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This paper presents the Adaptive Learning Models from texts and Activities (ALMA) environment and the interaction of undergraduate students in Computer Science with it, while studying the learning goal “Computer Networks’ Principles”. The learning design of ALMA is based on Kintsch's Construction-Integration model for text comprehension and takes i...
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Adaptive computer-based multimedia learning environments support the idea that people learn better and more deeply when appropriate pictures (i.e., animations, video, static graphics) are included with text or narration. Adaptive learning environments mostly support only traditional concepts of learning. There is a need to design and develop an e-l...
This paper presents two specific educational applications that make use of the IMS-Learning Design specification as the basis for adaptive web-based learning. Specifically, learner profiling and personalization is achieved in adaptive courseware compliant with the specification and including a diagnostic learning style test and an educational recom...
Several research of adaptive learning mainly focused
on improving student learning achievements based on learning
style, cognitive style or achievement. In this paper, an innovative
learning approach is proposed by using the Myers-Briggs Type
Indicator's (MBTI) personality dimensions. Based on the
innovative approach, a framework for building an ad...
This research aims to develop an adaptive learning system that can classify learning styles in each aspect as a percentage of the VARK learning style, which has the appropriate modularization mechanism for formative learning. The VARK, with the student's score data, analyzes in the form of the developed equations, resulting in the Adaptive Learning...
Personalized e-learning implementation is recognized one of the most interesting research areas in thedistance web-based education. Since the learning style of each learner is different we must to fit elearning to the different needs of learners. This paper discusses teaching strategies matching with learner’s personality using the Myers-Briggs Typ...
Citations
... 9 papers provide a broad overview of the current research and developments in the field of adaptive learning environments. Gasparinatou and Grigoriadou [59] describes the development of an adaptive learning environment for computer science students called ALMA, which uses Kintsch's Construction-Integration model for text comprehension and various activities to assess and support learner comprehension. De Marsico, Sterbini and Temperini [39] proposes an integration of two web-based e-learning systems, LECOMPS and SOCIALX, to provide personalized and collaborative learning in line with Vygotsky's social-cultural theory. ...
Adaptive learning is a personalized instruction system that adjusts to the needs, preferences, and progress of learners. This paper reviews the current and future developments of adaptive learning in higher education, especially in relation to the digital education strategy of the European Union. It also uses a cluster analysis framework to explore the main themes and their relationships in the academic literature on adaptive learning. The paper highlights the potential of emerging technologies such as AI, eye-tracking, and physiological measurements to improve the personalization and effectiveness of adaptive learning systems. It presents various methods, algorithms, and prototypes that incorporate learning styles into adaptive learning. It also stresses the importance of continuous professional development in e-learning, media literacy, computer security, and andragogy for teachers who use adaptive learning systems. The paper concludes that adaptive learning can promote creativity, innovation, and lifelong learning in Ukrainian higher education, but it also acknowledges the challenges and suggests further research to assess its impact.
... Finally, we have gathered models that have occurred only once, in the other models category, which represents 10 % of the systems. This category includes constraintbased model [60], ''Ant Colony Optimization'' algorithm based model [63], Computerized Adaptive Testing based model [45], cognitive theory based model [69] and Kintsch's Construction-Integration Model [24]. ...
E-learning systems represent an interesting alternative to procure students appropriate customized instruction. Among these systems, adaptive educational hypermedia systems offer a personalized learning that is considered as the activation key of learners motivation, allowing them to learn more efficiently. The numerous existing systems generally integrate three models: learner, domain and adaptation. But, how are these models built and what are the challenges for designers and developers? To answer this question, a study of 50 adaptive educational hypermedia systems was conducted, by comparing each of the three models. This paper presents the results of these comparisons and discusses them. Limits are also highlighted and some avenues of solution are proposed. This is the first step of a research work aimed at offering directions for developing new systems that better meet learners' needs.
... Within the realm of undergraduate computer network design, the authors in [21] attribute this difficulty to the abstract nature of the subject's fundamentals, as well as the inability to visualize the networking principals, protocols and algorithms used in communicating data between inter-connected devices [22] . Furthermore, when exposed to the principles of computer networks, students are most often stifled with inflexible on-campus lecturing [23] and limited hardware equipment availability [22], thus limiting their opportunities to actively engage with the taught conceptual processes. Intending to address this frequently faced predicament, a variety of computer-based network simulators have been developed, ranging from commercially to research-oriented. ...
The technological deployment of Tangible User Interfaces (TUI) with their intrinsic ability to interlink the physical and digital domains, have steadily gained interest within the educational sector. As a concrete example of Reality Based Interaction, such digital manipulatives have been successfully implemented in the past years to introduce scientific and engineering concepts at earlier stages throughout the educational cycle. With difference to literature, this research investigates the suitability and effectiveness of implementing a TUI system to enhance the learning experience in a higher education environment. The proposal targets the understanding of advanced computer networking principles by the deployment of an interactive table-top system. Beyond the mere simulation and modelling of networking topologies, the design presents students the ability to directly interact with and visualise the protocol execution, hence augmenting their ability to understand the abstract nature of such algorithms. Following deployment of the proposed innovate prototype within the delivery of a university undergraduate programme, the quantitative effectiveness of this novel methodology will be assessed from both a teaching and learning perspective on its ability to convey the abstract notions of computer network principles.
... In this paper we present the Student Diagnosis, Assistance, Evaluation System based on Artificial Intelligence (StuDiAsE), an open interactive learning system based on the text comprehension theory by Denhière and Baudet (1992) and dialogue theory (Collins & Beranek, 1986). To this date, similar learning environments that can generate a student model using linear numerical techniques, usually based on just the result of a single diagnostic test (Gasparinatou & Grigoriadou, 2011;Melis et al., 2001). It is difficult to use the output or the personalized feedback of such learning environments for the accurate classification of students according to the four basic educational dimensions (Felder & Silverman, 1988). ...
In computer-assisted education, the continuous monitoring and assessment of the learner is crucial for the delivery of personalized education to be effective. In this paper, we present a pilot application of the Student Diagnosis, Assistance, Evaluation System based on Artificial Intelligence (StuDiAsE), an open learning system for unattended student diagnosis, assistance and evaluation based on artificial intelligence. The system demonstrated in this paper has been designed with engineering students in mind and is capable of monitoring their comprehension, assessing their prior knowledge, building individual learner profiles, providing personalized assistance and, finally, evaluating a learner's performance both quantitatively and qualitatively by means of artificial intelligence techniques. The architecture and user interface of the system are being exhibited, the results and feedback received from a pilot application of the system within a theoretical engineering course are being demonstrated and the outcomes are being discussed.
... Various pedagogical, social, and economic aspects are discussed towards perception of the scientific content in relation with teaching interactivity. Student attitudes regarding this method of teaching and learning was analysed in different contexts [1][2][3][4][5]. Numerous researches have been performed in the science, engineering, and mathematics areas [6]. ...
A large variety of educational software and technologies are used in training and educational process. They represent a powerful combination between pedagogical methodology and information technology and when are used as a support for teaching and learning activities, may bring to them a deep interactive character. In case of environmental sciences applications, the e-learning units are designed, mainly, to help students to acquire some certain skills, but, using the software is also, attractive, motivating and represents a cognitively provocation for users. Through simulations, experiments, practical exercises, they become active participants in their own learning, intellectual activity being stimulated, leading to other immediate pedagogical effects. The SPARK Science Learning System from Pasco Scientific is a portable all-in-one type designed for various scientific experiments and measurements. Despite being provided with preinstalled SPARKlab experiments models, we have designed and made many others, and so, personalizing our device in the desired manner. With SPARKlab in the regular data acquisition mode, we were able to acquire data continuously from time to time. This has allowed the monitoring of Biophysics experiments and to use the obtained results in teaching and learning activities with ēno interactive whiteboard. Impact on the academic results of the students and the attitudes beside initially difficult to understand lessons were evaluated using mathematical statistics tools. Influence of both educational resources was significantly positive in this situation. In the future, the study will be extended to other students from Sciences curricular area to assess whether there are differences between the target groups and under what circumstances the best academic results are obtained.
In this project we test the utility ofan adaptive e-learning study tool (LearnSmart) within the context of a large undergraduate psychology course. We measured student usage of the e-learning tool and the effect that this usage has on academic outcomes, while controlling for the effects of intellectual ability and personality traits such as conscientiousness and openness to experience. The results ofour analyses indicate that students who made use of the tool performed significantly better on the assessment tasks when compared to non-users. Further, regression analyses indicated that the extent to which students made use of the tool was a stronger predictor of academic performance than four personality variables that had previously been implicated in the literature as related to academic outcomes, and was a stronger predictor of academic performance than intellectual ability for two of the four academic tasks.
The studies on creating learning environments based on differences in learning styles have gained importance in recent years. Learning styles are one of the most important parameters in determining individual differences. Accordingly, traditional web-based learning environments have been replaced by individualized adaptive e-learning environments on the basis of learning styles which are more innovative. This study deals with the content analysis of the recent studies on Adaptive Educational Hypermedia (AEH) based on learning styles. 69 articles published from 2005 to 2014 were obtained through a comprehensive and detailed review. Afterwards, these studies were subjected to document analysis. The studies were categorized under the titles of purpose, nature, method, characteristics of examinees, level, data collection tool, learner modelling, learning styles, subject, and findings. Some of the studies offered a framework or proposed a model for AEH while others focused on the influence of AEH on academic achievement and learning outputs as well as learning satisfaction. This study examines the existing tendencies and gaps in the literature and discusses the potential research topics.
