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Application of Learning Styles Adaptivity in Mobile Learning Environments

Application of Learning Styles Adaptivity in Mobile Learning Environments

Kinshuk, Taiyu LinMassey University, Palmerston North, New Zealand

ABSTA!T

Availability of advanced mobile technologies, such as high bandwidth infrastructure, wireless

technologies, and handheld devices, have started to extend e-learning towards mobile learning (m-

learning (!har"les, #$$$% &his "henomenon fits well with the new "aradigm 'anytime, anywherecom"uting ()ehner and N*se+abel, #$$#% owever, the develo"ment of m-learning is still at

rather early stage and many issues have yet to be resolved% ne of these issues is the "otential of

individuali.ation of learning "rocess for the learners%

&his "a"er ex"lores how to im"rove learning "rocess by ada"ting course content "resentation to

student learning styles in multi-"latform environments such as P/ and P0A% A framewor+ has been

develo"ed to com"rehensively model student1s learning styles and "resent the a""ro"riate sub2ectmatter, including the content, format, media ty"e, and so on, to suit individual student% &he wor+ is

based on the 3elder-!ilverman )earning !tyle &heory% &he framewor+ uses traditional web-based

intelligent tutorial architecture, with two additional com"onents4 5learning style analysis module1and 5access device analysis module1% &he learning style analysis module ta+es care of modelingstudent learning style and communicates with student model, whereas the access device analysis

module identifies the access device "rofile and "rovides the information to tutorial module% &he

tutorial module creates the suitable content, based on the student model (including individual

learning styles and access device "rofile, and "resents to the student%

6ased on the framewor+, a "rototy"e for the domain of PP "rogramming course has been

develo"ed% 7ith this system, students are able to learning PP "rogramming with course content

that matches their own learning style and the device used to access the content% A formativeevaluation is "lanned to assess the student satisfaction, learning efficiency, and effectiveness of the

system while "roviding various "resentations of the same content to different users on different

devices%

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Application of Learning Styles Adaptivity in Mobile Learning Environments volume 01 nomor 01 tahun

2012, 0-21

"#T$%&!T"$#

Availability of advanced mobile technologies,

such as high bandwidth infrastructure, wireless

technologies, and handheld devices, have

started to extend e-learning towards mobilelearning (m-learning (!har"les, #$$$% &his

"henomenon fits well with the new "aradigm

'anytime, anywhere com"uting ()ehner and

N*se+abel, #$$#% owever, the develo"mentof m-learning is still at rather early stage and

many issues have yet to be resolved% ne of

these issues is the "otential of individuali.ation

of learning "rocess for the learners%

8n "ast decades, researchers from different

disci"lines have intended to define and classifylearning styles that hel" teacher to im"rovetheir individuali.ed teaching% &here are many

learning style theories used today and the

learning style theories have been a""lied in

educational environment widely% 3or exam"le,the &heory into Practice 0atabase (&8P, #$$9

"rovides :$ ma2or theories of learning and

instruction, such as ;olb1s learning style theory(;olb and 3ry, :? ;olb, ?

Myers and Mc/aulley,


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chosen to be im"lemented in this "ro2ect% &he

reasons to choose this learning style theory are4

8ts 8ndex of )earning !tyle (8)! Euestionnaire(3elder and !oloman, #$$9 "rovides a

convenient and "ractical a""roach to establishthe dominant

learning style of each student%

&he results of 8)! can be lin+ed easily toada"tive environments -Paredes and Dodrigue.,

#$$#%

8t is most a""ro"riate and feasible to be

im"lemented for hy"ermedia courseware(/arver and oward,


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8f your score on a scale is :->, you have a

moderate "reference for one dimension of the

scale and will learn more easily in a teaching

environment which favours that dimension%

8f your score on a scale is =-


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Server

Gx"ert

!tudent

)earning style

Module

Model

analysis

&utoring Module

Access device

analysis

/ommunication Mechanism

"nternet

&ser "nterface Module -/! or !lient0

3igure


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their individual learning style% 3rom the

ex"lanation of the results of 8ndex of )earning

!tyle Euestionnaire, there are three "ossible

degrees of "reference for each element in thefour dimensions4 mild, moderate, and strong

"reference% 8n the case of there is a mild

"reference for one dimension that means not

necessary to ada"t to it, the system signs adefault "reference for it (table


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activeHsensingHverbalHglobal

activeHintuitiveHvisualHseEuential

activeHintuitiveHvisualHglobal

activeHintuitiveHverbalHseEuential

activeHintuitiveHverbalHglobal

reflectiveHsensingHvisualHseEuential

reflectiveHsensingHvisualHglobal

reflectiveHsensingHverbalHseEuential

reflectiveHsensingHverbalHglobal

reflectiveHintuitiveHvisualHseEuential

reflectiveHintuitiveHvisualHglobal

reflectiveHintuitiveHverbalHseEuential

reflectiveHintuitiveHverbalHglobal

&hese different ty"es of learning styles are

res"ectively im"lemented by the combination

of the following @ elements% &heim"lementation rules for each element are

discussed as follows%

Active4 study in grou"s to discussing, guess "ossible Euestion and answer them, find ways

to do something with learning conce"ts

Providing discussion area

Deminding student to guess several "ossible

Euestions

Deflective4 thin+ about Euietly before goingahead? sto" "eriodically to review what have

been learning, writing summaries%

&hin+ before going ahead

!to" "eriodically to review what have beenlearning

7riting summaries

!ensing4 facts, exam"le following by the

ex"osition, hand-on wor+, "ractical material

Gxam"le first and following by the ex"osition

and-on wor+, such as "racticing in the

a""lying environment

8ntuitive3 abstract, conce"t, theory, ex"osition

before exam"le

ex"osition first and following by the exam"le

more conce"t and abstract

Iisual4 "icture, gra"hs, diagram, flow chart,

schematics, demonstration, conce"ts ma", color

notes, slides with multimedia

More "icture, gra"hs, diagram

Animation demonstration

/olor im"ortant conce"ts

Ierbal4 text, and audio

&ext

audio

!eEuential4 !te" by ste" logically to "resentmaterial, outline the material in order

!te" by ste" to "resent material

/onstrict lin+s

Blobal4 )arge "icture before detail, large 2um",context of the sub2ect

Bive big "icture of the course

Provide all the lin+s


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"mplementation of the prototype

&he "rototy"e uses the PP "rogramming

tutorials material as course content% !tudents1 "rofiles including the learning style are stored

in a My!) database% &he "rototy"e is

develo"ed by using M) technologies, PP,

A"ache web server%

&o dynamically identify the access device, a

sim"le htt" header string identification

techniEue is used% !ince the P0A is limited atthe si.e of screen and the resource, it is not

ca"able of dis"laying multimedia as rich as P/%

&herefore, two sets of course content are

develo"ed for P/ based and P0A based%

&he figure # is the "age that student can select

the default learning style or ta+ing the leaningstyle assessment from P/s% 8f the student selects

the course area directly, the system will

"o"ulate the student model with the default

learning style and bring the student to thecourse content according to the learning style%

$igure 2# a screenshot that student can select to go straight to course or ta+e the assessment

&he figure 9 is a lesson for the learning style-activeHsensingHvisualHseEuential% 8t "rovides the

exam"le at the begging of the lesson (if the

lesson has exam"le%

!tudent can enter the grou" discussion area

anytime through the menu J discussion area%

&he lesson is "resented ste" by ste" with few

lin+s that student can 2um"% According to thevisual, the lesson is "resented with "icture and

highlighting the im"ortant conce"ts%

8


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$igure # a screenshot of a lesson for leaning

style activesensingvisualse!uential

!$#!L&S"$#

8n this "a"er, we "resented a mechanism to

fully model student1s learning styles and fully

ada"t the course content to individual learningstyle, based on the 3elder-!ilverman learning

style theory, and the access device% A "rototy"e

for PP "rogramming course was develo"ed to

demonstrate the mechanism% !tudents can "erform study with course content that nicely

match their own learning style and their access

devices (P/ or P0A% 6y ada"ting the course

content to the student1s individual learning styleand access device, we ex"ect students are able

to learning more efficiently and more

effectively%

Next ste", we are going to conduct an

evaluation on the "rototy"e to assess the

learning efficiency and effectiveness of thissystem%

E)EE#!ES

6riggs, ;% /% and Myers, 8% 6% (>% Myers-

.riggs "ype /ndicator , Palo Alto, /A4

/onsulting Psychologist Press, 8nc%

6rusilovs+y, P% (#$$


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)ehner, 3% O N*se+abel, % (#$$#% &he Dole of

Mobile 0evices 8n G-)earning - 3irst

Gx"eriences 7ith A 7ireless G-)earning

Gnvironment% 6M"E 20024

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