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• W2623687187 abstract "The ultimate goal of adaptive educational hypermedia systems (AEHS) is to provide a learning experience that is individualized to the particular needs of the learners, from the point of view of knowledge level, goals, motivation, individual differences etc. The focus of our thesis is on the learning style as the adaptation criterion, since it is one of the individual differences that play an important role in learning, according to educational psychologists. The first step towards providing adaptivity is selecting a good taxonomy of learning styles. We advocate the use of a learning style model (ULSM), which integrates characteristics from several models proposed in the literature, thus establishing a unified core vocabulary. The traditional method for diagnosing learning style implies having the students fill in a dedicated psychological questionnaire. What we propose in this thesis is an implicit modeling method, which is based on the analysis and interpretation of student behavior in the system, not requiring any additional effort from the part of the students and bypassing the reliability and validity problems of the existing learning style questionnaires. The approach was validated through experimental research, obtaining good precision results. The next step of our research was to identify the adaptation technologies that best serve learners with different learning styles and define the corresponding adaptation rules. The effectiveness was confirmed by means of an experimental study: the results obtained (student behavior, performance, efficiency and satisfaction) proved the positive effect that our adaptation to learning styles has on the learning process. Based on the methods and techniques proposed for modeling and adaptation, we designed and implemented a dedicated e-learning platform, called WELSA (Web-based Educational system with Learning Style Adaptation), which includes several functionalities: i) a course player for the students, enhanced with learner tracking capabilities and an adaptation component; ii) an analysis tool, used for identifying students' learning preferences; iii) a course editor for the teachers, to help them author courses in the required format. The final step of our research was the global evaluation of WELSA system. The analysis of students' answers to the survey instruments revealed the high degree of learner satisfaction with the system, as well as their desire to use WELSA system on an everyday basis. The subject required an interdisciplinary approach, demanding the synergy of computer science and instructional sciences (adaptive hypermedia, learning management systems, user modeling, educational psychology). The findings and results obtained in this thesis open up many research perspectives for the AEHS field in general and the learning style based adaptive educational systems in particular." @default.
• W2623687187 created "2017-06-15" @default.
• W2623687187 creator A5041655293 @default.
• W2623687187 date "2008-11-15" @default.
• W2623687187 modified "2023-09-26" @default.
• W2623687187 title "Dynamic adaptive hypermedia systems for e-learning" @default.
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