Detecting Learning Style through Biometric Technology for Mobile GBL

2012 ◽  
Vol 2 (2) ◽  
pp. 55-74 ◽  
Author(s):  
Tracey J. Mehigan ◽  
Ian Pitt
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Adaptive Learning ◽  
Learning Systems ◽  
Interaction Patterns ◽  
Mobile Game ◽  
Big Five Model ◽  
Improved Learning ◽  
The Individual ◽  
Adaptive Learning Systems

Adaptive learning systems tailor content delivery to meet specific needs of the individual for improved learning-outcomes. Learning-styles and personalities are usually determined through the completion of questionnaires. There are a number of models available for this purpose including the Myer-Briggs Model (MBTI), the Big Five Model, and the Felder Silverman Learning-Style Model (FSLSM). Most models classify the student on a number of scales. Recently, a number of studies have investigated the possibility of determining an individual’s learning-style directly through their interaction patterns when using a system. Automatic learning-style detection could play a significant role in the advancement of educational gaming through personalized learning environments. Biometric devices, such as accelerometers and eye-trackers, are now available for use with mobile devices. These provide an opportunity to move toward adaptive mobile gaming environments, giving potential to track learning-styles directly through avatar movement. This paper examines mobile learning (mLearning) with an emphasis on mobile game-based environments. Adaptive learning systems are introduced. The results of studies conducted to assess the potential of biometric devices as a means of automatically detecting students’ learning-styles are discussed. The potential of this research for mobile game-based learning is outlined.

scholarly journals Identifying learning style through eye tracking technology in adaptive learning systems

2019 ◽  
Vol 9 (5) ◽  
pp. 4408
Author(s):  
Inssaf El Guabassi ◽  
Zakaria Bousalem ◽  
Mohammed Al Achhab ◽  
Ismail Jellouli ◽  
Badr Eddine EL Mohajir
Keyword(s):  
Eye Movements ◽  
Learning Styles ◽  
Eye Tracking ◽  
Learning Style ◽  
Adaptive Learning ◽  
Good Condition ◽  
Learning Systems ◽  
Gaze Behavior ◽  
Adaptive Learning Systems ◽  
Tracking Technology

Learner learning style represents a key principle and core value of the adaptive learning systems (ALS). Moreover, understanding individual learner learning styles is a very good condition for having the best services of resource adaptation. However, the majority of the ALS, which consider learning styles, use questionnaires in order to detect it, whereas this method has a various disadvantages, For example, it is unsuitable for some kinds of respondents, time-consuming to complete, it may be misunderstood by respondent, etc. In the present paper, we propose an approach for automatically detecting learning styles in ALS based on eye tracking technology, because it represents one of the most informative characteristics of gaze behavior. The experimental results showed a high relationship among the Felder-Silverman Learning Style and the eye movements recorded whilst learning.

scholarly journals Informing and Performing: A Study Comparing Adaptive Learning to Traditional Learning

10.28945/2140 ◽  
2015 ◽  
Author(s):  
Meg Coffin Murray ◽  
Jorge Pérez
Keyword(s):  
Learning Outcomes ◽  
Learning Style ◽  
Adaptive Learning ◽  
Digital Literacy ◽  
Learning Systems ◽  
Potential Game ◽  
Learning Tools ◽  
Literacy Course ◽  
Delivery Options ◽  
Adaptive Learning Systems

Technology has transformed education, perhaps most evidently in course delivery options. However, compelling questions remain about how technology impacts learning. Adaptive learning tools are technology-based artifacts that interact with learners and vary presentation based upon that interaction. This paper compares adaptive learning with a conventional teaching approach implemented in a digital literacy course. Current research explores the hypothesis that adapting instruction to an individual’s learning style results in better learning outcomes. Computer technology has long been seen as an answer to the scalability and cost of individualized instruction. Adaptive learning is touted as a potential game-changer in higher education, a panacea with which institutions may solve the riddle of the iron triangle: quality, cost and access. Though the research is scant, this study and a few others like it indicate that today’s adaptive learning systems have negligible impact on learning outcomes, one aspect of quality. Clearly, more research like this study, some of it from the perspective of adaptive learning systems as informing systems, is needed before the far-reaching promise of advanced learning systems can be realized. A revised version of the paper was published in Informing Science: the International Journal of an Emerging Transdiscipline, Volume 18, 2015

scholarly journals Informing and Performing: A Study Comparing Adaptive Learning to Traditional Learning

10.28945/2165 ◽  
2015 ◽  
Vol 18 ◽  
pp. 111-125 ◽  
Author(s):  
Meg Coffin Murray ◽  
Jorge Pérez
Keyword(s):  
Learning Outcomes ◽  
Learning Style ◽  
Adaptive Learning ◽  
Digital Literacy ◽  
Learning Systems ◽  
Potential Game ◽  
Learning Tools ◽  
Literacy Course ◽  
Delivery Options ◽  
Adaptive Learning Systems

Technology has transformed education, perhaps most evidently in course delivery options. However, compelling questions remain about how technology impacts learning. Adaptive learning tools are technology-based artifacts that interact with learners and vary presentation based upon that interaction. This paper compares adaptive learning with a conventional teaching approach implemented in a digital literacy course. Current research explores the hypothesis that adapting instruction to an individual’s learning style results in better learning outcomes. Computer technology has long been seen as an answer to the scalability and cost of individualized instruction. Adaptive learning is touted as a potential game-changer in higher education, a panacea with which institutions may solve the riddle of the iron triangle: quality, cost and access. Though the research is scant, this study and a few others like it indicate that today’s adaptive learning systems have negligible impact on learning outcomes, one aspect of quality. Clearly, more research like this study, some of it from the perspective of adaptive learning systems as informing systems, is needed before the far-reaching promise of advanced learning systems can be realized.

Emotion-Based Adaptive Learning Systems

2020 ◽  
pp. 273-286
Author(s):  
Sai Prithvisingh Taurah ◽  
Jeshta Bhoyedhur ◽  
Roopesh Kevin Sungkur
Keyword(s):  
Adaptive Learning ◽  
Learning Systems ◽  
Adaptive Learning Systems

Definition of a Feature Vector to Characterise Learners in Adaptive Learning Systems

2019 ◽  
pp. 75-89 ◽  
Author(s):  
Alberto Real-Fernández ◽  
Rafael Molina-Carmona ◽  
María L. Pertegal-Felices ◽  
Faraón Llorens-Largo
Keyword(s):  
Adaptive Learning ◽  
Feature Vector ◽  
Learning Systems ◽  
Definition Of ◽  
Adaptive Learning Systems

scholarly journals TECHNOLOGY OF PERSONALLY ORIENTED ADAPTIVE LEARNING SYSTEMS

2021 ◽  
Vol 85 (4-5) ◽  
Author(s):  
Maksadkhon Yakubov ◽  
Nasibakhon Rasulova
Keyword(s):  
Adaptive Learning ◽  
Learning Systems ◽  
Adaptive Learning Systems

scholarly journals LANGUAGE TEACHING AT THE MEDICAL UNIVERSITY AND INSTRUMENTS FOR ACHIEVING EFFECTIVENESS

2019 ◽  
Vol 34 (6) ◽  
pp. 1633-1639
Author(s):  
Zlatina Zheleva ◽  
Slavka Hristozova ◽  
Rumyana Stoyanova
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Academic Education ◽  
The Individual ◽  
Medical University

Foreign language teaching to medical students depends on solving various institutional problems. In this sense, its effectiveness is a variable which influences the level of education at the university. Effectiveness of academic education depends on two groups of conditions- one is the purely material aspect- the place and conditions in which education takes place, the financial resources and the second one includes the psychoemotional aspect of training- the so-called didactic costs which include the physical and emotional efforts invested in the process of training both on the side of the lecturer and student. One of the ways to improve effectiveness is by restricting didactic costs- the less the psychoemotional tension and anxiety- the better results would a student achieve. Giving the student the opportunity to “manage his/her own manner of learning” and placing the student in the centre of the educational process would inevitably lead to increasing student motivation.Another mechanism to achieve effectiveness and quality of education is through activating the inner motivation of students to learn a foreign language. The latter is influenced by factors such as concentration, attention, a feeling of complete participation in the process of training, lack of fear of failure, assuming responsibility for the achieved results etc. A new aspect of contemporary learning success is differentiation in education, introduction of the individual, personal style of learning of each student. An appropriate instrument or tool in achieving motivation is for the learning process to follow and conform to the different learning styles of students. The individual learning style implies the individual preferences in perceiving and memorizing information. The aim of the present paper is to identify these styles in students from the Medical University – Plovdiv and thus to identify their satisfaction with foreign language learning. The survey was conducted in 2017 among 140 students from 16 countries. A written questionnaire and a psychological test were used to gather the data. Determinants for satisfaction were identifies as: the material setting and technological equipment, personal characteristics of the teacher and the microclimate in the student group. An adapted LSI (Learning Style Inventory) specifically adapted for Bulgaria which includes four types of approaches to the learning process- specific experience, reflective observation, abstract conceptualization and active experimentation was used. The results are distributed according to gender, specialty, year of studies and Kolb’s learning styles- divergent, assimilative, convergent and accommodative. The leading learning style according to our survey proves to be the convergent on with women having higher values (32,14%) than men (24,28%), next comes the assimilative learning style with men having higher value (17,14%) as opposed to women (14,28%). The accommodative is next – 5% of women and 3.57% men prefer this learning style and the least proffered one is the divergent one – 3,57% of women and 2,88% of men prefer it.

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