Learning personalization based on learning style instruments

Alzain, A ORCID: https://orcid.org/0000-0002-1809-2332, Clark, S, Ireson, G ORCID: https://orcid.org/0000-0003-3471-2623 and Jwaid, A, 2018. Learning personalization based on learning style instruments. Advances in Science, Technology and Engineering Systems Journal (ASTESJ), 3 (3), pp. 108-115. ISSN 2415-6698

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Abstract

Adaptive education systems (AES) are considered one of the most interesting research topics in technology-based learning strategies. Since students have different abilities, needs and learning styles, we should fit the curriculum and teaching activities to these different learning styles. This study investigates the impact of using LAES (Libyan Adaptive Education System) on the performance of students. An ALSI (Arabic Learning Style Instrument) was integrated into the LAES system to investigate learning preferences of students. The student models are constructed according to the results obtained using this instrument (ALSI). Three experimental studies were then conducted to investigate the impact of the LAES system on the performance of students. The results reveal the students who have learnt using the LAES system were more successful than others who learnt without, in terms of the knowledge gained.

Item Type:	Journal article
Description:	Special Issue on Multidisciplinary Sciences and Engineering.
Publication Title:	Advances in Science, Technology and Engineering Systems Journal (ASTESJ)
Creators:	Alzain, A., Clark, S., Ireson, G. and Jwaid, A.
Publisher:	ASTES Publishers
Date:	7 June 2018
Volume:	3
Number:	3
ISSN:	2415-6698
Identifiers:	Number Type 10.25046/aj030315 DOI
Rights:	This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Divisions:	Schools > School of Science and Technology
Record created by:	Jill Tomkinson
Date Added:	11 Jun 2018 11:05
Last Modified:	11 Jun 2018 11:05
URI:	https://irep.ntu.ac.uk/id/eprint/33845

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