Post on 31-Mar-2015
1
TU e technische universiteit eindhoven
/ department of mathematics and computer science
Empirical Evaluation of Learning Styles Adaptation Language
Natalia Stash
Alexandra Cristea
Paul De Bra
A3H
June 20, 2006
2
TU e technische universiteit eindhoven
/ department of mathematics and computer science
Contents
• Motivation• Application of
learning styles adaptation language (LAG-XLS) in AHA! (Adaptive Hypermedia Architecture)
• Experimental Assignment• Conclusions
3
TU e technische universiteit eindhoven
/ department of mathematics and computer science
“Authoring problem” Defining:- content alternatives & multiple paths through the content - adaptation techniques - whole user-interaction mechanism design
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”)
Motivation 1
4
TU e technische universiteit eindhoven
/ department of mathematics and computer science
Evaluation of LAG-XLS:- understanding strategies creation and application- satisfaction with the presentation- ability to express variety of strategies
Motivation 2
5
TU e technische universiteit eindhoven
/ department of mathematics and computer science
Contents
• Motivation• Application of
learning styles adaptation language (LAG-XLS) in AHA! (Adaptive Hypermedia Architecture)
• Experimental Assignment• Conclusions
6
TU e technische universiteit eindhoven
/ department of mathematics and computer science
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
TU e technische universiteit eindhoven
/ department of mathematics and computer science
AHA! Adaptive Hypermedia Architecture
WWW server
User(student)
Author
DM/AMlocal
pages
Manager
Authoring tools
Graph AuthorConcept Editor
Form Editor
Java Applets
AHA! engine
Java servlets
DM - Domain ModelAM - Adaptation ModelUM - User Model
Pages from external WWW servers
UM
8
TU e technische universiteit eindhoven
/ department of mathematics and computer science
Graph Author tool
9
TU e technische universiteit eindhoven
/ department of mathematics and computer science
Presentation for Visual+Global Learner
10
TU e technische universiteit eindhoven
/ department of mathematics and computer science
Presentation for Verbal+Analytic Learner
11
TU e technische universiteit eindhoven
/ department of mathematics and computer science
Presentation for Active vs. Reflective
Learner
12
TU e technische universiteit eindhoven
/ department of mathematics and computer science
Contents
• Motivation• Application of
learning styles adaptation language (LAG-XLS) in AHA! (Adaptive Hypermedia Architecture)
• Experimental Assignment• Conclusions
13
TU e technische universiteit eindhoven
/ department of mathematics and computer science
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
TU e technische universiteit eindhoven
/ department of mathematics and computer science
Comparison: own stated preferences and ILS questionnaire results (in %)
0
10
20
30
40
50
Verbalizer Imager Activist Reflector GlobalAnalytic/Sequential
60
70
15
TU e technische universiteit eindhoven
/ department of mathematics and computer science
Student’s LS & XML pre-knowledge(in number of students)
0
5
10
15
20
25
30
Pre-knowledge learning styles
Pre-knowledge XML
16
TU e technische universiteit eindhoven
/ department of mathematics and computer science
System induced preference the same as questionnaire result? (%)
0
20
40
60
80
100
Text vs. Imagepreference
BF vs. DFpreference
17
TU e technische universiteit eindhoven
/ department of mathematics and computer science
Overall impression (in %)
0
10
20
30
40
50
607080
90
Useful Pleasant Easy
18
TU e technische universiteit eindhoven
/ department of mathematics and computer science
Understanding the system (in %)
0
0,2
0,4
0,6
0,8
1understand Graph author
no problems editing?
understand applicationstrategies
satisfied w. presentation
Strategy change worked?
19
TU e technische universiteit eindhoven
/ department of mathematics and computer science
Satisfaction with (meta-)strategies (in %)
0
0,2
0,4
0,6
0,8
1
VerbalizerVersus Imager
ActivistVersusReflector
GlobalVersusAnalyticTextVersusImagePreferen
ce Meta-strategy
BFVersusDFpreferenceMeta-strategy
20
TU e technische universiteit eindhoven
/ department of mathematics and computer science
Contents
• Motivation• Application of
learning styles adaptation language (LAG-XLS) in AHA! (Adaptive Hypermedia Architecture)
• Experimental Assignment• Conclusions
21
TU e technische universiteit eindhoven
/ department of mathematics and computer science
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
TU e technische universiteit eindhoven
/ department of mathematics and computer science
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