A Learning Style Perspective to Investigate the Necessity of Developing Adaptive Learning Systems

Autor/inn/en	Hwang, Gwo-Jen; Sung, Han-Yu; Hung, Chun-Ming; Huang, Iwen
Titel	A Learning Style Perspective to Investigate the Necessity of Developing Adaptive Learning Systems
Quelle	In: Educational Technology & Society, 16 (2013) 2, S.188-197 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Cognitive Style; Student Needs; Educational Games; Cognitive Processes; Intuition; Preferences; Achievement; Teaching Methods; Computer Games; Educational Technology; Gender Differences; Foreign Countries; Elementary School Students; Science Instruction; Natural Sciences; Pretests Posttests; Questionnaires; Taiwan + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Educational game; Lernspiel; Cognitive process; Kognitiver Prozess; Performance; Leistung; Teaching method; Lehrmethode; Unterrichtsmethode; Computer game; Computerspiel; Computerspiele; Unterrichtsmedien; Geschlechterkonflikt; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaften; Fragebogen
Abstract	Learning styles are considered to be one of the factors that need to be taken into account in developing adaptive learning systems. However, few studies have been conducted to investigate if students have the ability to choose the best-fit e-learning systems or content presentation styles for themselves in terms of learning style perspective. In this paper, we aim to investigate these issues by using two versions of an educational game developed based on the sequential/global dimension of the learning style proposed by Felder and Silverman. The experimental results showed that the choices made by the students were not related to their cognitive process or learning style; instead, most students made their choices by intuition based on personal preferences. Moreover, the students who learned with learning style-fit versions showed significantly better learning achievement than those who learned with non-fit versions. Consequently, it is concluded that students preferring one game over another does not necessarily mean that they will learn better with that version, revealing the importance and necessity of developing adaptive learning systems based on learning styles. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10