Difficulties in adapting feedback for individual learning styles in the Arabic Teacher Assisting and Subject Adaptive Material (TASAM) system

Abstract

Creating educational systems that effectively meet the learning needs of different individuals is not without challenges, however. The TASAM (Teacher Assisting and Subject Adaptive Material) system attempts to meet this objective by taking an Arabic version of Felder-Silverman's learning styles as the foundation for creating learning resources and tailoring the teaching process for individual students. This paper aims to explore ways in which to evaluate the efficiency of adaptive learning systems, as well as to explore specific obstacles faced in adapting feedback to students' learning styles. Suggestions will subsequently be offered for possible methods of adapting feedback within the TASAM system. There are numerous ways to adapt feedback to individuals within a learning context. The findings of this study seem to demonstrate a positive correlation between adaptation of learning styles and enhanced educational outcomes.