Using Learning Styles for Creating and Personalizing Educational Content in Ubiquitous Learning Environments

The fact that people behave and learn in a different pace requires individual differences to be properly considered in the teaching/learning process. Among several cognitive theories that could be used for this purpose, a promising one is to explore the use of students' learning styles (LSs), with several research studies indicating that their use has positive impacts on learning outcomes. At the same time, Ubiquitous Learning Environments (ULEs) have the potential to make the multimedia authoring of Learning Objects (LOs) an automated process, resulting on even larger educational content repositories and increasing the need for more adequate presentation strategies to students. This article presents an approach for creating and personalizing LOs through a probabilistic proposal of the Felder and Silverman Learning Styles Model. A prototype of the proposed model was integrated into a ubiquitous educational platform and experimented in real settings. Results indicate the existence of correlations between different types of interactions carried out by students and their respective LSs.

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PENGARUH MOTIVASI BELAJAR, GAYA BELAJAR, DAN LINGKUNGAN BELAJAR PADA HASIL BELAJAR EKONOMI DI SMA NEGERI 1 WRINGINANOM GRESIK

JURNAL EKONOMI PENDIDIKAN DAN KEWIRAUSAHAAN ◽

10.26740/jepk.v2n2.p142-156 ◽

2017 ◽

Vol 2 (2) ◽

pp. 142

Author(s):

Muhammad Miftah Farid

Keyword(s):

Linear Regression ◽

Learning Environment ◽

Learning Styles ◽

Learning Outcomes ◽

Learning Environments ◽

Learning Style ◽

Total Sample ◽

Learning Motivation ◽

Analysis Method ◽

Regression Techniques

This study aims to analyze the influence of learning motivation, learning styles and learning environments on learning outcomes economy partially or simultaneously. The population in this study is IPS students a total of 314 people and a total sample of 153 students in SMA Negeri 1 Wringinanom Gresik. The data collection techniques used were questionnaires and documentation. Analysis method using multiple linear regression techniques. The results showed that the learning motivation, learning style and learning environment partially positive significant effect on learning outcomes. Learning motivation, learning style and the learning environment simultaneously positive significant effect on learning outcomes

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Gamification of Formative Feedback in Language Arts and Mathematics Classrooms

International Journal of Game-Based Learning ◽

10.4018/ijgbl.2020010101 ◽

2020 ◽

Vol 10 (1) ◽

pp. 1-18 ◽

Cited By ~ 1

Author(s):

Man-Wai Chu ◽

Teresa Anne Fowler

Keyword(s):

Learning Outcomes ◽

Learning Environments ◽

Computer Games ◽

Cognitive Learning ◽

Maximum Flow ◽

Game Based Learning ◽

Knowledge Content ◽

And Mathematics ◽

Teaching Learning ◽

Game Elements

The use of computer games in education has been increasing in popularity during the past decade. Game-based learning environments are designed to teach specific knowledge content and skill-based learning outcomes using game elements. One main reason for using game-based learning environments is to increase student motivation and engagement while teaching learning outcomes. Many of the game-based learning environments are designed so that students will reach maximum flow, which is defined as students being so completely immersed in that game that they do not notice that they are learning. These learning environments have been shown to improve many behaviour and cognitive learning outcomes. While game-based learning has many benefits, some educational researchers have indicated that it is often very costly to develop a complex game-based assessment to teach a few learning outcomes. Hence, in some cases it is more beneficial to approach the use of computer games in education using gamification.

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A Hybrid Architecture for Adaptive, Intelligent, and Ubiquitous Educational Systems

Digital Technologies and Instructional Design for Personalized Learning - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-3940-7.ch006 ◽

2018 ◽

pp. 120-144 ◽

Cited By ~ 1

Author(s):

Rafael D. Araújo ◽

Hiran N. M. Ferreira ◽

Renan G. Cattelan ◽

Fabiano A. Dorça

Keyword(s):

Learning Styles ◽

Learning Environments ◽

Intelligent Tutoring ◽

Learning Experiences ◽

Learning Objects ◽

Educational Systems ◽

Hybrid Architecture ◽

Tutoring Systems ◽

Study Materials ◽

Computational Systems

Ubiquitous learning environments (ULEs) allow real and virtual study materials to be combined to enrich learning experiences. Classrooms equipped with electronic devices produce artifacts that can reconstruct the captured experiences for later use and review. Those environments have the potential to turn themselves into a factory of learning objects (LOs), which may become useless if appropriate means for reaching them are not provided to students. On the other hand, adaptive educational hypermedia (AEH) have appeared as a way of personalizing educational content in web environments and modern intelligent tutoring systems (ITS) provide personalized resources for automating pedagogical tasks. In this way, this chapter explores the concept of ULEs together with AEH and ITS for generating and providing personalized LOs to students. The proposed approach is grounded in artificial intelligence, pedagogical concepts, and computational systems technologies such as ontologies, Bayesian networks, learning styles, and ULEs for creating better individual learning experiences.

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Starting Point on the Development of Environemental Risk Management Compe-tences: experiential learning

WPOM - Working Papers on Operations Management ◽

10.4995/wpom.v8i0.7187 ◽

2017 ◽

Vol 8 ◽

pp. 109 ◽

Cited By ~ 1

Author(s):

Irene Martín Rubio ◽

Ana María Tarquis ◽

Diego Andina

Keyword(s):

Risk Management ◽

Experiential Learning ◽

Learning Styles ◽

Learning Outcomes ◽

Human Action ◽

Font Size ◽

Learning From Experience ◽

Know How ◽

Starting Point ◽

Teaching Learning

One of the characteristics of the European Space of Higher Education is to consider university degrees in terms of learning outcomes, and essentially expressed in forms of competence. Competencies represent a dynamic combination of attributes such as knowledge and its application, attitudes and responsibilities that describe the learning outcomes of a particular program.Transversal competences, such as competences towards environmental risk management, are part of the general characteristics of human action in economic and technical environments.The training, evaluation and development of professional competences can present different approaches and teaching-learning methodologies. In our study, we focus on learning from experience. With the evaluation of students' learning styles, we can begin to know how our students begin to develop their skills towards environmental risk management.

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The Architecture of Learning Object Repositories

10.28945/2910 ◽

2005 ◽

Author(s):

Ismar Frango Silveira ◽

Nizam Omar ◽

Pollyana Notargiacomo Mustaro

Keyword(s):

Learning Styles ◽

Learning Process ◽

Large Scale ◽

Learning Objects ◽

Learning Processes ◽

Learning Object ◽

Mediated Learning ◽

Pedagogical Content ◽

Wide Range ◽

Teaching Learning

The definition used for learning objects considers them as any digital entity which can be used, reused or referenced during a technology-mediated learning process. Nowadays, this concept has became essential to the development of pedagogical content to be used in large scale educational projects to which are engaged a wide number of educational agents - students, teachers and faculty staff. Guaranteeing reusability of pedagogical content allows its use on different contexts. Therefore, a repository of learning objects that has a well-defined metadata structure can be used to customize learning processes. Recent researches on Learning Object have been contributing on the search of patterns for instructional content development, in order to make them adaptive, generic, portable and scalable enough to improve their potential for reusability. Besides, a wide range of virtual learning environments has been proposed to support these learning objects, with their properties and characteristics. Nonetheless, the great challenge still remains on how adaptive can a learning object be. There are several levels of adaptation that can be reached, and these levels can be established regarding to a wide range of different aspects on teaching-learning processes, varying from the need of keeping track of students’ evolution on building a specified piece of desired knowledge, until their learning styles, a multi-dimensional measure that are not only individual-dependant, but are also influenced by a range of factors so diverse as environment, inter-relational issues and psychological aspects related to how a student deal with certain sort of knowledge to be constructed, or skill to be developed. An architecture for learning objects repositories that intends to be general enough to support different pedagogical approaches and adaptation levels is presented. Such architecture is based on five different but co-related tiers: Syllabus Tier, which encapsulates all organization of learning objects that persist on the Reusable Learning Objects Tier. To select and present these objects in a way that adaptation to students’ background, learning styles and temporal motivation is responsibility of Apprentice Model Tier and Learning Styles Tier, that together drive Presentation Tier to dynamically built the most adequate interface to each student. Therefore, multiple presentations for the same learning object can make learning process more significant to students.

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Is Learning as Effective When Studying Using a Mobile Device Compared to Other Methods?

E-Learning Technologies and Evidence-Based Assessment Approaches - Advances in Information and Communication Technology Education ◽

10.4018/978-1-60566-410-1.ch012 ◽

2009 ◽

pp. 218-233

Author(s):

Christine Armatas ◽

Anthony Saliba

Keyword(s):

Learning Styles ◽

Learning Outcomes ◽

Learning Environments ◽

Mobile Phones ◽

Mobile Technologies ◽

Delivery Methods ◽

Print Material ◽

E Learning ◽

Lecture Format ◽

Smart Mobile

A concern with E-Learning environments is whether students achieve superior or equivalent learning outcomes to those obtained through traditional methods. In this chapter the authors present the results of a research study comparing students’ learning outcomes with four different delivery methods - printed study material, lecture format, computers and “smart” mobile phones. The results of our study show that learning outcomes are similar when students study by using a computer, mobile phone, or lecture format, while studying with print material yields slightly superior test results. These findings are discussed in the context of the type of learning used in the study and the factors that impact on the effectiveness of using mobile phones for learning purposes, such as learning styles and attitudes to computers. The authors conclude the chapter by briefly discussing developments in mobile technologies and the opportunities they present for mobile learning.

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Enhancing Student Engagement in Online Learning Environments Post-COVID-19

Fostering Communication and Learning With Underutilized Technologies in Higher Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-4846-2.ch010 ◽

2021 ◽

pp. 137-149

Author(s):

M. Kabir Hossain ◽

Bob Wood

Keyword(s):

Online Learning ◽

Student Engagement ◽

Learning Styles ◽

Learning Environments ◽

Teaching And Learning ◽

Human Life ◽

Traditional Classroom ◽

Normal Human ◽

Traditional Classroom Teaching ◽

Teaching Learning

The COVID-19 pandemic has significantly affected all sectors of human endeavour worldwide. This has forced a paradigm shift by disrupting ‘normal' human life, introducing what is now seen as a ‘new normal', which can also be seen as an opportunity rather than a threat. HEIs have equally been affected by this situation, which has forced conventional delivery of teaching and learning to be replaced by distance, online, or blended learning styles. Prior to the pandemic, only slightly over 25% of all students in UK HEIs received teaching and learning online. This statistic has now grown to 85%. This concerns learners' engagement with online learning. Unlike traditional classroom teaching/learning, online learning faces challenges of ensuring the engagement of learners. This chapter aims to explore and discuss measures to enhance student engagement in online learning settings within HEIs. The main objectives are two-fold. First, the study describes what measures exist to enhance student engagement and, second, presents an enhanced framework in online learning in HEIs.

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UPAYA MENINGKATKAN HASIL BELAJAR LOMPAT JAUH GAYA MELENTING MENGGUNAKAN GAYA MENGAJAR INKLUSI

PHEDHERAL ◽

10.20961/phduns.v15i2.50990 ◽

2018 ◽

Vol 15 (2) ◽

pp. 45

Author(s):

Tomy Priya Dinata ◽

Waluyo Waluyo

Keyword(s):

Learning Styles ◽

Learning Outcomes ◽

Descriptive Analysis ◽

Learning Activities ◽

Research Subjects ◽

Long Jump ◽

Qualitative Descriptive ◽

Using Data ◽

Teaching Learning ◽

Academic Year

The purpose of this study is To Improve Results Long Jump learning styles bouncy Students Grade XI IPA 3 SMA Negeri 1 Kartasura Academic Year 2017/2018. This research is a classroom action research are conducted in two cycles, with each cycle consisting of 2 meetings. The research subjects were the students grade XI 3 totaling 37 learners, Source of data derived from learners, teachers, and researchers. Data collection techniques are observation, interviews, documentation or archives are photographs. The validity of the data using data triangulation technique. Data were collected at each observation of the implementation cycle by qualitative descriptive analysis, using techniques percentage to view trends in learning activities. Based on the analysis in chapter IV obtained pre-cycle improvement occurring in the first cycle to and from the first cycle to the second cycle, In the long jump pre-cycle learning outcomes bouncy style on the criteria enough 27.02%, approximately 35.14%, and 37.84% less once the number of learners who pass are 10 learners. In the first cycle of learning outcomes long jump bouncy style in the good category of 13.51%, just 43.24%, 27.03% less, and less once 16.22%, the number of learners who completed 21 learners with a percentage of 56.76%. While on the second cycle of learning outcomes long jump bouncy style in the very good category for 5.41%, good 32.43%, 45.95% enough, lacking 13.51%, and less so 2.70%, The number of learners who complete and pass are 31 learners, of a total of 37 pesra students with a percentage of 83.78%. The increase occurred in the first cycle and the second cycle. Learning outcomes long jump bouncy style has reached the target to be achieved in the second cycle even exceeding the target. From the analysis of the above data it can be concluded thatusing a modification of inclusion style of teaching learning media can improve learning outcomes long jump on the bouncy style of learners in class XI IPA 3 SMA Negeri 1 Kartasura year 2017/2018 Teachings.

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Readiness for the Implementation of Ubiquitous Learning in Programming Course in Higher Education

International Journal of Interactive Mobile Technologies (iJIM) ◽

10.3991/ijim.v15i18.24547 ◽

2021 ◽

Vol 15 (18) ◽

pp. 33

Author(s):

Lucia Sri Istiyowati ◽

Zulfiati Syahrial ◽

Suyitno Muslim

Keyword(s):

Higher Education ◽

Learning Styles ◽

Learning Outcomes ◽

Descriptive Study ◽

The Internet ◽

Technology In Education ◽

Ubiquitous Learning ◽

Generation Z ◽

The Right ◽

Learning Programming

The use of information technology in education is inevitable by the increasing utilization of gadgets and the internet. The emergence of generation Z has driven the need for transformation in learning process, including in Higher Education area. Learning programming is important and fundamental for informatics students. Numerous endeavors have been executed to achieve satisfactory results that is absorption of graduates within the society and industry. However, there are still many efforts that must be done to meet the high need for informatics graduates who are experts in programming. Ubiquitous learning (u-learning) is a mean for learning anywhere, anytime and through anything that aims to provide the right information at the right time and place to accommodate a lifestyle by utilizing technology. In order to harmonize the current generation Z learning styles, u-learning is considered suitable to comply with their style. This research is a descriptive study design to describe the current situation as a basis for finding facts. The results showed that the students' perceptions showed that the support of the u-learning environment could support them in improving programming learning outcomes and u-learning could be applied in programming learning.

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