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1/8

Application of Learning Styles Adaptivity in Mobile Learning Environments


Kinshuk, Taiyu Lin

Massey University, Palmerston North, New Zealand

Abstrack

Availability of advanced mobile technologies, sch as high bandwidth infrastrctre, wireless

technologies, and handheld devices, have started to e!tend e"learning towards mobile learning #m"

learning$ #Sharples, %&&&$' (his phenomenon fits well with the new paradigm )anytime, anywhere

compting* #Lehner and N+seabel, %&&%$' -owever, the development of m"learning is still at rather

early stage and many isses have yet to be resolved' .ne of these isses is the potential of

individali/ation of learning process for the learners'

(his paper e!plores how to improve learning process by adapting corse content presentation to stdent

learning styles in mlti"platform environments sch as P0 and P1A' A framewor has been developed to

comprehensively model stdent2s learning styles and present the appropriate sb3ect matter, inclding thecontent, format, media type, and so on, to sit individal stdent' (he wor is based on the 4elder"

Silverman Learning Style (heory' (he framewor ses traditional web"based intelligent ttorial

architectre, with two additional components5 6learning style analysis modle2 and 6access device analysis

modle2' (he learning style analysis modle taes care of modeling stdent learning style and

commnicates with stdent model, whereas the access device analysis modle identifies the access device

profile and provides the information to ttorial modle' (he ttorial modle creates the sitable content,

based on the stdent model #inclding individal learning styles$ and access device profile, and presents

to the stdent'

7ased on the framewor, a prototype for the domain of P-P programming corse has been developed'

8ith this system, stdents are able to learning P-P programming with corse content that matches their

own learning style and the device sed to access the content' A formative evalation is planned to assess

the stdent satisfaction, learning efficiency, and effectiveness of the system while providing varios

presentations of the same content to different sers on different devices'

IT!"#$%TI"

Availability of advanced mobile technologies, sch

as high bandwidth infrastrctre, wireless technologies,

and handheld devices, have started to e!tend e"learning

towards mobile learning #m"learning$ #Sharples, %&&&$'

(his phenomenon fits well with the new paradigm

)anytime, anywhere compting* #Lehner and

N+seabel, %&&%$' -owever, the development of m"

learning is still at rather early stage and many isses

have yet to be resolved' .ne of these isses is the

potential of individali/ation of learning process for

the learners'

9n past decades, researchers from different

disciplines have intended to define and classify

learning styles that help teacher to improve their

individali/ed teaching' (here are many learning style

theories sed today and the learning style theories have

been applied in edcational environment widely' 4or

e!ample, the (heory into Practice 1atabase #(9P, %&&:$

provides ;& ma3or theories of learning and instrction,

sch as >:$, 4elder"Silverman Learning

Style (heory #4elder and Silverman, =>@ 4elder,

=>>:$, Lit/inger and .sif (heory of Learning Styles

#Lit/inger, 7' .sif, =>>:$, Myers"7riggs (ype 9ndicator

#M7(9$ #7riggs and Myers, =>??@ Myers and

1


2/8

-eader halaman genap5 Nama Drnal' olme &= Nomor &= (ahn %&=F, &"%=F

Mc0alley, =>;$' 9n recent years, researchers have

started to ndertae the learning styles in compter

based edcational systems, and there are a few e!isting

systems that have the ability to adapt to stdent or

ser2s learning style #0arver, et al', =>>>@ 0arver, et al',

=>>F@ Specht and .ppermann, =>>@ Cilbert and -an,

=>>>@ Cilbert' and -an, =>>>a@ Cilbert and -an, %&&%@

Paredes and Godrige/, %&&%$' 0rrently, many

researchers agree on the importance of modelling and

sing leaning styles, however there is little agreement

in aspects of learning style are worth modelling, and

what can be done differently for sers with different

styles #7rsilovsy, %&&=$' Moreover, the relationships

between leaning styles and possible interface settings

are still an nclear area #7rsilovsy, %&&=$'

(his paper e!plores how to improve learning

process by adapting corse content presentation to

stdent learning styles in mlti"platform environments

sch as P0 and P1A' A framewor has been developed

to comprehensively model stdent2s learning styles and

present the appropriate sb3ect matter, inclding the

content, format, media type, and so on, to sit

individal stdent by their learning styles and access

devices' 7ased on the framewor, a prototype for the

domain of P-P programming corse has been

developed to demonstrate the ideas'

(he paper is organi/ed as following' Section %

reviews the 4elder"Silverman learning style theorysed by the pro3ect@ section : overviews the application

of learning styles in adaptive learning systems@ Section

B discsses the high"level architectre of the system'

9n section ;, the design and implementation of a

prototype are discssed' Section F concldes this wor'

LEA!I& ST'LE A# (EL#E!)SIL*E!MA

LEA!I& ST'LE T+E"!'

A learning style is defined as the niHe collectionof individal sills and preferences that affect how a

stdent perceives, gathers, and process learning

materials #Dohnson and .rwig, =>>$' Each individal

has hisIher niHe way of learning' Learning style

greatly affects the learning process, and therefore the

otcome #0arver and -oward, =>>>@ incent and Goss,

%&&=$' 9n past decades, the leaning style area has been

developed advanced' Nmeros learning style theories

have been applied in edcational practices, e'g' >:$, 4elder"Silverman Learning Style (heory #4elder

and Silverman, =>@ 4elder, =>>:$'

4rom the e!isting learning style theory, the 4elder"

Silverman Learning Style (heory is chosen to be

implemented in this pro3ect' (he reasons to choose this

learning style theory are5

o 9ts 9nde! of Learning Style #9LS$ Hestionnaire

#4elder and Soloman, %&&:$ provides a convenient

and practical approach to establish the dominant

learning style of each stdent'

o (he reslts of 9LS can be lined easily to adaptive

environments Paredes and Godrige/, %&&%$'

o 9t is most appropriate and feasible to be

implemented for hypermedia corseware #0arver and -oward, =>>>$'

(his theory categori/es an individal2s preferred

learning style by a sliding scale of five dimensions5

sensing-intuitive, visual-verbal, inductive-deductive,

active-reflective and sequential-global #4elder and

Silverman, =>@ 4elder, =>>:$' 0rrently, the

indctive"dedctive dimension has been deleted from

the previos theory, becase of pedagogical reasons' As

shown in table =, this theory defines stdent2s learning

styles by basing on a sliding scale of five dimensions5

sensing"intitive, visal"verbal, active"reflective and

seHential"global'

(able=5 4elder2s learning dimensions #0arver, et al',

=>>>$

1efinition 1imension 1efinition

1o it Active Geflectiv

e

(hin abot

it

Learn facts Sensing 9ntitive Learning

concept

GeHire

pictres

isal erbal GeHire

reading or

lectre

Step by

step

SeHentia

l

Clobal 7ig pictre

4rom these dimension descriptions of learningstyles, a Hestionnaire J 9nde! of Learning Styles, is


3/8


developed by 4elder and Soloman #4elder andSoloman, %&&:$' (he aim of the 9LS Hestionnaire is tohelp learners to identify their own dominant learning

styles' 0rrently, the Hestionnaire consists of BBHestions that each comes with two possible answers, aor b' All Hestion are classified correspond to for pairsin the 4elder and Silverman Learning Style theory' (he

reslts of Hestionnaire are e!plained as follows5

o 9f yor score on a scale is =":, yo have a mild

preference for one or the other dimension bt yo

are essentially well balanced' #4or e!ample, a :a inthe A0(IGE4 category indicates a mild preferencefor active learning'$'

o 9f yor score on a scale is ;"?, yo have a

moderate preference for one dimension of the scaleand will learn more easily in a teaching

environment which favors that dimension'

o 9f yor score on a scale is >"==, yo have a strong

preference for one dimension of the scale' Komay have real difficlty learning in anenvironment which does not spport that preference'

E-ISTI& E#$%ATI"AL S'STEMS

IM.LEMETE# LEA!I& ST'LES

Since mid >&2s, a few edcational hypermedia

systems, which model stdent2s learning styles, have

been developed' (he system developed by 0arver et al'

#0arver, et al', =>>>@ 0arver, et al', =>>F$ relates

learning styles based on 4elder"Silverman Learning

Style (heory to corse components, e'g' slides,

hyperte!t, media clips' According to stdent2s learning

style, the system presents a list of corse components

with lins by order, and stdent can e!plore the corse

by clic the lins'

Arthr system #Cilbert and -an, =>>>@ Cilbert' and

-an, =>>>a@ Cilbert and -an, %&&% $ assmes for

leaning styles5 aditory, visal, tactile or a combination

of these styles, and there is respective corse material

for each style' 8hen stdent

first time enter the system, the corse content is

delivered to stdent randomly' (hen the system

monitors stdent2s learning process and base on

stdent2s evalation to pdate stdent2s learning styles

#aditory, visal, tactile or a combination of them$'

According to stdent2s latest learning styles, the system

provides the sitable corse content' (he learning

styles spported by the system are not based on any

edcational learning style theory, so its learning styles

are more or less lie preference'

Adaptive 0orseware Environment #A0E$ #Specht

and .ppermann, =>>$ provides certain mechanism to

adapt to stdent2s learning styles' 8hen a stdent starts

to se a new corseware, the stdent are ased for their

learning strategies, sch as learning by e!ample,

reading te!ts, or learning by doing' 7ased on the

learning model, the domain model and the pedagogical

model, the presentation component selects appropriate

learning nits and generates individal hypermedia

docments for stdent' 9n strict learning style theory in

edcation, its spporting learning styles may be

classified into stdent preference'

(he 8eb"based system created by Paredes and

Godrge/ #%&&%$ ses 4elder"Silverman Learning

Style (heory and 9nde! of Learning Styles to assess

stdent2s learning styles' (hen the assessment reslt is

sed to atomatically adapt 8eb"based edcational

systems2 content seHencing for stdent' -owever, the

system only spports two dimensions of for

dimensions in the 4elder"Silverman Learning Style

(heory'

1ifferent systems have varios ways to collect

stdent2s learning styles, sch as interview,

Hestionnaire, and monitor stdent2s behavior'

-owever, an important point that has to be ept in

mind is to get a sefl stdent2s learning style actally

is a psychological test process that specially designed,

and not by a simple interview #7rsilovsy, %&&=$'

All of these systems are P0 based systems' (hey do

not spport the mobile environments, which are

emerging very fast and need to be frther e!plored' (he

aim of the paper is to e!plore how to spport individal

stdy in mobile environments'

T+E +I&+)LE*EL A!%+ITE%T$!E "( T+ES'STEM

(he high"level architectre ses traditional web"

based intelligent ttorial architectre, with two

additional components5 6learning style analysis

modle2 and 6access device analysis modle2' #figre=$'

4igre =5 the high level architectre of the prototype

3


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s e r v e r

C l i e n t

i n t e r n e t

Expert Module Student

Model

Learning style

analysis

Tutoring Module Access deviceanalysis

Communication Mechanism

User nter!ace Module "#C or


(he learning style analysis modle taes care of

modeling stdent learning style and commnicates

with stdent model, whereas the access device analysis

modle identifies the access device profile and

provides the information to ttorial modle' (he

ttorial modle creates the sitable content, based on

the stdent model #inclding individal learning styles$

and access device profile, and presents to the stdent'

T"/A!# T+E .!"T"T'.E

(his section discsses how to implement the

prototype based on the above architectre'

Adaptation in mobile learning environments

(he adaptation in mobile learning environments

implicates that it has to consider the individal learner

and the access device' 9n the prototype, the access

devices are P0 or P1A'

• Adaptation to stdent2 learning styles5 (he

framewor is able to adapt to individal stdent

learning style by providing a defalt learning style

adaptation and individal learning style adaptation'

(he defalt learning style adaptation5 the

system poplates stdent learning style with a

defalt learning style if stdent selects not to

tae the learning style assessment process'

7ased on validation of 4elder"Soloman2s 9nde!

of Leaning Styles that more stdents are active,

sensing, seHential, and visal than reflective,

intitive, verbal and global#an Zwanenberg,

et al', %&&=@ Zywno, %&&:$, the defalt learning

style is activeIsensingIseHentialI visal'

(he individal learning style adaptation5 the

system recommends stdent tae the learning

style assessment before starting the corse'

(herefore, it is able to adapt the corse to

stdent2s individal learning style'

(he system provides the Hestionnaire of 9nde! of

Learning Style that stdent can tae to assess their

individal learning style' 4rom the e!planation of the

reslts of 9nde! of Learning Style Hestionnaire, there

are three possible degrees of preference for each

element in the for dimensions5 mild, moderate, and

strong preference' 9n the case of there is a mild

preference for one dimension that means not necessary

to adapt to it, the system signs a defalt preference for

it #table =$ based on the validation reslt #an

Zwanenberg, et al', %&&=@ Zywno, %&&:$'

(able %5 defalt preferences for mild preferences of lear ning style dimensions

1imensions 1efalt preference

Mild active or reflective ActiveMild sensing or intitive Sensing

Mild visal or verbal isal

Mild seHential or global SeHential

Adaptation to stdent2 access devices5 for the

demonstration prpose, the framewor is able to adapt

to P0 based and P1A' 8hen a device accesses the

system, the access device analysis modle will identify

the type of devices atomatically, and provides the

device information to ttorial modle' 7ased on the

stdent2s learning style and hisIher access device, thesystem will present the corse content accordingly'

The control flo0s in the system

4rom the figre =, the control flows in the initial

accessing the system are5 a$ after a stdent logs into the

system sccessflly, it provides two options #defalt

learning style and tae the learning style assessment$

for the stdent' b$ 9f the stdent selects the defalt

style, the system poplates the stdent learning style in

stdent model with the defalt style


5/8


#activeIsensingIvisalIseHential$' .therwise, the

system provides the 9nde! of Learning Style

Hestionnaire for the stdent' After the stdent finishes

the Hestions and sbmits the answers, the system

analyses the stdent2s learning style and poplates

hisIher stdent model'

4rom then, the ttoring modle will combine the

stdent2s leaning style information and the information

of access device provided by access device analysis

modle, and serve the stdent with corse content

according to hisIher learning style and access device'

%lassification of student learning styles and their

implementation rules

7ased on 4elder"Silverman Learning Style (heory,

classification of stdent learning styles and their

implementation rles are defined'

7ecase the system signs corresponding defalt

preferences for those mild preferences of leaning style

dimensions and treats the moderate and strong

preference as the same, there are =F types of

combination of leaning style dimensions' (hey are5

• activeIsensingIvisalIseHential

• activeIsensingIvisalIglobal

• activeIsensingIverbalIseHential

• activeIsensingIverbalIglobal

• activeIintitiveIvisalIseHential

• activeIintitiveIvisalIglobal

• activeIintitiveIverbalIseHential

• activeIintitiveIverbalIglobal

• reflectiveIsensingIvisalIseHential

• reflectiveIsensingIvisalIglobal

• reflectiveIsensingIverbalIseHential

• reflectiveIsensingIverbalIglobal

• reflectiveIintitiveIvisalIseHential

• reflectiveIintitiveIvisalIglobal

• reflectiveIintitiveIverbalIseHential

• reflectiveIintitiveIverbalIglobal

(hese different types of learning styles are

respectively implemented by the combination of the

following elements' (he implementation rles for

each element are discssed as follows'

Active5 stdy in grops to discssing, gess

possible Hestion and answer them, find ways to do

something with learning concepts

Providing discssion area

Geminding stdent to gess several possible

Hestions

Geflective5 thin abot Hietly before going ahead@

stop periodically to review what have been

learning, writing smmaries

(hin before going ahead

Stop periodically to review what have been

learning

8riting smmaries

Sensing5 facts, e!ample following by the

e!position, hand"on wor, practical material

E!ample first and following by the e!position

-and"on wor, sch as practicing in theapplying environment

9ntitive1 abstract, concept, theory, e!position

before e!ample

E!position first and following by the e!ample

More concept and abstract

$


6/8


isal5 pictre, graphs, diagram, flow chart,

schematics, demonstration, concepts map, color

notes, slides with mltimedia

More pictre, graphs, diagram

Animation demonstration

0olor important concepts

erbal5 te!t, and adio

te!t

Adio

SeHential5 Step by step logically to present

material, otline the material in order

Step by step to present material

0onstrict lins

Clobal5 Large pictre before detail, large 3mp,

conte!t of the sb3ect

Cive big pictre of the corse

Provide all the lins

=F types of learning styles and their corresponding

implementation rles have been finali/ed' 9n the ne!t

section, the design and implementation of the prototype

are presented in details'

(he classification of stdent learning styles and

their implementation rles reHested for implementing

the 4elder and Silverman learning style theory have

been identified and discssed' 9n the following section,

the prototype that implements the 4elder and Silverman

learning style theory is discssed'

Implementation of the prototype

(he prototype ses the P-P programming ttorials

material as corse content' Stdents2 profiles inclding

the learning style are stored in a MySL database' (he

prototype is developed by sing ML technologies,

P-P, Apache web server'

(o dynamically identify the access device, a simple

http header string identification techniHe is sed'

Since the P1A is limited at the si/e of screen and the

resorce, it is not capable of displaying mltimedia as

rich as P0' (herefore, two sets of corse content are

developed for P0 based and P1A based'

(he figre % is the page that stdent can select the

defalt learning style or taing the leaning style

assessment from P0s' 9f the stdent selects the corse

area directly, the system will poplate the stdent

model with the defalt learning style and bring the

stdent to the corse content according to the learning

style'

4igre %5

a

screenshot

that

stdent

can select

to go

straight to corse or tae the assessment

(he figre : is a lesson for the learning style"

activeIsensingIvisalIseHential' 9t provides the

e!ample at the begging of the lesson #if the lesson has

e!ample$'

Stdent can enter the grop discssion area anytime

throgh the men J discssion area' (he lesson is

presented step by step with few lins that stdent can

3mp' According to the visal, the lesson is presented

with pictre and highlighting the important concepts'

4igre :5 a screenshot of a lesson for leaning style activeIsensingIvisalIseHential


7/8


%"%L$SI"

9n this paper, we presented a mechanism to flly

model stdent2s learning styles and flly adapt the

corse content to individal learning style, based on the

4elder"Silverman learning style theory, and the access

device' A prototype for P-P programming corse was

developed to demonstrate the mechanism' Stdents can

perform stdy with corse content that nicely match

their own learning style and their access devices #P0 or

P1A$' 7y adapting the corse content to the stdent2s

individal learning style and access device, we e!pect

stdents are able to learning more efficiently and more

effectively'

Ne!t step, we are going to condct an evalation on

the prototype to assess the learning efficiency and

effectiveness of this system'

!E(E!E%ES

7riggs, ??$' Myers-Briggs

Type Indicator , Palo Alto, 0A5

0onslting Psychologist Press, 9nc'

7rsilovsy, P' #%&&=$' Adaptive hypermedia. User

Modeling and User Adapted 9nteraction, (en Kear

Anniversary 9sse #Alfred >>$'

Enhancing tudent !earning Through "ypermedia

#ourse$are and Incorporation of tudent !earning

tyles, 9EEE (ransactions on Edcation, vol' B%, no'

=, =>>>, pp' ::":'

0arver, 0' A', -oward G' A' and Lavelle E' #=>>F$'

Enhancing student learning by incorporating

student learning styles into adaptive hypermedia.

Proceedings of E1ME19A >F " 8orld 0onferenceʹ

on EdcationalMltimedia and -ypermedia,

7oston, MA, pp' =="=%:'

4elder, G' M' #=>>:$' %eaching the econd Tier&

!earning and Teaching tyles in #ollege cience

Education, D' 0oll' Sci' (eaching, %:, ;, %F"%>&'

4elder, G' M' O Silverman, L' B$' E'periential learning& E'perience as

the source of learning and development , Englewood

0liffs, ND5 Prentice"-all'

?;$' (owards an applied theory

of e!periential learning, in Theories of group

processes, ed' 0'L' 0opper London5 Dohn 8iley,

::";'

%


8/8


Lehner, 4' O N+seabel, -' #%&&%$' (he Gole of Mobile

1evices 9n E"Learning "4irst E!periences 8ith A

8ireless E"Learning Environment' *MTE 12215

=&:"=&F'

Lit/inger, M'E', O .sif' 7' #=>>:$' Accommodating

diverse learning styles5 1esigning instrction for

electronic information sorces' In *hat is 3ood

Instruction +o$4 !ibrary Instruction for the 2s.

ed. Linda Shirato' Ann Arbor, M95 Pierian Press'

Myers, 9'7' and Mc0alley, M'-' #=>;$' A gide to

the development and se of the Myers"7riggs (ype

9ndicator' #onsulting )sychologists )ress.

Paredes, P', and Godrige/, P' #%&&%$' 0onsidering

Learning Styles in Adaptive 8eb"based Edcation'

)roceedings of the 5th *orld Multiconference on

ystemics, #ybernetics and Informatics en 6rlando,

4lorida, B="B;'

Sharples, M' #%&&&$' (he 1esign of Personal Mobile

(echnologies for Lifelong Learning, #omputers

and Education, vol. 70, =??"=>:'

Specht, M' and .ppermann, G' #=>>$' A0E " Adaptive

0orseware Environment' (he +e$ %evie$ of

"ypermedia and Multimedia 0, =B="=F='

(9P #(heory into Practice 1atabase$ #%&&:$' Available

online at Dne #%&&:$ in5 http5IIwww"

hcs'derby'ac'ItipIinde!'html

an Zwanenberg, N', 8ilinson, L D', O Anderson, A'

#%&&&$' 4elder and Silverman2s 9nde! of Learning

Styles and -oney and Mmford2s Learning Styles

estionnaire5 -ow do they compare and do they

predict academic performance Educational

)sychology, 8ol. 12 97:, %&&&, :F;":='

incent, A' and Goss, 1' #%&&=$' Personali/ed

(raining5 1etermine Learning Styles, Personality

(ypes and Mltiple 9ntelligence .nline, The

!earning 6rgani;ation, /, accepted to be

presented at the

1227 AEE Annual #onference and E'position,

Nashville, (ennessee, Dne %:"%;, %&&:'

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