Discovering Learner Styles in Adaptive e-Learning Hypermedia Systems
A distinct feature of an adaptive e-learning hypermedia system (AEHS) is the learner model it employs, that is, a representation of information about an individual learner. Learner modeling and adaptation are strongly correlated, in the sense that the amount and nature of the information represented in the learner model depend largely on the kind of adaptation effect that the system has to deliver. In fact, we see a problem arising when teachers assume similar learning styles, thinking styles, levels of knowledge and abilities for learners. This is because learners that are less able will feel that it is too difficult for them to follow and those that are more capable will feel as though the learning method is too easy. Teachers can adjust the standards; however, there may be conflicts between learners with varied styles. Thinking style, learning style, level of knowledge, preferences and ability of learner are part of learner's characteristics, which have significant influence on the activity of learners in the learning process. In this paper we have focused our attention on the learner model, which allows for the discovery of preferences, needs and interests of users that have access to an AEHS. In order to observe the psychological and pedagogical characteristics of a learner, a quantitative and qualitative research is conducted based on a questionnaire. The thinking style of a learner is analyzed. Based on the statistical results, we figure out the rules about pedagogical activity decision-making. This study presents two subsequent experiments. The first experiment explores the relationship of thinking style and pedagogical activities to validate this specific psychological construct in the context of an AEHS. The second experiment reduces the questionnaire to 60 questions, using a filtering principle keeping the validity of the original questionnaire.
adaptation e-learning learner model thinking style pedagogical activities