Instructional design and interaction style for educational adaptive hypermedia

Assis, Alessandro; Danchak, Michael; Polhemus, Linda

doi:10.1145/1111360.1111390

Cited by 5 publications

(4 citation statements)

References 9 publications

(10 reference statements)

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“…At this stage it seems obvious that, independently from whichever measure is used (de Assis et al, 2005;Triantafillou et al, 2003;Uruchrutu et al, 2005), the measures of styles used lend themselves to enhance the design of learning material and resources, but it should also be taken into consideration for evaluation purposes to drive the interpretations of usage data and feedback into the design and implementation of e-learning.…”

Section: Discussionmentioning

confidence: 99%

Using learning technology in university courses: do styles matter?

Vigentini

2009

Multicultural Education &Amp; Technology Journal

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Purpose -The purpose of this paper is to explore the relevance of three different types of styles measure for students' learning in a large introductory university course in psychology, using information technology to enhance teaching. The paper examines the relationship between styles, the usage of learning technology, and academic performance in this course. Design/methodology/approach -Styles are measured using approaches to learning, thinking styles, and cognitive styles. The usage of the online material is measured by considering both time spent on the resources and the amount of material viewed (pages and hits) as well as tools used. Findings -The findings are that the academic performance of students who used the online resources is significantly higher than those who either choose to not use the online materials at all or choose to use to the materials to a lesser extent. It is determined that the measure of approaches to learning (approaches and study skills inventory for students) is the stronger predictor for successful use of the material. Research limitations/implications -Using a reasonably sized sample in an ecologically valid context offered the opportunity to put styles into context and to consider the practical use of styles. This research is limited by the context and the particular sample. It is also difficult to completely exclude the fact that students using the extra material are generally more motivated and would have obtained better grades even without the resources. Originality/value -This paper offers further evidence for the relations between different measures of styles and evaluates the effects that styles might have on usage of online material and academic performance.

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Section: Discussionmentioning

confidence: 99%

Using learning technology in university courses: do styles matter?

Vigentini

2009

Multicultural Education &Amp; Technology Journal

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“…Park (2005) describes learning styles as general characteristics showing individual differences in intrinsic methods for processing information. An indicator of the interest in, and the importance of, learning styles is that learning style research is now being incorporated into online adaptive learning systems (e.g., Bell & Folger, 1995;Blank, Roy, Sahasrabudhe, Pottenger, & Kessler, 2002;Brown, Brailsford, Fisher, Moore, & Ashman, 2006;de Assis, Danchak, & Polhemus, 2005;Hamada, 2007;Park, 2005;Parvez & Bank, 2007;Stash, Cristea, & De Bra, 2004;Wolf, 2003). There is no correct learning style (Howard, Carver, & Lane, 1996), but it is important to be able to assess the learning style of a student.…”

Section: Learning Stylesmentioning

confidence: 99%

“…In fact, it has been stated that the most important application of learning styles is designing effective instruction (Felder & Spurlin, 2005). An indicator of the interest in, and the importance of, learning styles is that learning style research is now being incorporated into online adaptive learning systems (e.g., Bell & Folger, 1995;Blank, Roy, Sahasrabudhe, Pottenger, & Kessler, 2002;Brown, Brailsford, Fisher, Moore, & Ashman, 2006;de Assis, Danchak, & Polhemus, 2005;Hamada, 2007;Park, 2005;Parvez & Bank, 2007;Stash, Cristea, & De Bra, 2004;Wolf, 2003).…”

Section: Learning Stylesmentioning

confidence: 99%

Gaining Insight into Business Telecommunications Students Through the Assessment of Learning Styles

Sandman¹

2009

Decision Sci J Innov Edu

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The assessment of student learning styles can be of significant value for developing and evaluating an appropriate mix of pedagogical techniques and activities. With this in mind, learning style preferences were collected from over 300 undergraduate business telecommunications students. These set of data show that a breadth of learning style profiles are exhibited by undergraduate business telecommunications students. Most importantly, this article demonstrates a process to evaluate whether or not the current course structure either favors or disadvantages any particular learning style profile. Because there are many learning style profiles present, the evidence that no single profile is disadvantaged gives the instructor confidence in the mix of pedagogical techniques and activities that are employed in this particular course. Subject Areas: Felder-Solomon ILS, Learning Style Models, and Pedagogy.

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“…The tutorials were developed using a cyclic approach to instructional design, named the OctoPlus [4]. In this paper, we describe our content object model for designing the adaptive tutorials and how this adaptivity affected student performance.…”

Section: Introductionmentioning

confidence: 99%

Optimizing Instruction Using Adaptive Hypermedia

Assis

Danchak

Polhemus

Sixth IEEE International Conference on Advanced Learning Technologies (ICALT'06)

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How do you optimize instruction in an adaptive hypermedia learning environment? We believe instruction is optimized when adaptivity is grounded in good instructional design. To respect diverse talents and ways of learning, our cyclic approach to instructional design is the basis upon which inference techniques can be applied to continuously adapt instruction according to learning behavior and performance. We define an individual's learning behavior in terms of how they interact with the environment (i.e links activated, pages visited, time spent, and frequency of visits). This paper describes the OctoPlus cycle and presents results of an experiment comparing two groups interacting with OctoPlus-formatted tutorials: a control and an adaptive group, to whom adaptive navigation, presentation and content features were added over time. Results indicated reduction in time spent for the adaptive group with comparable performance in the fully adaptive tutorial.

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Instructional design and interaction style for educational adaptive hypermedia

Cited by 5 publications

References 9 publications

Using learning technology in university courses: do styles matter?

Using learning technology in university courses: do styles matter?

Gaining Insight into Business Telecommunications Students Through the Assessment of Learning Styles

Optimizing Instruction Using Adaptive Hypermedia

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