The Optimization by Using the Learning Styles in the Adaptive Hypermedia Applications

2018 ◽  
Vol 13 (2) ◽  
pp. 16-31 ◽  
Author(s):  
Lamia Hamza ◽  
Guiassa Yamina Tlili
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Optimization Problem ◽  
Adaptive Hypermedia ◽  
Adaptive Hypermedia Systems ◽  
Hypermedia System ◽  
Methods And Techniques ◽  
Hypermedia Applications ◽  
Selection Of ◽  
Adaptive Content

This article addresses the learning style as a criterion for optimization of adaptive content in hypermedia applications. First, the authors present the different optimization approaches proposed in the area of adaptive hypermedia systems whose goal is to define the optimization problem in this type of system. Then, they present the architecture of their proposed system. The first step involves choosing a learning style model. The selection of this style is done by using a dedicated questionnaire answered by a learner. Then a modeling of the learner is completed based on his learning style. Finally, content that is to be presented to the learner is managed by a content generator module, depending on the model of the learner. Built on methods and techniques proposed for modeling and adaptation, the adaptive hypermedia system based on learning styles provides optimized adaptations. The authors' approach has been experimentally validated and the results are encouraging.

Midwifery Students’ Learning Styles in Iran: A Review Study Based on Kolb’s Learning Theory

2021 ◽  
Vol 30 (1) ◽  
pp. 52-63
Author(s):  
Hadis Sourinejad ◽  
◽  
Fariba Haghani ◽  
Marjan Beigi ◽  
Elham Adibmoghaddam ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Theory ◽  
Teaching Methods ◽  
Teaching Method ◽  
Important Research ◽  
Innovative Teaching ◽  
Review Study ◽  
Kolb's Learning Theory ◽  
Selection Of

Background: Identifying the factors that contribute to learning is one of the most important research goals. Learning style is one of these important and effective factors. The predominant learning styles of students in different universities of Iran are different. Objective: This study aimed to review the learning styles of midwifery students in Iran based on Kolb’s learning theory. Materials and Methods: In this review study, a search was conducted in Scopus, PubMed, Google Scholar, SID, and MagIran databases on articles published during 2000-2020 by using the keywords: Learning styles, midwifery students, and Kolb’s theory in Persian and English. Out of 28 eligible articles, 9 articles were finally reviewed. Results: Learning in midwifery students is usually done by using different styles, the most common of which was convergent style followed by assimilative style. Conclusion: The predominant learning styles of midwifery students in Iran are convergent and assimilative styles. While considering individual differences, educational planning and selection of teaching method should be done in a way that is appropriate for different learning styles of midwifery students and a variety of new and innovative teaching methods should be used.

Adaptive Hypermedia Systems

2019 ◽  
pp. 217-228
Author(s):  
Ana Carolina Tomé Klock ◽  
Isabela Gasparini ◽  
Marcelo Soares Pimenta ◽  
José Palazzo M. de Oliveira
Keyword(s):  
Data Mining ◽  
Adaptive Systems ◽  
User Profile ◽  
User Model ◽  
Social Web ◽  
Adaptive Hypermedia ◽  
Individual Traits ◽  
Adaptive Hypermedia Systems ◽  
Methods And Techniques ◽  
Web Device

Adaptive hypermedia systems are systems that modify the different visible aspects based on the user profile. To provide this adaptation, the system is modeled according to a user model, which stores the information about each user. This information can include knowledge, interests, goals and tasks, background and skills, behavior, interaction preferences, individual traits, and context of the user. This chapter's goal is to introduce adaptive hypermedia systems fundamentals and trends. In this context, this chapter identifies some methods and techniques used to adapt the content, the presentation, and the navigation of the system. In the end, some applications (ELM-ART, Interbook, AHA!, AdaptWeb®) and trends (standardization, data mining, social web, device adaptation, and gamification) are exposed. As a result, this chapter highlights the importance of the improvement and the use of adaptive systems.

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.

RunayaySoft

2019 ◽  
Vol 15 (1) ◽  
pp. 103-131
Author(s):  
Juan Camilo González Vargas ◽  
Angela Carrillo-Ramos ◽  
Ramon Fabregat ◽  
Lizzeth Camargo ◽  
Maria Caridad García Cepero ◽  
...  
Keyword(s):  
Learning Styles ◽  
Multiple Intelligences ◽  
Learning Style ◽  
Design Methodology ◽  
Educational Institutions ◽  
Content Type ◽  
Functional Prototype ◽  
The Relationship ◽  
Disciplinary Area ◽  
Selection Of

Purpose The purpose of this paper is to describe a support system to the selection of enrichment activities in educational environment called RunayaySoft, where Runayay comes from the word Quechua that means develop and Soft as it is an informatics tool that supports the educational institutions and their students, in the selection of activities that allow foster some of their skills based on their interests, learning styles, aptitudes, multiple intelligences, preferences and so on. Moreover, it suggests institutions about the activities that they should make in their building considering student´s characteristics and the agreements that they have. Design/methodology/approach It does a diagnostic for identifying which characteristics are going to be considered to students and institutions. Then, it generates adaptive profiles with the aim of generating suggestions of enrichment activities that allow to boost some of their skills. For the students were considered their preferences, learning style, aptitude, multiple intelligences and interests. In the case of institutions were the agreements, resources and activities that they develop. Based on this information, it defines the relations for the generation of suggestions of activities toward students, where it does the prioritization of which activities should be considered. Findings For validating the system, it was done as a functional prototype that generates suggestions to students, as well as educative institutions, through a satisfaction test student assess if they agree or disagree with the suggestions given. With that assessment, it is validated the relationship between student’s characteristics, activity and institution are related for generating activities suggestions. Research limitations/implications RunayaySoft generates adaptive profiles for the students, activity and institution. Each profile has information that allows adapt an advice toward students and institutions. Social implications RunayaySoft considers student’s characteristics, activities and educational institutions for generating suggestions for enrichment activities that allow to boost some of their skills. Many times, when activities are generated in educative institutions, they are not considered a learner’s needs and characteristics. For that reason, the system helps institutions to identify activities that should be done in their facilities or with those institutions which they have agreements when the institutions that students come from do not have the required resources. Originality/value RunayaySoft suggests enrichment activities to students as well as educative institutions. For students, it suggests disciplinary areas where they can boost their skills; for each disciplinary area are recommended activities based on their preferences. Once students select the disciplinary area and activities, the system suggests educative institutions activities that they can do. If the institutions do not have the necessary facilities, the system shows with which other institutions they can set agreements. Moreover, it supports educative institutions to identify enrichment clusters, where it clusters students based on similar interest, allowing institutions to identify the activities that they should focus on.

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.

A Comparative Study of the Modeling Techniques and Models of a Learner Model in Adaptive Hypermedia Educational Systems

2018 ◽  
pp. 24-47
Keyword(s):  
Comparative Study ◽  
Educational System ◽  
Conceptual Modeling ◽  
Educational Systems ◽  
Dynamic Aspect ◽  
Adaptive Hypermedia ◽  
Learner Model ◽  
Adaptive Hypermedia Systems ◽  
Methods And Techniques ◽  
Learner Profile

The main objective of the learner model is to modify the interaction between the system and the learner in a dynamic way to address the needs of each learner on an individual basis. To obtain a complete learner model, we need the proper techniques and methods to initialize it and update it. This chapter present a comparative study of different adaptive hypermedia systems and the methods and techniques used in with them. This study lies within the range of modeling the learner in adaptive educational system as a conceptual modeling of the learner. Although there are several methods that deal with the learner model, like stereotypes methods or learner profile, they are likely unable to handle the uncertainty embedded in the dynamic modeling of the learner. The chapter aims studies different models and approaches to model the learner in an adaptive educational system and comes up with the most appropriate method based on the dynamic aspect of this model.

scholarly journals OPTIMISATION OF SELECTION OF ELECTRONIC LEARNING RESOURCES ACCORDING TO STUDENT GROUP COMPOSITION

2018 ◽  
Vol 67 (5) ◽  
pp. 134
Author(s):  
Tetiana M. Derkach
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Information And Communication Technologies ◽  
Learning Preferences ◽  
Chemical Information ◽  
Learning Resources ◽  
Student Groups ◽  
Electronic Learning ◽  
Advantages And Disadvantages ◽  
Selection Of

The technology of integration of learning methods, forms and means of information and communication technologies is described with due regards for psychological and pedagogical characteristics of student groups. The results of theoretical and experimental research conducted on the basis of two Ukrainian universities with the participation of 341 students in the "Chemistry" training area and 18 lecturers of basic chemical disciplines are highlighted. Both students and lecturers were polled in a specially designed questionnaire to show their attitude to the use of various electronic learning resources in learning and teaching basic chemical disciplines. Students’ preferences in learning styles were estimated on the basis of a self-scoring questionnaire for assessing preferences on four complementary dimensions, such as perception (sensitive or intuitive), input (visual or verbal), processing (active or reflective) and understanding (sequential or global) of chemical information. Such an approach is known as the method of Felder-Soloman, and it allows one to calculate Indices of Learning Style which assess qualitatively available preferences of all respondents in each of the four available directions. The developed technology allows lecturers to qualify an optimal set of electronic learning resources for the teaching of individual sections of chemistry, taking into account preferences in their use of students with different learning styles. The technology under development is based on the calculation of average resource scores as assessed by all students in the group, as well as on the expert evaluation of the feasibility of their application in the teaching of basic chemical disciplines. The taxonomy of the optimal selection of electronic learning resources and teaching methods is developed for each type of students’ learning preferences. Advantages and disadvantages of all available variants of the application of the developed technology are discussed for student groups of different compositions. An example of the application is given for studying the discipline "Inorganic Chemistry".

A Model for an Adaptive e-Learning Hypermedia System

2013 ◽  
Vol 9 (4) ◽  
pp. 21-39
Author(s):  
Lamia Mahnane ◽  
Laskri Mohamed Tayeb ◽  
Philippe Trigano
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Personal Characteristics ◽  
Learning Objects ◽  
Thinking Styles ◽  
Pedagogical Strategies ◽  
Learning Content ◽  
Hypermedia System ◽  
E Learning ◽  
Specific Teaching

Recent years have shown increasing awareness for the importance of adaptivity in e-learning. Since the learning style of each learner is different. Adaptive e-learning hypermedia system (AEHS) must fit different learner’s needs. A number of AEHS have been developed to support learning styles as a source for adaptation. However, these systems suffer from several problems, namely: lack of maintenance, adaptation to learning style, less attention was paid to thinking styles and the insertion of specific teaching strategies into learning content. This paper proposes an AEHS model based on thinking styles and knowledge level. 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 thinking 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.

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