Development of an adaptive learning system with multiple perspectives based on students' learning styles and cognitive styles

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Title:	Development of an adaptive learning system with multiple perspectives based on students' learning styles and cognitive styles
Authors:	楊鎮華;Yang, Tzu-Chi;Hwang, Gwo-Jen;Yang, Stephen Jen-Hwa
Contributors:	資訊電機學院資訊工程學系
Keywords:	Adaptive learning;Adaptive systems;Cognition;Cognitive Ability;Cognitive Processes;Cognitive Style;College Science;Computer science;Computer Science Education;Computer Uses in Education;Control Groups;Copyrights;Difficulty Level;Educational aspects;Educational environment;Educational Strategies;Educational technology;Electronic Learning;Experimental Groups;Foreign Countries;Full Length Articles;Goal Orientation;Graduate Students;Guidance;Hypermedia;Individual Characteristics;Individualized Instruction;Influence of Technology;Information Seeking;Instructional Materials;Knowledge Level;Learning;Learning Activities;Learning modules;Learning Motivation;Learning strategies;Learning styles;Literature Reviews;Management;Multimedia Instruction;Multimedia materials;Navigation;Online learning;Preferences;Pretests Posttests;Questionnaires;Researchers;Science Curriculum;Science Experiments;Self Efficacy;Student Characteristics;Students;Taiwan;Teaching Methods;Technology application;Test Anxiety;Undergraduate Students
Date:	2013-12-16
Issue Date:	2026-04-23 13:31:35 (UTC+8)
Publisher:	National Taiwan Normal University;Palmerston North: International Forum of Educational Technology & Society
Abstract:	摘要： In this study, an adaptive learning system is developed by taking multiple dimensions of personalized features into account. A personalized presentation module is proposed for developing adaptive learning systems based on the field dependent/independent cognitive style model and the eight dimensions of Felder-Silverman's learning style. An experiment has been conducted to evaluate the performance of the proposed approach in a computer science course. Fifty-four participants were randomly assigned to an experimental group which learned with an adaptive learning system developed based on the personalized presentation module, and a control group which learned with the conventional learning system without personalized presentation. The experimental results showed that the experimental group students revealed significantly better learning achievements than the control group students, implying that the proposed approach is able to assist the students in improving their learning performance. 出版者： Palmerston North: International Forum of Educational Technology & Society 出版日期： 2013-10-01 出處： Educational Technology & Society, 2013-10, Vol.16 (4), p.185-200 資源來源： CEPS中文電子期刊版權： Copyright 2013 by International Forum of Educational Technology & Society (IFETS) 版權： COPYRIGHT 2013 International Forum of Educational Technology & Society 版權： 2013. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the associated terms available at https://www.j-ets.net/ETS/guide.html 識別號： ISSN: 1176-3647 識別號： ISSN: 1436-4522 識別號： EISSN: 1436-4522 識別號： DOI: 10.30191/ETS.201307_16(4).0015
Appears in Collections:	[Department of Computer Science and information Engineering] journal & Dissertation

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