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Empirical Evaluation of Learning Styles Adaptation Language

Empirical Evaluation of Learning Styles Adaptation Language. Natalia Stash Alexandra Cristea Paul De Bra. A3H June 20, 2006. Contents. Motivation Application of learning styles adaptation language (LAG-XLS) in AHA! (Adaptive Hypermedia Architecture) Experimental Assignment

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Empirical Evaluation of Learning Styles Adaptation Language

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  1. Empirical Evaluation of Learning Styles Adaptation Language Natalia Stash Alexandra Cristea Paul De Bra A3H June 20, 2006

  2. Contents • Motivation • Application of learning styles adaptation language (LAG-XLS) in AHA! (Adaptive Hypermedia Architecture) • Experimental Assignment • Conclusions

  3. “Authoring problem” Defining:- content alternatives & multiple paths through the content - adaptation techniques - whole user-interaction mechanism design Motivation 1 Alleviating “Authoring problem”Improving reuse capabilities:(reuse of previously created material & other components)reuse of static & dynamic parts of the courseware Our solutionReuse of dynamics based on LS example:Adaptation language LAG-XLS (read as “LAG-excels”)

  4. Evaluation of LAG-XLS:- understanding strategies creation and application- satisfaction with the presentation- ability to express variety of strategies Motivation2

  5. Contents • Motivation • Application of learning styles adaptation language (LAG-XLS) in AHA! (Adaptive Hypermedia Architecture) • Experimental Assignment • Conclusions

  6. Types of Adaptive Strategies in LAG-XLS • Instructional strategies - selection of media items - sorting information items - providing different navigation paths (breadth-first vs. depth-first) • Instructional meta-strategies – inference or monitoring strategies. Preferences for: - certain types of information (eg. text vs. image) - reading order (eg. breadth-first vs. depth-first)

  7. AHA! Adaptive Hypermedia Architecture

  8. Graph Author tool

  9. Presentation for Visual+Global Learner

  10. Presentation for Verbal+Analytic Learner

  11. Presentation for Active vs. Reflective Learner

  12. Contents • Motivation • Application of learning styles adaptation language (LAG-XLS) in AHA! (Adaptive Hypermedia Architecture) • Experimental Assignment • Conclusions

  13. Experimental Assignment • AHA! installation • Involvement as: - authors (using Graph Author tool, working with given applications & predefined strategies) - end-users (strategies visualization in given applications) • Comparison of stated preferences and preferences induced by the system with Felder-Soloman ILS questionnaire results • Modifying the existing strategies or creating new strategies • Comments

  14. Comparison: own stated preferences and ILS questionnaire results (in %)

  15. Student’s LS & XML pre-knowledge(in number of students)

  16. System induced preference the same as questionnaire result? (%)

  17. Overall impression (in %)

  18. Understanding the system (in %)

  19. Satisfaction with (meta-)strategies (in %)

  20. Contents • Motivation • Application of learning styles adaptation language (LAG-XLS) in AHA! (Adaptive Hypermedia Architecture) • Experimental Assignment • Conclusions

  21. Conclusion 1 • Students considered application of LS in AH a useful endeavor • Theory and praxis do not always match in LS identification • Students understood strategies application in AHA! quite well and were satisfied with the presentations • However the students did not create any new strategies

  22. Conclusion 2 • Creation of a course that supports LS requires a lot of psychological knowledge • Creation of ready to use strategies can be useful • Experiments with LS specialists are necessary

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