personalized learning using adapted content modality design for science students
Motivation -- The mismatch between current e-Learning design and user needs has drawn the research attention on personalized instruction. Our research intends to investigate the impact on e-Learners' learning performance and experience using various modalities presenting the learning content based on Felder-Silverman's learning style theory, and eventually to provide the possible suggestions on content modality design. Research approach -- Laboratory experiment is our main approach to conduct this research. 28 participants with similar profiles pertaining to the dominant styles will be recruited from Computing and Information Systems subjects. A two-group design with repeated measures is selected so the same participants will use two different e-Learning environments in order to investigate their influences on the students' learning performance and experience. Findings/Design -- Our previous studies claimed the suitability of Felder-Silverman's theory as the theoretical basis for the research. A framework was also developed to identify the main e-Learning system features accommodated to typical science and technology students. Take away message -- As learning styles are believed to be considerably important to instruction, our research on content modality design is likely to help facilitate the users' learning performance and experience in e-Learning.
personalization adaptation modality e-learning learning style cognitive learning style