Abstract
Investigating the efficiency of learning style instruments is significant because it is a widespread technique and it enriches the understanding of the challenges of integrating such instruments into adaptive education systems. The results showed that current learning style instruments depend only on the textual form of infor-mation to present items; this might be leading to a bias in the measurement of learning styles as the textual forms of information are more suitable for verbal students than for others. The purpose of this paper is to investigate the precision of learning style instruments and the challenges of integrating them into adaptive education systems. This research followed a quantitative research approach. First, a new learning style instrument was developed using different forms of infor-mation (Figures, Charts, and Equations). Then, the preferred learning style of fif-ty students was measured twice, initially, by using the newly developed instru-ment and subsequently by using a VARK instrument, the results of both were compared.
Highlights
Research on the use of information technology in computing based education has indicated that students have different abilities and needs
With reference to the research hypothesis, “constructing the instruments of learning style using the different forms of information will not impact the measuring of learning preferences?"
The results showed that the number of students whose learning style was characterized as “visual” increased significantly when they used the ALSI instrument, which was built using visual and active content
Summary
Research on the use of information technology in computing based education has indicated that students have different abilities and needs. In other words, they tend to learn in different ways. They tend to learn in different ways These preferences are called learning styles [1,2,3]. Many researchers believe that students should know more details about their preferred learning styles because that will help them to be more attracted, engaged and motivated in educational sessions [2, 5, 9,10,11,12,13]. Previous studies have shown that the current learning style instruments depend heavily on textual forms of information to iJET ‒ Vol 13, No 9, 2018
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