Influence of learning styles and academic achievement on performance and preference in different learning modes: An adaptive hypermedia approach

Hazra, Arnab Kumar; Patnaik, Priyadarshi; Suar, Damodar

doi:10.1109/ihci.2012.6481811

Cited by 4 publications

(2 citation statements)

References 25 publications

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“…However, if students' preference is taken into consideration, we find clear cut evidence that AH environment must include more visual and multimedia components in modules to make learning more pleasurable. This is in confirmation with earlier findings research by us [28] as well as others [6].…”

Section: Discussionsupporting

confidence: 95%

Relation of Modal Preference with Performance in Adaptive Hypermedia Context: An Exploration Using Visual, Verbal and Multimedia Learning Modules

Hazra

Patnaik

Suar

2013

2013 IEEE Fifth International Conference on Technology for Education (T4e 2013)

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Learning styles theories suggest that people learn differently, an important consideration for adaptive hypermedia learning platforms. Since on such platforms, mode of delivery of course material -visual, verbal or multimedia -plays an important role, this study considers learning styles in the context of adaptive hypermedia with the aim to identify if providing material according to one's learning style enhances performance. While some studies report positive results, others find no correlation between the two. Here, we examine the efficacy of learning styles, especially the visual-verbal dimension of Felder-Silverman model, in a controlled e-learning environment by testing the effectiveness of visual, verbal as well as multimedia modules for history and engineering on 268 engineering undergraduates identified on the basis of visual, verbal and mixed orientations. Contrary to expectations, results indicated no relation between learning styles and performance in modules based on different sensory preferences. However, students did show discipline-based better performance in multimedia and visual modes than in verbal mode. They also preferred multimedia and visual modes over verbal. This corroborates earlier findings -the efficacy of learning styles remains unconfirmed.

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Section: Discussionsupporting

confidence: 95%

Relation of Modal Preference with Performance in Adaptive Hypermedia Context: An Exploration Using Visual, Verbal and Multimedia Learning Modules

Hazra

Patnaik

Suar

2013

2013 IEEE Fifth International Conference on Technology for Education (T4e 2013)

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“…LS drawn a research interest which considered as an adaptivity dimension (Hazra, Patnaik, & Suar, 2012). There are several of LS models introduced by researchers such as Kolb (Kolb, 1984), Felder and Silverman (Felder & Silverman, 1988), Fleming VARK (Fleming, 2012) and others.…”

Section: Literature Reviewmentioning

confidence: 99%

Alsdoc: Adaptive Learning Style for Document Retrieval

Normadhi1¹,

Shuib²,

Nasir³

2018

IJISE

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Learning can be enhanced when its learning process aligned with learner learning styles. Individual has different learning preferences. The consideration of learner preferences in finding document can enable a learner to obtain knowledge easily and fast where it constantly changes and shift according to learning situation and environment. Thus, the incorporation of Learning Style (LS) with adaptive learning environment is one of a method to assist novice learner in finding a suitable document and enhance the e-learning system; while it can overcome the one-size-fitsfor-all problem. The LS identification is an important component to identify the learner learning style. There are two conventional techniques to identify learners learning style, which are questionnaires and computer-based detection technique. The questionnaire involves the learner to fill up a survey explicitly. However, existing of LS identification techniques facing some major drawbacks can lead the LS tool to become static nature. The questionnaire technique d facing issues such as questionnaire too long and took long time that can make learner lack of motivation to answer the question. Moreover, the result from the questionnaire technique is fixed because it only prompts a learner to do it only one at the time. Therefore, a few researchers employed computer-based detection techniques, which use a numerous computer algorithm to determined LS. However, these techniques suffer on cold start problem, required a large amount of training data and the existing computer-based detection were not focused document as learning material. Hence, there is a need to develop an adaptive learning style identification that uses document as a learning material. This paper presents the architecture for ALSDoc, an adaptive LS identification for document retrieval. In particular, this study explained how LS is adapt to the learner that allows the retrieval the suitable document that match their LS.

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Use of Learning Style Based Approach in Instructional Delivery

Vaidya¹,

Joshi

2017

Lecture Notes in Networks and Systems

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Influence of learning styles and academic achievement on performance and preference in different learning modes: An adaptive hypermedia approach

Cited by 4 publications

References 25 publications

Relation of Modal Preference with Performance in Adaptive Hypermedia Context: An Exploration Using Visual, Verbal and Multimedia Learning Modules

Relation of Modal Preference with Performance in Adaptive Hypermedia Context: An Exploration Using Visual, Verbal and Multimedia Learning Modules

Alsdoc: Adaptive Learning Style for Document Retrieval

Use of Learning Style Based Approach in Instructional Delivery

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