Consequential Effects of Using Competing Perspectives to Predict Learning Style in E-Learning Systems

Autor/in	Obeng, Asare Yaw
Titel	Consequential Effects of Using Competing Perspectives to Predict Learning Style in E-Learning Systems
Quelle	In: Cogent Education, 10 (2023) 1, Artikel 2218960 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Obeng, Asare Yaw)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2023.2218960
Schlagwörter	Predictor Variables; Cognitive Style; Electronic Learning; College Freshmen; Computer Science Education; Classification; Bayesian Statistics; Learning Modalities; Algorithms + Suchen Sie Ihr Suchwort? Prädiktor; Cognitive styles; Kognitiver Stil; Studienanfänger; Computer science lessons; Informatikunterricht; Classification system; Klassifikation; Klassifikationssystem; Lernumgebung; Algorithm; Algorithmus
Abstract	The learning processes have been significantly impacted by technology. Numerous learners have adopted technology-based learning systems as the preferred form of learning. It is then necessary to identify the learning styles of learners to deliver appropriate resources, engage them, increase their motivation, and enhance their satisfaction and learning outcomes. Adopting mixed method, this study evaluated the effects of using collaborative and automatic perspectives to predict VARK learning styles. Participants were first-year undergraduate Computer Science students. Questionnaires were administered and activity/event data were collected for analysis. Using Naive Bayes, J48, OneR, and SMO classifiers to extract patterns in activity/event data, the experimental results of the automatic perspective indicated improved classification of learning styles and performance of students compared with the collaborative technique. The prediction relevance of multimodal and read/write learning styles and accuracy of classification were better than other learning styles. Kinesthetic was not automatically identified. The students have different learning preferences in the same discipline; however, multimodal and read/write learning styles were dominant in both perspectives. Students who understood varied and simple formats of learning imagery objects were more likely to respond effectively to related assessments, and those who received varieties of course contents and information had their performance improved. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01