Exploring the relation between learning style models and preferred multimedia types

Ocepek, Uroš; Bosnić, Zoran; Šerbec, Irena Nančovska; Rugelj, Jože

doi:10.1016/j.compedu.2013.07.029

Cited by 80 publications

(62 citation statements)

References 41 publications

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“…Future improvements will be concentrated on integrating it into our existing, fully-featured web-based e-learning architecture Protus [10,19], but it can also be integrated in some other types of available learning systems [14,18]. In order to achieve adaptability and personalization, Protus incorporates several models, including: Domain model, which serves as a storage of the learning material, Student model for maintaining both static and dynamic information about each individual student, Application model, which applies different strategies on the input received from the learner model in order to ensure efficient personalization, and the Adaptation model that follows the instructional directions provided by the application module in order to organize learning resources into a navigational sequence tailored to the particular learner.…”

Section: Discussionmentioning

confidence: 99%

HAPA: Harvester and Pedagogical Agents in E-learning Environments

Ivanović¹,

Mitrović²,

Budimac³

et al. 2015

INT J COMPUT COMMUN

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In the field of e-learning and tutoring systems two categories of software agents are of the special interest: harvester and pedagogical agents. This paper proposes a novel e-learning system that successfully combines both of these agent categories and introduces two distinct sub-types of pedagogical agents helpful and misleading. Whereas helpful agents provide the correct guidance for the given problem, misleading agents try to guide the learning process in the wrong direction by offering false hints and inadequate solutions. The rationale behind this approach is to motivate students not to trust the agent's instructions blindly, but to employ critical thinking. Consequently, students will be put in a "softly stressed" environment in order to prepare them for real working environments in their future work in companies. Nevertheless students themselves will decide on the correct solution to the problem in question.

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Section: Discussionmentioning

confidence: 99%

HAPA: Harvester and Pedagogical Agents in E-learning Environments

Ivanović¹,

Mitrović²,

Budimac³

et al. 2015

INT J COMPUT COMMUN

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“…Tal implementação permitirá ampliar ainda mais as oportunidades de aprendizagem, podendo contemplar alunos e professores com diferentes estilos de aprendizagem, que segundo propõem [Ocepek et al 2013] tendem a preferir determinadas mídias em detrimento a outras, de acordo com o perfil individual.…”

Section: Considerações Finaisunclassified

AM: Uma Plataforma Digital para Criacao e Uso de Veículos de Comunicacao Locativos para Atividades Pedagogicas

Pereira

Almeida

Tavares

et al. 2015

Anais Do XXVI Simpósio Brasileiro De Informática Na Educação (SBIE 2015)

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Abstract. This article presents the platform "Learning in Motion"(AM) that enables the creation and use of communication vehicles based on location (VCLoc), with flexible rules of content manipulation, for use in educational activities in spaces where there may be movement, possibly outside the classroom. The following components of the platform AM are presented: 1) the "Communication Vehicles"Editor that allows the configuration of digital resources to the pedagogical architecture created by the teacher; 2) Mobile Client that allows students to navigate the VCLoc and if it was planned, interact with virtual objects in certain areas; 3) Educational Panel that allows the tracking of learners by the teacher.Keywords: learning in motion; communication vehicle based on location; mobile application.Resumo. Este artigo apresenta a plataforma "Aprendizagem em Movimento"(AM) que permite a criação e uso de veículos de comunicação baseados em localização (VCLoc), com regras flexíveis de manipulação de conteúdo, para o uso em atividades pedagógica em espaços em que possa haver movimento, possivelmente fora da sala de aula. Os seguintes componentes da plataforma AM são apresentados: 1) o Editor de "Veículos de Comunicação"que permite a configuração de recursos digitais necessários para à Arquitetura Pedagógica criada pelo professor; 2) o Cliente Móvel que permite aos alunos navegarem no VCLoc e, se tiver sido planejado, interagir com objetos virtuais em certos espaços; 3) o Painel Pedagógico que permite o acompanhamento dos aprendizes pelo professor.Palavras-chaves: aprendizagem em movimento; veículo de comunicação baseado em localização; aplicativo móvel. IntroduçãoAs atividades desenvolvidas em espaços abertos, apresentam diversas oportunidades de aprendizado, podendo auxiliar os participantes na compreensão da relação que existe entre os conceitos teóricos, adquiridos em sala de aula, com os conhecimentos práticos adquiridos pela experiência prática, conhecido como conhecimento empírico.

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“…Among them, in particular, the learning style model developed by Felder and Silverman (1988) are highly suitable for studies about learning styles in online courses, in which the information is presented by multimedia applications [4]. This model, which is highly referenced in the literature as an important conceptualiser of learning styles [40], can analyse the sizes of learning styles clearly according to a scale ranging between +11 and -11 [2]. For this study, this learning style model was used because learning objects were presented to students in an online environment.…”

Section: Learning Stylesmentioning

confidence: 99%

The Analysis of the Relationship between Primary Learning Styles and Learning Objects in an Online Environment

Özdemir

2016

European Journal of Contemporary Education

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This study investigates the relationships between the primary learning styles of students and different learning objects presented simultaneously in an online learning environment in the context of the usage levels of these objects. A total of 103 sophomores from a Turkish State University participated in the study. Felder-Solomon Index of Learning-Styles (F-SILS) was used to determine the learning styles of the participants. Four different types of learning objects (i.e. video lecturing, audio lecturing, PDF lecturing and subject comprehension tests) were prepared for the course ‗Basic database operations with MySQL'. Koper's (2003) classification model was used in selecting these learning objects. Descriptive analysis methods were used to determine the distribution of the participants according to their learning styles. Independent-Samples T-Test and the Mann-Whitney Wilcoxon test were used to test the differences between learning styles and learning objects. The usage levels of the learning objects were analysed in the context of interdimensional primary learning styles in the scale of the F-SILS. Those with sensory and visual learning styles were in the majority among the primary learning styles of participants. The study did not include the findings of students with other primary learning styles due to their small sample size. The findings of the study on the usage frequencies of subject comprehension tests and the duration of video lectures by primarily visual and sensory students demonstrated a significant difference on behalf of the primary sensory students. On the other hand, there was no statistically significant difference between students with primarily sensory styles and students with primarily visual styles in terms of the reading frequency of PDF lectures and the listening frequency of audio lectures.

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Exploring the relation between learning style models and preferred multimedia types

Cited by 80 publications

References 41 publications

HAPA: Harvester and Pedagogical Agents in E-learning Environments

HAPA: Harvester and Pedagogical Agents in E-learning Environments

AM: Uma Plataforma Digital para Criacao e Uso de Veículos de Comunicacao Locativos para Atividades Pedagogicas

The Analysis of the Relationship between Primary Learning Styles and Learning Objects in an Online Environment

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