TU e technische universiteit eindhoven / department of mathematics and computer science 1 Empirical...

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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

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Contents

• Motivation• Application of

learning styles adaptation language (LAG-XLS) in AHA! (Adaptive Hypermedia Architecture)

• Experimental Assignment• Conclusions

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“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

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

Motivation 2

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Contents




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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)

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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

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Graph Author tool

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Presentation for Visual+Global Learner

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Presentation for Verbal+Analytic Learner

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Presentation for Active vs. Reflective

Learner

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Contents




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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

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

0

10

20

30

40

50

Verbalizer Imager Activist Reflector GlobalAnalytic/Sequential

60

70

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

0

5

10

15

20

25

30

Pre-knowledge learning styles

Pre-knowledge XML

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

0

20

40

60

80

100

Text vs. Imagepreference

BF vs. DFpreference

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Overall impression (in %)

0

10

20

30

40

50

607080

90

Useful Pleasant Easy

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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?

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Satisfaction with (meta-)strategies (in %)

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0,2

0,4

0,6

0,8

1

VerbalizerVersus Imager

ActivistVersusReflector

GlobalVersusAnalyticTextVersusImagePreferen

ce Meta-strategy

BFVersusDFpreferenceMeta-strategy

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Contents




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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

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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

TU e technische universiteit eindhoven / department of mathematics and computer science 1 Empirical...

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