Development of an adaptive learning system with two sources of personalization information

Tseng, Judy C. R.; Chu, Hui‐Chun; Hwang, Gwo‐Jen; Tsai, Chin‐Chung

doi:10.1016/j.compedu.2007.08.002

Cited by 272 publications

(150 citation statements)

References 14 publications

Supporting

Mentioning

130

Contrasting

Unclassified

Order By: Relevance

“…Given different learner characteristics, it is important to examine each and in different learning context to be able to mark its importance for future research studies. Many studies reveal that, adaptive tutoring systems based on learning style are more productive, increase learner fulfillment level, minimize learning time and improve academic achievement of learner (Tseng, Chu, Hwang, and Tsai, 2008;Graf, Kinshuk and Liu, 2010). Learning style is a significant feature to focus on individual differences while developing an adaptive system (Graf, Liu and Kinshuk, 2009;Liegle and Janicki, 2006).…”

Section: Introductionmentioning

confidence: 99%

Learning styles based adaptive intelligent tutoring systems: Document analysis of articles published between 2001. and 2016.

Kumar¹,

Singh²,

Jyothi-Ahuja³

2017

IJCRSEE

View full text Add to dashboard Cite

A B S T R A C TActualizing instructional intercessions to suit learner contrasts has gotten extensive consideration. Among these individual contrast factors, the observational confirmation in regards to the academic benefit of learning styles has been addressed, yet the examination on the issue proceeds. Late improvements in web-based executions have driven researchers to re-examine the learning styles in adaptive tutoring frameworks. Adaptivity in intelligent tutoring systems is strongly influenced by the learning style of a learner. This study involved extensive document analysis of adaptive tutoring systems based on learning styles. Seventy-eight studies in literature from 2001 to 2016 were collected and classified under select parameters such as main focus, purpose, research types, methods, types and levels of participants, field/area of application, learner modelling, data gathering tools used and research findings. The current studies reveal that majority of the studies defined a framework or architecture of adaptive intelligent tutoring system (AITS) while others focused on impact of AITS on learner satisfaction and academic outcomes. Currents trends, gaps in literature and ications were discussed.

show abstract

Section: Introductionmentioning

confidence: 99%

Learning styles based adaptive intelligent tutoring systems: Document analysis of articles published between 2001. and 2016.

Kumar¹,

Singh²,

Jyothi-Ahuja³

2017

IJCRSEE

View full text Add to dashboard Cite

show abstract

“…Bu nedenle bu yaklaşım pek çok öğrenme problemine neden olmaktadır. Bu duruma çözüm olarak geleceğin akıllı öğrenme yönetim sistemlerinin temelini de oluşturan kişiselleştirilmiş veya uyarlanabilir çevrimiçi öğrenme ortamları sunulmaktadır (Tseng, Chu, Hwang, Tsai, 2008;Cristea, Ghali, Joy, 2011;Chang, Ke, 2013;Güyer ve Çebi, 2015;Balasubramanian veAnouncia, 2016).…”

Section: Introductionunclassified

Böte Bölümü Öğrenci̇leri̇ni̇n 2d/4d Parmak Oranlari İle Öğrenme Sti̇lleri̇ Ve Duygusal Zekalari Arasindaki̇ İli̇şki̇ni̇n Beli̇rlenmesi̇

Özek¹

2017

diyalektolog

View full text Add to dashboard Cite

ÖZETÖğrenme etkinliklerinin planlanması sürecinde öğrenenlerin etkili bir şekilde öğrenmesini sağlamak için bireysel farklılıkların ayrıntılı olarak dikkate alınması gerekmektedir. Ancak insan gibi karmaşık bir varlığın davranış, tutum ve düşünme yollarını etkileyen bireysel farklılıkları belirlemek oldukça zordur. Bununla birlikte öğrenme üzerinde etkisi belirlenen bazı bireysel farklılıkların birbirleriyle nasıl bir ilişki içinde olduğunu bilmek öğrenci başarısı için çok önemlidir. Çalışmada Bilgisayar ve Öğretim Teknolojileri Bölümü (BÖTE) bölümü öğrencilerinin işaret parmağının yüzük parmağına oranı (2D/4D) ile duygusal zeka ve öğrenme stilleri arasındaki ilişki belirlenerek kişiselleştirilmiş veya uyarlanabilir çevrimiçi öğrenme ortamlarının tasarımına yönelik olarak öğrencilerin bireysel özellikleri hakkında bilgi edinilmesi amaçlanmıştır. Çalışma Fırat Üniversitesi BÖTE bölümünde okuyan 42 kadın ve 46 erkek öğrenci ile yürütülmüştür. Araştırmanın verileri kamera ile çekilen öğrenci el fotoğrafları, Felder ve Soloman (1999) EXAMINING CORRELATION BETWEEN CEIT DEPARTMENT STUDENTS' 2D/4D FINGER RATIO AND LEARNING STYLE, EMOTIONAL INTELLIGENCE ABSTRACTIndividual differences need to be considered in detail in order to provide that learners learn effectively in the course of planning learning activities.However, it is difficult to identify the individual differences that affect the behavior, attitude, and ways of thinking of a complex entity, such as a human.Nevertheless, it is crucial for student success to know how some individual differences that have an effect on learning relate to each other.The aim of this study * Bu çalışma 4. Uluslararası Öğretim Teknolojileri ve Öğretmen Eğitimi Sempozyumu'nda sözlü bildiri olarak sunulmuştur. 1 Yrd. Doç. Dr., Fırat Üniversitesi Eğitim Fakültesi, BÖTE, mbozek@firat.edu.tr

show abstract

“…By convention, the tf/IDF value increases proportionally to the number of times a word appears in a document, but is offset by the frequency of the word in the corpus, which helps to control for the fact that some words are generally more common than others. This technique (even though simple) has been tried out in applying concept keywords and suitable e-documents have been extracted and provided to elearners according to their styles and interests, thus enhancing their learning performances [7]. For simple and straight forward concept extraction application (like cognitive dimension extraction), concept keywords have been recommended to use in computing term frequency (tf) & Inverse Document Frequency (IDF), for efficiently extracting documents [8].…”

Section: Literature Surveymentioning

confidence: 99%

Reliable Cognitive Dimensional Document Ranking by Weighted Standard Cauchy Distribution

Vijila¹,

Nirmala²

2017

IJSC

View full text Add to dashboard Cite

Categorization of cognitively uniform and consistent documents such as University question papers are in demand by e-learners. Literature indicates that Standard Cauchy distribution and the derived values are extensively used for checking uniformity and consistency of documents. The paper attempts to apply this technique for categorizing question papers according to four selective cognitive dimensions. For this purpose cognitive dimensional keyword sets of these four categories (also termed as portrayal concepts) are assumed and an automatic procedure is developed to quantify these dimensions in question papers. The categorization is relatively accurate when checked with manual methods. Hence simple and well established term frequency / inverse document frequency 'tf/ IDF' technique is considered for automating the categorization process. After the documents categorization, standard Cauchy formula is applied to rank order the documents that have the least differences among Cauchy value, (according to Cauchy theorem) so as obtain consistent and uniform documents in an order or ranked. For the purpose of experiments and social survey, seven question papers (documents) have been designed with various consistencies. To validate this proposed technique social survey is administered on selective samples of elearners of Tamil Nadu, India. Results are encouraging and conclusions drawn out of the experiments will be useful to researchers of concept mining and categorizing documents according to concepts. Findings have also contributed utility value to e-learning system designers.

show abstract

Development of an adaptive learning system with two sources of personalization information

Cited by 272 publications

References 14 publications

Learning styles based adaptive intelligent tutoring systems: Document analysis of articles published between 2001. and 2016.

Learning styles based adaptive intelligent tutoring systems: Document analysis of articles published between 2001. and 2016.

Böte Bölümü Öğrenci̇leri̇ni̇n 2d/4d Parmak Oranlari İle Öğrenme Sti̇lleri̇ Ve Duygusal Zekalari Arasindaki̇ İli̇şki̇ni̇n Beli̇rlenmesi̇

Reliable Cognitive Dimensional Document Ranking by Weighted Standard Cauchy Distribution

Contact Info

Product

Resources

About