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Personalized learning using adapted content modality design for science students

Published: 28 August 2007 Publication History

Abstract

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.

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      cover image ACM Conferences
      ECCE '07: Proceedings of the 14th European conference on Cognitive ergonomics: invent! explore!
      August 2007
      334 pages
      ISBN:9781847998491
      DOI:10.1145/1362550
      Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

      Sponsors

      • The British Computer Society
      • ACM: Association for Computing Machinery
      • SIGCHI: Specialist Interest Group in Computer-Human Interaction of the ACM
      • Interactions, the Human-Computer Interaction Specialist Group of the BCS
      • Middlesex University, London, School of Computing Science
      • European Office of Aerospace Research and Development, Air Force Office of Scientific Research, United States Air Force Research Laboratory
      • EACE: European Association of Cognitive Ergonomics
      • Brunel University, West London, Department of Information Systems and Computing

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      Association for Computing Machinery

      New York, NY, United States

      Publication History

      Published: 28 August 2007

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      Author Tags

      1. adaptation
      2. cognitive learning style
      3. e-learning
      4. learning style
      5. modality
      6. personalization

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      ECCE07
      Sponsor:
      ECCE07: European Conference on Cognitive Ergonomics 2007
      August 28 - 31, 2007
      London, United Kingdom

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      Overall Acceptance Rate 56 of 91 submissions, 62%

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      Cited By

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      • (2023)Teachers’ appraisal of various aspects of the efficiency of homogeneous and heterogeneous learning groupsInternational Electronic Journal of Mathematics Education10.29333/iejme/1281018:1(em0727)Online publication date: 2023
      • (2022)How to help digital-native students to successfully take control of their learning: A return of 8 years of experience on a computer science e-learning platform in higher educationEducation and Information Technologies10.1007/s10639-022-11407-828:5(5421-5451)Online publication date: 4-Nov-2022
      • (2018)Analysis Learners’ Preference in E-Learning System Using Kansei ApproachTrends in E-learning10.5772/intechopen.75620Online publication date: 1-Aug-2018
      • (2018)Student Engagement Practices for Computer Science Students in Online Learning EnvironmentsOptimizing Student Engagement in Online Learning Environments10.4018/978-1-5225-3634-5.ch004(83-99)Online publication date: 2018
      • (2016)Kansei based interface design analysis of open source e-Learning system for high education2016 International Conference on Computer, Control, Informatics and its Applications (IC3INA)10.1109/IC3INA.2016.7863029(89-92)Online publication date: Oct-2016
      • (2014)Enhancing motivational factors through personalized learning module2014 IEEE Conference on e-Learning, e-Management and e-Services (IC3e)10.1109/IC3e.2014.7081241(52-57)Online publication date: Dec-2014
      • (2011)Where Are They and Are You There Yet?Handbook of Research on Information Communication Technology Policy10.4018/978-1-61520-847-0.ch050(779-792)Online publication date: 2011
      • (2011)Kansei Design Model for Engagement in Online Learning: A Proposed ModelInformatics Engineering and Information Science10.1007/978-3-642-25327-0_7(64-78)Online publication date: 2011

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