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Disrupting the Rote Learning Loop: CS Majors Iterating Over Learning Modules with an Adaptive Educational Hypermedia
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... Then specially designed algorithms undertake the student's navigation on the platform (Watkins, 2016). (Abech et al., 2016), (Ali et al., 2019), (Almeida et al., 2019), (Alsobhi & Alyoubi, 2019), (Anantharaman et al., 2019), (Andaloussi et al., 2019), (Apoki et al., 2020), (Araújo et al., 2020), (Arsovic & Stefanovic, 2020a), (Alshammari et al., 2015), , , (Boussakuk, 2020), (Budiyanto et al., 2017), (Christudas et al., 2018), (Dwivedi et al., 2018), (El Guabassi et al., 2018), (Elkot, 2019), (Fasihuddin et al., 2016), (Hurtado et al., 2018), (Karagiannis & Satratzemi, 2020), (Kolekar et al., 2018), (Kolekar et al., 2019), (Kurilovas, 2019), (Lakkah et al., 2017), , (Sunil & Doja, 2019), (Supangat & Bin Saringat, 2020), (Sweta & Lal, 2017), (Tarus et al., 2017), (Tortorella & Graf, 2017), (Vaidya & Joshi, 2018) VARK 4 (10%) (Aeiad & Meziane, 2019), (Bradáč & Smolka, 2020), (Hassan & Qureshi, 2018), (Nalintippayawong et al., 2017) Honey and Mumford 3 (7%) (Baharudin et al., 2017), (Drissi & Amirat, 2016), (Papanikolaou, 2015) Gardner's Theory of Multiple Intelligences 1 (2%) (Hafidi & Bensebaa, 2015) Entwistle's Theory 1 (2%) (Siddique et al., 2019) As illustrated above ( Table 1), most adaptive systems utilized the Felder-Silverman model, n = 34 (≃ 79%). The next most used model is VARK, n = 4 (≃ 10%). ...
... However, apart from the prediction techniques selected, these studies do not share much in their approaches. Questionnaire 31 (Abech et al., 2016), (Ali et al., 2019), (Aljojo et al., 2016), (Almeida et al., 2019), (Alsobhi & Alyoubi, 2019), (Apoki et al., 2020), (Araújo et al., 2020), (Arsovic & Stefanovic, 2020a), , (Baharudin et al., 2017), , (Boussakuk, 2020), (Bradáč & Smolka, 2020), (Budiyanto et al., 2017), (Dwivedi et al., 2018), (Drissi & Amirat, 2016), (El Guabassi et al., 2018), (Elkot, 2019), (Fasihuddin et al., 2016), (Hafidi & Bensebaa, 2015), (Hassan & Qureshi, 2018), (Hurtado et al., 2018), (Lakkah et al., 2017), (Nalintippayawong et al., 2017), (Papanikolaou, 2015), , (Siddique et al., 2019), (Supangat & Bin Saringat, 2020), (Tarus et al., 2017), (Tortorella & Graf, 2017) It becomes pretty clear that there is a need to move into implicit techniques, providing greater flexibility and allowing the learner to change and evolve along with her skills. However, even the studies that have been made that way have differing outlooks on how this automation should be achieved, resulting in multiple approaches with no standard anchors. ...
... Adaptive elearning systems will either use the explicit model or use a questionnaire as an initial "cold start" data resource but continue with data collected through the adaptive platform, the assessments, or third-party platforms. (Ali et al., 2019), (Aljojo et al., 2016), (Almeida et al., 2019), (Alsobhi & Alyoubi, 2019), (Apoki et al., 2020), (Arsovic & Stefanovic, 2020), (Alshammari et al., 2015), (Araújo et al., 2020), , (Baharudin et al., 2017), (Boussakuk, 2020), (Bradáč & Smolka, 2020), (Budiyanto et al., 2017), (Drissi & Amirat, 2016), (Elkot, 2019), (Fasihuddin et al., 2016), (Hassan & Qureshi, 2018), (Lakkah et al., 2017), (Papanikolaou, 2015), (Siddique et al., 2019), (Supangat & Bin Saringat, 2020), (Tortorella & Graf, 2017), (Vaidya & Joshi, 2018) Implicit or automatic modeling learning process tracking 11 (Abech et al., 2016), (Aeiad & Meziane, 2019), (Anantharaman et al., 2019), (Andaloussi et al., 2019), (Christudas et al., 2018), (El Guabassi et al., 2018), (Hurtado et al., 2018), (Kolekar et al., 2018), (Kolekar et al., 2019), (Kurilovas, 2019), (Nalintippayawong et al., 2017) Assessment 4 (Aeiad & Meziane, 2019), (Sunil & Doja, 2019), (Hafidi & Bensebaa, 2015), (Dwivedi et al., 2018) Data Mining (social media etc.) 4 (Andaloussi et al., 2019), (Sweta & Lal, 2017), (Karagiannis & Satratzemi, 2020), (Tarus et al., 2017) Table 4 allows us to get meaningful insight into the correlation of learner modeling types and the data resources used. Having explicit modeling will mean no data source past the initial data used to create the learner model. ...
The domain of education has taken great leaps by capitalizing on technology and the utilization of modern devices. Nowadays, the established term "one size fits all" has begun to fade. The research focuses on personalized solutions to provide a specially designed environment on the needs and requirements of the learner. The adaptive platforms usually use Learning Styles to offer a more effective learning experience. This review analyzes the learner model, adaptation module, and domain module, originating from the study of 42 papers published from 2015 to 2020. As more modern techniques for adaptation get incorporated into e-learning systems, such techniques must be compliant with educational theories. This review aims to present the theoretical and technological background of Adaptive E-learning Systems while emphasizing the importance and efficiency of the utilization of Learning Styles in the adaptive learning process. This literature review is designated for the researchers in this field and the future creators and developers of adaptive platforms.
... Hence, the author postulate that a careful selection of cognitive styles that can be situated in the local context is necessary. The authors' stance also finds support in the results of an experiment conducted at the University of Central Punjab, reported elsewhere [17]. ...
The emerging field of adaptive educational hypermedia (AEH) is a promising aid in English as a second language learning. However, learning a second language is different than learning any other subject. The language is deep-rooted into socio-cultural, socio-educational and socio-linguistic context of the learner. This social aspect is especially important for the learners residing in non-western developing countries where day-to-day culture significantly differs from the developed world. Nonetheless, most modern AEH--conceived and birthed into the western society--have missed this consideration. In this work, the authors report on the design and development of such an AEH that is situated in the social context of the learners, in particular residing in the developing world. The application of situated material developed and applied to the learner via first prototype shows a positive effect on learning and information processing ability.
Objective: To explore the learning preferences of the preclinical students. Place and Duration of Study: Department of Anatomy, Army Medical College from April 2015 to June 2015 Study Design: A descriptive study. Material and Methods: Undergraduate students belonging to first and second-year were invited to participate in the exercise. Self-perceived learning style preference was identified. Version 7.8 of the VARK questionnaire in a printed form was used. It consisted of 16 questions with 4 options each. The score for each VARK component of the entire study sample was added up and divided by the total number of study participants to obtain mean scores. A p-value of less than 0.05 was taken as statistically significant. Results: Among 294 students, 153 (52%) unimodal learning style preference was the largest one. Among the unimodal group 34% of the students were auditory learners and 35.9% were kinesthetic learners. Mean scores of individual VARK components based on gender showed no significant difference in terms of unimodal or multimodal learning preferences. More female students compared with male students preferred the A mode (5.32 ± 2.277 versus 5.21 ± 2.767) and the K mode (6.10 ± 2.504 versus 6.05 ± 2). Conclusion: The largest percentage of students with trimodal preferences showed preferences for the auditory and kinesthetic learning strategies.
The emerging field of adaptive educational hypermedia (AEH) is a promising aid in English as a second language learning. However, learning a second language is different than learning any other subject. The language is deep-rooted into socio-cultural, socio-educational and socio-linguistic context of the learner. This social aspect is especially important for the learners residing in non-western developing countries where day-to-day culture significantly differs from the developed world. Nonetheless, most modern AEH--conceived and birthed into the western society--have missed this consideration. In this work, the authors report on the design and development of such an AEH that is situated in the social context of the learners, in particular residing in the developing world. The application of situated material developed and applied to the learner via first prototype shows a positive effect on learning and information processing ability.
Worldwide studies have revealed an important issue in that an increasing percentage of students within the X - Y age group are not interested in science. Many students, especially females, have negative feelings and attitudes toward science, which discourages them from continuing with scientific inquiries. There are limited studies related to the factors predicting school students’ attitude toward science; therefore, the purpose of this study is to determine the relationships among the seventh grade elementary students’ attitudes toward science, their learning approaches, motivational goals, science achievement and students’ nature of science (NOS) views. The questionnaires for this study were administered online to 3,598 seventh grade students in different regions and cities of Turkey. The convenience sampling method was used in this study. The correlation results revealed the positive relationship between attitude toward science and the other variables. Multiple regression analysis indicated that while students’ meaningful learning, self-efficacy, and nature of science views have a positive contribution, rote learning contributed negatively to the model. The findings also showed that parents’ income and education level had a significant effect on students’ attitude toward science.
Students tend to learn genetics by rote and may not realise the interrelationships in daily life. Because reasoning abilities are necessary to construct relationships between concepts and rote learning impedes the students' sound understanding, it was predicted that having high level of formal reasoning and adopting meaningful learning orientation would improve students' understanding of genetics concepts. To test this hypothesis, relationships among students' understanding of genetics concepts, reasoning ability and learning approaches were investigated. A total of 586 eleventh-grade students participated in the study. Students' reasoning ability and learning orientation were measured using the Test of Logical Thinking and the Learning Approach Questionnaire, respectively. Students' understanding of fundamental genetics concepts was assessed using the Two-tier Genetics Concepts Test. Regression analyses were conducted to examine predictive influence of reasoning ability and learning orientations on students' understanding of genetics concepts. The results revealed that all cognitive variables investigated accounted for a statistically significant portion (27%) of the variance in students' understanding of genetics concepts. Reasoning ability and meaningful learning orientation predicted students' understanding of genetics concepts in a positive direction, rote learning orientation predicted it in a negative direction. Additionally, the results indicated that reasoning ability explained more of the variance in test scores as compared to learning approaches.
Computer programming is a part of the curriculum in computer science education, and high drop rates for this subject are a universal problem. Development of metacognitive skills, including the conceptual framework provided by socio-cognitive theories that afford reflective thinking, such as actively monitoring, evaluating, and modifying one's thinking, has been identified as important for novice programmers. Studies have shown that metacognitive skills can be nurtured through the use of technology blended into educational activities. Designing metacognitive-related activities that focus on both social and cognitive development is both theoretically and practically challenging, especially in supporting the teaching and learning of computer programming. This paper describes six commonly-used strategies, viz., metacognitive scaffolding, reflective prompts, self-assessment, self-questioning, self-directed learning and graphic organizers, identified as important features that can be incorporated into computer-assisted learning tools in supporting computer programming learning. An experimental study was conducted to determine the effectiveness of these strategies. The results show that they helped learners by improving their performance in learning computer programming.
This paper presents (1a) a research framework for analysing learning difficulties related to rote learning and imitative reasoning, (1b) research insights based on that framework, (2a) a framework for research and design of more efficient learning opportunities through creative reasoning and (2b) some related ongoing research.
Assumptive Learning Theory values the active process of linking concepts to promote meaningful over rote learning. To promote meaningful learning, assessment practices that encourage the linking of concepts need to be developed and utilized. Creative Exercises (CEs) have the potential to encourage such links. CEs are an open-ended assessment technique where students are given a single prompt and are asked to describe as many statements as they can that are distinct, correct, and relevant to the prompt. This study describes a qualitative investigation into student responses to CEs for evidence of students linking concepts throughout the course and the nature of the linked concepts. The findings indicate considerable interconnections of content in student responses. Further, students’ efforts toward making connections revealed several misconceptions regarding their understanding of the limits of models. CEs are therefore proposed as a means to encourage students to link concepts and to inform instructors about the links made, both correctly and incorrectly. Finally, to determine the prevalence of the incorrect links, a novel assessment technique is proposed based on students' responses to CEs.
The author explored the potential to promote students' understanding of difficult science concepts through an examination of the interrelationships among the teachers' instructional approach, students' learning preference styles, and their levels of learning process. The concept "air pressure," which requires an understanding of invisible, abstract, and process attributes, is classified as a difficult science concept. The results indicate that students' posttest and retention test scores were significantly affected by their levels of learning process. In addition, results indicate that meaningful learners performed better on the posttest after receiving procedural learning instruction, whereas rote learners performed better after receiving internal learning instruction. Students who were meaningful learners with procedural learning preference styles performed better than did others on both the posttest and retention test, whereas rote learners with external learning preference performed better on both the posttest and retention test than did other learners. Although this study did not show that matching students' learning styles with instructional style would bring successful learning for all, it did show that students with procedural learning preference styles performed better on a posttest than did others after receiving procedural learning instruction.