The relationship between learning styles and cognitive traits – Getting additional information for improving student modelling

Abstract

Student modelling is an important process for adaptive virtual learning environments. Student models include a range of information about the learners such as their domain competence, learning style or cognitive traits. To be able to adapt to the learners' needs in an appropriate way, a reliable student model is necessary, but getting enough information about a learner is quite challenging. Therefore, mechanisms are needed to support the detection process of the required information. In this paper, we investigate the relationship between learning styles, in particular, those pertaining to the Felder-Silverman learning style model and working memory capacity, one of the cognitive traits included in the Cognitive Trait Model. The identified relationship is derived from links between learning styles, cognitive styles, and working memory capacity which are based on studies from literature. As a result, we demonstrate that learners with high working memory capacity tend to prefer a reflective, intuitive, and sequential learning style whereas learners with low working memory capacity tend to prefer an active, sensing, visual, and global learning style. This interaction can be used to improve the student model. Systems which are able to detect either only cognitive traits or only learning styles retrieve additional information through the identified relationship. Otherwise, for systems that already incorporate learning styles and cognitive traits, the interaction can be used to improve the detection process of both by including the additional information of a learning style into the detection process of cognitive traits and vice versa. This leads to a more reliable student model. KeywordsFelder-Silverman learning style model, cognitive trait model, working memory capacity, student model 2

Analysing the Relationship between Learning Styles and Cognitive Traits

“…On the other hand, the stronger the preference for either an active or a reflective learning style is, the lower WMC the learners tend to have. Regarding an active learning preference, our results are in agreement with the conclusions from literature [9], since both associate low WMC with an active learning preference. However, regarding a reflective preference, conclusions from literature argued for high WMC.…”

“…For the visual/verbal dimension, literature [9] argued for a one-directional rather than a bidirectional relationship. In order to prove one-directional relationships, we separated data into two sub-datasets F x and F y , where F x includes only data from verbal learners and F y includes only data from visual learners.…”

“…A comprehensive literature review [9] investigated the relationship of FSLSM and WMC by looking at studies that deal with the interaction of learning styles, cognitive styles, and cognitive traits. From these studies, direct and indirect relationships between the dimensions of FSLSM and WMC were concluded.…”

Reducing Retroactive Interference through the Use of Different Encoding Techniques: An Exploration of Pre-Test/Post-Test Analyses

“…For example, students with low working memory capacity may struggle to learn foundational knowledge that intern inhibits their learning of more complex material (Alloway, 2006). Additionally, Graf, Lin, and Kinshuk (2008) have argued that students with low working memory capacity are not necessarily low achievers; they just have a different learning style which tends to be more towards active and visual learning.…”

“…Fraser and her colleagues specifically demonstrated RI with medical students training on different cardiac murmurs. Oftentimes educational researchers discuss retrieval and forgetting in terms of working memory capacity (Graf, Lin, & Kinshuk, 2008;Alloway, 2006;Rassaian, 2001), student learning style (Kazu, 2009;Kamuche, 2005), and differentiated teaching style (Brock &Joglekar, 2011;Coller & Shernoff, 2009;Michel, Cater, & Varela, 2009). …”