Adaptive web‐based learning: accommodating individual differences through system's adaptation

Abstract

The idea of developing educational hypermedia systems for the Web is very challenging, and demands the synergy of computer science and instructional science. The paper builds on theories from instructional design and learning styles to develop a design rational and guidelines for adaptive web-based learning systems that use individual differences as a basis of system's adaptation. Various examples are provided to illustrate how instructional manipulations with regards to content adaptation and presentation, and adaptive navigation support, as well as the overall degree of system adaptation are guided by educational experiences geared towards individual differences.

An adaptive scaffolding e-learning system for middle school students’ physics learning

“…In recent years, a growing body of research has examined the influence of prior knowledge in hypermedia learning systems (e.g., Amadieu, Tricot, & Marine, 2009;Magoulas et al, 2003;Park, Lee, & Kim, 2009;Shapiro, 1999). This study explored the interactive effects between different scaffolds and different learner variables, suggesting a need to design scaffolds adaptively to meet the needs of individuals with different levels of prior knowledge.…”

“…In recent years, research examining the development of adaptive educational systems has offered advanced forms of learning environments that attempt to meet the needs of different students (Akbulut & Cardak, 2012;Diziol, Walker, Rummel, & Koedinger, 2010;Magoulas, Papanikolaou, & Grigoriadou, 2003;Mampadi, Chen, Ghinea, & Chen, 2011;Peredo, Canales, Menchaca, & Peredo, 2011;Tseng, Chu, Hwang, & Tsai, 2008). In practical terms, adaptive systems build a model that is tailored to the learner's characteristics, knowledge, goals, learning style and preferences (e.g., Brusilovsky, 2001;Papanikolaou, Grigoriadou, Kornilakis, & Magoula, 2003;Rasmussen & Davidson-Shivers, 1998;Specht & Oppermann, 1998).…”

“…However, in the context of computer-supported learning environments in which the teacher is outside of the learning process or is not immediately available, learners' engagement in and motivation to complete a task requiring mental effort decreases over time (Sins, Van Joolingen, Savelsbergh, & Van Hout-Wolters, 2008;Whipp & Chiarelli, 2004;Zhu, 2006). Therefore, a major interest for researchers and educators is examining how this type of learning environment can provide both dynamic and adaptive support for learners.In recent years, research examining the development of adaptive educational systems has offered advanced forms of learning environments that attempt to meet the needs of different students (Akbulut & Cardak, 2012;Diziol, Walker, Rummel, & Koedinger, 2010;Magoulas, Papanikolaou, & Grigoriadou, 2003;Mampadi, Chen, Ghinea, & Chen, 2011;Peredo, Canales, Menchaca, & Peredo, 2011;Tseng, Chu, Hwang, & Tsai, 2008). In practical terms, adaptive systems build a model that is tailored to the learner's characteristics, knowledge, goals, learning style and preferences (e.g., Brusilovsky, 2001;Papanikolaou, Grigoriadou, Kornilakis, & Magoula, 2003;Rasmussen & Davidson-Shivers, 1998;Specht & Oppermann, 1998).…”

“…At the same time, we still hold little knowledge about which parts of adaptive learning systems benefit student learning, and to what extent adaptive learning systems affect students' learning behaviour and performance. Previous research generally indicates that positive results occur when individual differences and orientations of learning are taken into consideration when designing adaptive learning systems, but there is some evidence that adaptive learning may have negative aspects as well (e.g., Magoulas et al, 2003;Peredo et al, 2011;Tseng et al, 2008). Moreover, the majority of research focuses on pedagogical activities, such as adaptive presentations or navigational frameworks that are tailored to specific aspects of the teaching content (Hsiao, Sosnovsky, & Brusilovsky, 2010;Mampadi et al, 2011).…”

An Advanced eLearning Environment Developed for Engineering Learners

“…This approach does not provide feedback to the learners and restricts the tutors, as the process followed by the learners and any of their strengths or weaknesses are opaque to the tutor. It soon became apparent that effective OLEs had to be adaptive to the individual learner and capable of providing multivariate feedback and assessment [11,12]. The monitoring process that measures the progress of the learners and assesses their performance has to be continuous [13], which is crucial both for the ability of the system to adapt to the needs of the learners and for a didactic assessment; otherwise, the delivery of personalized education would be ineffective [14,15].…”