Title: Effect of adaptive learning style scenarios on learning achievements

Authors: D. Bozhilov, K. Stefanov, S. Stoyanov

Addresses: St. Kl. Ohridski University of Sofia, 5, James Bourchier Blvd, 1164 Sofia, Bulgaria. ' St. Kl. Ohridski University of Sofia, 5, James Bourchier Blvd, 1164 Sofia, Bulgaria. ' Center for Learning Sciences and Technologies (CELSTEC), Open University of the Netherlands, Valkenburgerweg 177, 6419 AT Heerlen, The Netherlands

Abstract: The reported study compares three adaptive learning style scenarios, namely: matching, compensating and monitoring. The matching and compensating scenarios operate in a design-time mode, while monitoring applies in a run-time adaptation mode. In addition, the study investigates the role of pre-assessment and embedded adaptation controls. In order to evaluate the effectiveness of the different adaptive scenarios, a software application serving as a test-bed was developed. An experimental study indicated that the monitoring adaptation led to higher learning achievements when compared to matching and compensating adaptation, although no significant effect was found.

Keywords: adaptive learning; adaptive software applications; learning styles; matching; compensating; monitoring; adaptation controls; learning achievements.

DOI: 10.1504/IJCEELL.2009.028834

International Journal of Continuing Engineering Education and Life-Long Learning, 2009 Vol.19 No.4/5/6, pp.381 - 395

Published online: 06 Oct 2009 *

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