Learning style (LS) is a description of the attitudes and behaviors which determine an individual’s preferred way of learning. Since each student has different LS, it is important for the teacher to recognize the differences in LS. Thus, an appropriate technique to detect students' LS, improve the motivation and academic achievement are required. The common approach using questionnaires to identify LS is less accurate due to complete the questionnaire is a tedious task for students and tend to choose answers randomly without understanding the questions. Emotions such as anger, sadness, and happiness resulting the different questionnaire answers. Due to the approach constrains, this study has focused on automated approaches that identify student LS from student behavior in the learning process. Implementation of decision support system (DSS) as automated application systems is needed to help teachers make decisions in determining students' LS. Thus, the objective of this study is to propose the architecture of LS detection automatically using decision support system. The development of the architecture is applying the behavioral modelling, that are contained student’s behavior parameters for visual-auditory-kinesthetic (VAK) model. Evaluation of the architecture is tested with the precision DSS engine. The accuracy of the rule technique achieves significant 80% accuracy. This study aims to help teachers to identify the ability of the student through the learning style (LS) in order to create effectiveness of learning and improving student’s achievement indirectly. Keywords— decision support system, reasoning engines, learning style detection, user behavior, visual-auditory-kinesthetic (VAK) model

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Over the last decade, there have been dramatic changes in the use of technology to enhance teaching and learning in special education domain. Traditional teaching and learning approach prevents children with learning disabilities (LD) from having opportunities to reach their maximum quality of life in terms of academic, social and emotional development. In addition, not all interactive learning materials is appropriate for LD children and may cause frustration if a child's difficulties interfere with its use. These, indeed, make both teaching and learning more challenging. Children with LD needs assistive technology tool to greatly improve the success of their learning process. In this paper, an emerging application using Radio Frequency Identification (RFID) called Children's Storybook Reading System (StoBook) is proposed. The system is developed for children aged around seven to twelve years old with disabilities in order to assist special education teachers, practitioners and parent in attracting and motivating these children to learn more. This RFIDbased application is beneficial to stimulate teaching and learning process for the children to recognize letters and spell words, thus making the teaching and learning process enjoyable. 

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