In the current study of learning process that show learners will take a different way and use different types of learning resources in order to learning better. Any many researchers also agree that learning materials must be able to meet the various learning styles of learners. Therefore, let learners can effective to improve their learning, for different learning styles of learners should be given different types of learning materials. In this paper the authors propose a learner's learning style-based adaptive learning system architecture that is designed to help learners advance their on-line learning along an adaptive learning path. The investigation emphasizes the relationship of learning content to the learning style of each participant in adaptive learning. An adaptive learning rule was developed to identify how learners of different learning styles may associate those contents which have the higher probability of being useful to form an optimal learning path. In this adaptive learning system architecture, it will according to different learning styles given different types of learning materials and will according to learner's profile to adjust learner's learning style for providing suitable learning materials.

scholarly journals Comparison of the Conceptual Map and Traditional Lecture Methods on Students’ Learning Based on the VARK Learning Style Model: A Randomized Controlled Trial

2020 ◽  
Vol 6 ◽  
pp. 237796082094055 ◽  
Author(s):  
Sara Amaniyan ◽  
Vahideh Pouyesh ◽  
Yousef Bashiri ◽  
Sherrill Snelgrove ◽  
Mojtaba Vaismoradi
Keyword(s):  
Randomized Controlled Trial ◽  
Nursing Education ◽  
Learning Styles ◽  
Learning Style ◽  
Controlled Trial ◽  
Visual Learning ◽  
Intervention Group ◽  
Control Group ◽  
Traditional Lecture ◽  
Randomized Controlled

Developing skills and knowledge in nursing education remains a considerable challenge. Nurse instructors need to be aware of students’ learning styles so as to meet students’ individual learning preferences and optimize knowledge and understanding. The aim of this study was to compare the effects of the conceptual map and the traditional lecture methods on students’ learning based on the VARK learning styles model. In this randomized controlled trial, 160 students from nursing, nurse anesthetics, and midwifery disciplines with four different learning styles of visual, auditory, reading/writing, and kinesthetic were selected using the convenience sampling method. Participants were randomly assigned to the intervention (conceptual map method) or control (traditional lecture method) groups. A medical-surgical nursing course was taught to the students in both groups over 6 weeks. Data collection tools consisted of the VARK questionnaire and pre- and postassessments. Data were analyzed using descriptive and inferential statistics via the SPSS software. Teaching using the conceptual map method had different effects on the students’ learning outcomes based on their learning styles. The conceptual map method had a statistically significant impact on the students’ learning in the intervention group compared with the control group in the students with a visual learning style ( p = .036). No statistically significant differences were reported between the groups in other three learning styles. Nurse instructors should assess students’ learning styles based on the VARK model before the application of a particular teaching method to improve the quality of nursing education and facilitate deeper learning.

scholarly journals SCIENCE EDUCATION ADAPTIVE LEARNING SYSTEM AS A COMPUTER-BASED SCIENCE LEARNING WITH LEARNING STYLE VARIATIONS

2018 ◽  
Vol 17 (4) ◽  
pp. 711-727 ◽  
Author(s):  
Zulfiani Zulfiani ◽  
Iwan Permana Suwarna ◽  
Sujiyo Miranto
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Adaptive Learning ◽  
Science Learning ◽  
Learning System ◽  
Learning Material ◽  
Learning Approaches ◽  
Slow Learners ◽  
Computer Based ◽  
Adaptive Learning System

Students with their different learning styles also have their own different learning approaches, and teachers cannot simultaneously facilitate them all. Teachers’ limitation in serving all students’ learning styles can be anticipated by the use of computer-based instructions. This research aims to develop ScEd-Adaptive Learning System (ScEd-ASL) as a computer-based science learning media by accommodating students’ learning style variations. The research method used is a mixed method at junior high schools in Tangerang Selatan. The final product of the research is a special learning media appropriate to students’ visual, aural, read/write and kinesthetic learning styles. The uniqueness of the media is its form of integrated science materials, accommodating fast and slow learners, and appropriate to their learning styles. ScEd-Adaptive Learning System as a developed computer-based science learning media was declared as good and valid by four media experts and five learning material experts. ScEd-ALS for kinesthetic style has a high effectivity to improve students learning mastery (100%), consecutively aural (63%), read/write (55%), and visual (20%). This media development can be continued with the Android version or iOS to make it more operationally practical. Keywords: adaptive learning system, science learning media, computer-based instruction, learning style.

scholarly journals Applying adaptive learning by integrating semantic and machine learning in proposing student assessment model

2022 ◽  
Vol 12 (2) ◽  
pp. 2014
Author(s):  
Kamilia Hosny ◽  
Abeer El-korany
Keyword(s):  
Machine Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Adaptive Learning ◽  
Student Assessment ◽  
Assessment Method ◽  
Assessment Model ◽  
Clustering Methods ◽  
Proposed Model ◽  
Data Driven Approach

<p>Adaptive learning is one of the most widely used data driven approach to teaching and it received an increasing attention over the last decade. It aims to meet the student’s characteristics by tailoring learning courses materials and assessment methods. In order to determine the student’s characteristics, we need to detect their learning styles according to visual, auditory or kinaesthetic (VAK) learning style. In this research, an integrated model that utilizes both semantic and machine learning clustering methods is developed in order to cluster students to detect their learning styles and recommend suitable assessment method(s) accordingly. In order to measure the effectiveness of the proposed model, a set of experiments were conducted on real dataset (Open University Learning Analytics Dataset). Experiments showed that the proposed model is able to cluster students according to their different learning activities with an accuracy that exceeds 95% and predict their relative assessment method(s) with an average accuracy equals to 93%.</p>

The Analysis of Students’ Listening Proficiency Viewed from Their Different Learning Styles after Getting the Strategy Instructions

2017 ◽  
Vol 7 (12) ◽  
pp. 1200 ◽  
Author(s):  
Dodi Mulyadi ◽  
Dwi Rukmini ◽  
Issy Yuliasri
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Analysis Of Variance ◽  
Strategy Instruction ◽  
Control Group ◽  
Top Down ◽  
Listening Proficiency ◽  
Visual Learners ◽  
The Individual ◽  
Experimental Group

The students’ listening cognitive and metacognitive problems should be overcome with an effective listening strategy instruction. Besides, their learning style as the individual learners’ differences should be taken into account in getting a satisfactory listening outcome. To seek the solution, the present study aimed to find out quantitatively the effectiveness of implementation of Explicit (Meta)-cognitive collaboration strategy instruction (M-CCSI) and top-down strategy instructions (TDSI) toward the students’ listening proficiency viewed from their learning styles. The participants of the study were 50 Javanese EFL students at Muria University of Kudus, Indonesia. The data were gathered by using a listening proficiency test adopted from Longman TOEFL listening section and a questionnaire of visual, auditory, and kinesthetic (VAK) learning styles. Descriptive statistics, Independent Sample t-test, and Friedman two-way analysis of variance revealed that the experimental group has a significant effect of their listening proficiency after treated by using M-CCSI. Meanwhile, the control group has no significant effect on their listening proficiency after dealt with by using top down strategy (TDSI) as a general listening teaching. On the other hand, the result of two-way analysis of variance reveals that students’ listening proficiency was not influenced by learning styles including visual learners, auditory learners, and kinesthetic learners for both experimental group and control group. Thus, the findings imply that it is not essential for the lecturers of listening course to divide students into different learning styles in applying Explicit M-CCSI.

scholarly journals Sustainable Education Using Augmented Reality in Vocational Certification Courses

2021 ◽  
Vol 13 (11) ◽  
pp. 6434
Author(s):  
Chia-Jung Lee ◽  
Yen Hsu
Keyword(s):  
Augmented Reality ◽  
Learning Styles ◽  
Cognitive Load ◽  
Learning Style ◽  
Self Efficacy ◽  
Learning Technologies ◽  
Reflective Learning ◽  
Control Group ◽  
Learning Approach ◽  
Learning Effectiveness

In the field of vocational education, no studies have examined the use of augmented reality (AR) learning technologies in the teaching of cosmetology. However, this study proposed the “Makeup AR” learning approach and conducted a quasi-experiment to examine the interaction effect between said approach and students with active and reflective learning styles. The research participants were 70 students from a vocational senior high school. The experimental group comprised 36 participants who were taught using Makeup AR, and the control group comprised 34 participants who were taught using an e-book. The results revealed that the use of Makeup AR improved students’ learning effectiveness. The proposed approach also effectively enhanced students’ self-efficacy and reduced their cognitive load. The students with a reflective learning style had a higher cognitive load than those with an active learning style when using the e-book learning approach. No difference in learning motivation was noted between the experimental and control groups. Overall, Makeup AR is suitable for makeup design certification courses in vocational senior high schools and can enhance learning effectiveness, improve students’ self-efficacy, and reduce cognitive load. This study suggests that the implementation of AR technology in certification courses can be beneficial to learning outcomes.

scholarly journals BEHAVIORAL BACKGROUND OF CARDIOVASCULAR DISEASE IN PENSIONERS OF VARIOUS PROFESSIONAL TYPES

2020 ◽  
Vol 17 (35) ◽  
pp. 977-987
Author(s):  
Tatiana N. BEREZINA ◽  
Elizaveta CHUMAKOVA
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Conceptual Understanding ◽  
Multiple Representations ◽  
Problem Based Learning ◽  
Learning Preferences ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Chemistry Teaching

Studies in the area of chemistry teaching discovered that problem-based learning strategies (PBL) effectively improve students’ conceptual understanding. However, there is minimal information about the effectiveness of PBL if it is applied with multiple representations (MR) for the students with different learning preferences. This study aimed to prove the effects of problem-based learning strategies (PBL) using multiple representations (MR) and students’ learning styles on the conceptual understanding in chemistry. There were two whole classes in the Mechanical Engineering Department of Bali State Polytechnic that were assigned to be the experimental group (n = 59) and control group (n = 58). Felder-Soloman's Index of Learning Style (ILS) was applied to differentiate the students’ learning preferences, while their conceptual understanding in chemistry was assessed using a test after 6 weeks of treatment. The analysis of covariance (ANCOVA) shows that the conceptual understanding of students taught using PBL strategies with MR was significantly better than those taught using PBL strategies only. Besides, based on the variation of learning styles, students with a visual style had a better conceptual understanding than those with verbal style, but the difference was not statistically significant. The absence of interaction effect between PBL strategies with MR and learning style on students’ conceptual understanding suggests that the support of multiple representations in PBL strategies can effectively enhance students' understanding of concepts in chemistry regardless of their learning style.

scholarly journals Personalization of an educational scenario of a learning activity according to the learning styles model David Kolb

2020 ◽  
Vol 5 (3) ◽  
pp. 099-108
Author(s):  
Anoir Lamya ◽  
Zargane Kawtar ◽  
Erradi Mohamed ◽  
Khaldi Mohamed
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Adaptive Learning ◽  
Teaching And Learning ◽  
Research Work ◽  
Learning System ◽  
Learning Activity ◽  
Learning Context ◽  
Intermediate Space ◽  
Training Courses

The personalization of learning remains a very important subject in research particularly with the progression of technology, it refers to a pedagogical approach that is located in an intermediate space where teaching and learning come together with devices personalized and adapted training courses for the different learner profiles in a social learning context. We offer a general approach to the personalization of teaching scenarios during the different types of teaching activities and taking consideration the learning styles of the learners and based on the Kolb learning style model. Our research work aimed at developing a personalized and adaptive learning system to meet the needs of learners and adequate with their preferences and profiles all throughout the learning process offered by the system by making a correspondence with the suitable pedagogical scenario with each profile and each activity.

scholarly journals Augmented Reality Technology in Handball Teaching Based on Wireless Communication Environment

2021 ◽  
Author(s):  
Qin Fan ◽  
Deying Li
Keyword(s):  
Augmented Reality ◽  
Wireless Communication ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Performance ◽  
Control Group ◽  
Communication Environment ◽  
Augmented Reality Technology ◽  
Group B ◽  
Experimental Group

Abstract With the popularization of augmented reality technology in the field of teaching, the development from traditional teaching display to classroom application has greatly promoted the information-based teaching work. The work of this study is to use augmented reality technology in a wireless communication environment to apply to handball guidance. In this study, 13 handball teachers (coaches) and 103 student athletes were selected as subjects from seven traditional handball schools in our state. All subjects were tested in the Kolb learning style test scale (klsi 1985). It is divided into four groups: group A, group B, group C, and group D, depending on the various learning styles. These correspond to type of variance, type of assimilation, type of convergence, and type of adaptation. In this study, experimental staff were divided into two groups: a traditional learning control group and an experimental group of AR technology education. The results show that the improvement value of the experimental group before and after learning is 8.65, while that of the control group is 5.625. In terms of knowledge and skills, process and method, and emotional attitude, the use of AR makes assimilative and convergent learners have better learning performance than decentralized and adaptive learners. The conclusion is that the effect of augmented reality technology under wireless communication is excellent and effective in handball teaching. This study provides a new method for intelligent teaching.

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