Gender Differences and Hypermedia Navigation

2008 ◽  
pp. 1778-1792
Author(s):  
J. P. Fan
Keyword(s):  
Gender Differences ◽  
Learning Style ◽  
Empirical Studies ◽  
Experimental Studies ◽  
Individual Characteristics ◽  
Learning System ◽  
Adaptive Hypermedia ◽  
Adaptive Presentation ◽  
Hypermedia Learning ◽  
Navigation Support

Adaptive hypermedia learning systems can be developed to adapt to a diversity of individual differences. Many studies have been conducted to design systems to adapt to learners’ individual characteristics, such as learning style and cognitive style to facilitate student learning. However, no research has been done specifically regarding the adaptation of hypermedia learning system to gender differences. This chapter therefore attempts to fill this gap by examining the published findings from experimental studies of interaction between gender differences and hypermedia learning. Analysis of findings of the empirical studies leads to a set of principles being proposed to guide adaptive hypermedia learning system design onthe basis of gender differences in relation to (i) adaptive presentation and (ii) adaptive navigation support.

Gender Differences and Hypermedia Navigation

2011 ◽  
pp. 278-292
Author(s):  
Jing Ping Fan ◽  
Robert D. Macredie
Keyword(s):  
Gender Differences ◽  
Learning Style ◽  
Empirical Studies ◽  
Experimental Studies ◽  
Individual Characteristics ◽  
Learning System ◽  
Adaptive Hypermedia ◽  
Adaptive Presentation ◽  
Hypermedia Learning ◽  
Navigation Support

Adaptive hypermedia learning systems can be developed to adapt to a diversity of individual differences. Many studies have been conducted to design systems to adapt to learners’ individual characteristics, such as learning style and cognitive style to facilitate student learning. However, no research has been done specifically regarding the adaptation of hypermedia learning system to gender differences. This chapter therefore attempts to fill this gap by examining the published findings from experimental studies of interaction between gender differences and hypermedia learning. Analysis of findings of the empirical studies leads to a set of principles being proposed to guide adaptive hypermedia learning system design onthe basis of gender differences in relation to (i) adaptive presentation and (ii) adaptive navigation support.

Gender Differences and Hypermedia Navigation

2006 ◽  
pp. 1-20 ◽  
Author(s):  
Jing P. Fan ◽  
Robert D. Macredie
Keyword(s):  
Gender Differences ◽  
Learning Style ◽  
Empirical Studies ◽  
Experimental Studies ◽  
Individual Characteristics ◽  
Learning System ◽  
Adaptive Hypermedia ◽  
Adaptive Presentation ◽  
Hypermedia Learning ◽  
Navigation Support

Adaptive hypermedia learning systems can be developed to adapt to a diversity of individual differences. Many studies have been conducted to design systems to adapt to learners’ individual characteristics, such as learning style and cognitive style to facilitate student learning. However, no research has been done specifically regarding the adaptation of hypermedia learning system to gender differences. This chapter therefore attempts to fill this gap by examining the published findings from experimental studies of interaction between gender differences and hypermedia learning. Analysis of findings of the empirical studies leads to a set of principles being proposed to guide adaptive hypermedia learning system design onthe basis of gender differences in relation to (i) adaptive presentation and (ii) adaptive navigation support.

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.

Adaptive Hypermedia: A New Paradigm for Educational Software

2003 ◽  
Vol 17 (1) ◽  
pp. 38-42 ◽  
Author(s):  
H. Spallek
Keyword(s):  
Learning Style ◽  
Educational Software ◽  
Online Course ◽  
Learning Material ◽  
New Paradigm ◽  
Adaptive Hypermedia ◽  
Course Content ◽  
Adaptive Presentation ◽  
The Individual ◽  
Education Courses

Traditional online dental education courses follow the broadcast paradigm which centers on the teacher, not the student. This one-size-fits-all approach resembles a mass-production idea which cannot take individual learner characteristics into account. Most online course designs do not address the issue that users with different goals and knowledge may be interested in different pieces of information about a topic. Adaptive hypermedia (AH) is an emerging field in education research which investigates how computer systems can overcome this problem. AH can be applied to any course content. This learner-centered approach first considers the learning goal(s), then evaluates the user’s abilities and determines the individual learning style, to structure and tailor the curriculum most efficiently. The presented AH environment exploits various concepts of AH. The system collects data to create a model of the individual user, which is continuously refined based on test results throughout the course. The system then adapts the learning material dynamically, using active and passive curriculum sequencing and adaptive presentation.

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