Personalised English Language Education Through an E-learning Platform

Adaptive e-learning systems through learning styles: A review of the literature

“…According to the conducted literature review, the main reason behind the preferences of most researchers for the Felder Silverman model concerning the rest lies mainly in the fact that a questionnaire has been developed that is very effective and easy to use for adaptive (Abech et al, 2016), (Ali et al, 2019), (Almeida et al, 2019), (Alsobhi & Alyoubi, 2019), (Anantharaman et al, 2019), (Andaloussi et al, 2019), (Apoki et al, 2020), (Araújo et al, 2020), (Arsovic & Stefanovic, 2020a), (Alshammari et al, 2015), (Alshammari & Qtaish, 2019), , (Boussakuk, 2020), (Budiyanto et al, 2017), (Christudas et al, 2018), (Dwivedi et al, 2018), (El Guabassi et al, 2018), (Elkot, 2019), (Fasihuddin et al, 2016), (Hurtado et al, 2018), (Karagiannis & Satratzemi, 2020), (Kolekar et al, 2018), (Kolekar et al, 2019), (Kurilovas, 2019), (Lakkah et al, 2017), , (Sunil & Doja, 2019), (Supangat & Bin Saringat, 2020), (Sweta & Lal, 2017), (Tarus et al, 2017), (Tortorella & Graf, 2017), (Vaidya & Joshi, 2018) VARK 4 (10%) (Aeiad & Meziane, 2019), (Bradáč & Smolka, 2020), (Hassan & Qureshi, 2018), (Nalintippayawong et al, 2017) Honey and Mumford 3 (7%) (Baharudin et al, 2017), (Drissi & Amirat, 2016),…”

“…However, apart from the prediction techniques selected, these studies do not share much in their approaches. (Abech et al, 2016), (Ali et al, 2019), (Aljojo et al, 2016), (Almeida et al, 2019), (Alsobhi & Alyoubi, 2019), (Apoki et al, 2020), (Araújo et al, 2020), (Arsovic & Stefanovic, 2020a), (Alshammari & Qtaish, 2019), (Baharudin et al, 2017), , (Boussakuk, 2020), (Bradáč & Smolka, 2020), (Budiyanto et al, 2017), (Dwivedi et al, 2018), (Drissi & Amirat, 2016), (El Guabassi et al, 2018), (Elkot, 2019), (Fasihuddin et al, 2016), (Hafidi & Bensebaa, 2015), (Hassan & Qureshi, 2018), (Hurtado et al, 2018), (Lakkah et al, 2017), (Nalintippayawong et al, 2017), (Papanikolaou, 2015), , (Siddique et al, 2019), (Supangat & Bin Saringat, 2020), (Tarus et al, 2017), (Tortorella & Graf, 2017), (Vaidya & Joshi, 2018) Implicit or automatic modeling (Dynamic) (Sunil & Doja, 2019), (Kolekar et al, 2019) It becomes pretty clear that there is a need to move into implicit techniques, providing greater flexibility and allowing the learner to change and evolve along with her skills. However, even the studies that have been made that way have differing outlooks on how this automation should be achieved, resulting in multiple approaches with no standard anchors.…”

“…Two (2) studies combined Learning Styles, prior knowledge, learning goals, cognitive style, and two (2) other studies combined Learning style, Prior Knowledge, Learner's Device Information, Behavioural data. Lastly, the following combination was only adopted by one (1) paper each, a) Learning style, Learning style only 3 (Alshammari et al, 2015), (Kolekar et al, 2018), (Vaidya & Joshi, 2018) Learning style & Prior Knowledge 14 (Ali et al, 2019), (Alshammari & Qtaish, 2019), (Anantharaman et al, 2019), (Arsovic & Stefanovic, 2020a), , (Bradáč & Smolka, 2020), (Budiyanto et al, 2017), (Drissi & Amirat, 2016), (Karagiannis & Satratzemi, 2020), (Lakkah et al, 2017), , (Supangat & Bin Saringat, 2020), (Sunil & Doja, 2019), (Tarus et al, 2017) Learning style & Behavioral data 7 (Elkot, 2019), (Fasihuddin et al, 2016), (Hurtado et al, 2018), (Kolekar et al, 2019), (Kurilovas, 2019), (Nalintippayawong et al, 2017), (Sweta & Lal, 2017) Learning style, Prior Knowledge & Behavioral data 5 (Andaloussi et al, 2019), (Baharudin et al, 2017), (Christudas et al, 2018), (Hafidi & Bensebaa, 2015), (Papanikolaou, 2015) Learning style, Prior Knowledge & Learning goals 4 (Aljojo et al, 2016), (Apoki et al, 2020), (Boussakuk, 2020), (Dwivedi et From a total of fifteen (15) studies that utilized Behavioral data, seven (7) combined it with learning style only. At the same time, the rest used prior knowledge and/or learner's device information.…”

“…Table 4 allows us to get meaningful insight into the correlation of learner modeling types and the data resources used. Having explicit modeling will mean no data source past the initial data (Ali et al, 2019), (Aljojo et al, 2016), (Almeida et al, 2019), (Alsobhi & Alyoubi, 2019), (Apoki et al, 2020), (Arsovic & Stefanovic, 2020), (Alshammari et al, 2015), (Araújo et al, 2020), , (Baharudin et al, 2017), (Boussakuk, 2020), (Bradáč & Smolka, 2020), (Budiyanto et al, 2017), (Drissi & Amirat, 2016), (Elkot, 2019), (Fasihuddin et al, 2016), (Hassan & Qureshi, 2018), (Lakkah et al, 2017), (Papanikolaou, 2015), (Siddique et al, 2019), (Supangat & Bin Saringat, 2020), (Tortorella & Graf, 2017), (Vaidya & Joshi, 2018) Implicit or automatic modeling learning process tracking 11 (Abech et al, 2016), (Aeiad & Meziane, 2019), (Anantharaman et al, 2019), (Andaloussi et al, 2019), (Christudas et al, 2018), (El Guabassi et al, 2018), (Hurtado et al, 2018), (Kolekar et al, 2018), (Kolekar et al, 2019), (Kurilovas, 2019), (Nalintippayawong et al, 2017) Assessment 4 (Aeiad & Meziane, 2019), (Sunil & Doja, 2019), (Hafidi & Ben...…”

Student Emotion Estimation Based on Facial Application in E-Learning during COVID-19 Pandemic

“…Internet-based technologies are seeking to address existing educational needs, closing the gap between conventional education approaches and future developments in technology-combined education [3]. To this end, a number of advanced e-learning systems lack functionalities such as instructional interactive environments, customized features, and learning data monitoring and relevance feedback [4]. Emotions are a key component of effective learning and problem-solving, particularly when it comes to engaging with computer-based learning environments [5].…”