Learning Styles and Dyslexia Types – Understanding Their Relationship and its Benefits in Adaptive E-learning Systems

Aisha Y Alsobhi,Khaled H Alyoubi

doi:10.3991/ijim.v14i15.16129

Abstract

Learning is a fundamental element of people’s everyday lives. Learning experiences can take the form of our interactions with others, through attending an educational establishment, etc. Not everyone learns in the same way, and even people who are considered to have a similar standard of abilities or proficiency will exhibit different learning styles. This does not necessarily mean that some students are better than others; it means that students are different from one another. Adaptive e-learning system should be capable of adapting the content to the user learning style, abilities and knowledge level. In this paper, we investigate the benefits of incorporating learning styles and dyslexia type in adaptive e-learning systems. Adaptivity aspects based on dyslexia type and learning styles enrich each other, enabling systems to provide learners with materials which fit their needs more accurately. Besides, consideration of learning styles and dyslexia type can contribute to more accurate student modelling. In this paper, the relationship between learning styles, the Felder–Silverman learning style model (FSLSM), and dyslexia type, is investigated. These relationships will lead to a more reliable student model.

Highlights

Research reveals that the learning styles of dyslexic students are different to those of non-dyslexics [1]
In light of the disadvantages associated with such an approach and the current lack of formal research into the use of e-learning systems with students who suffer from dyslexia, this study aimed to explore dyslexic students’ interactions with elearning systems in depth with the intention of forwarding recommendations for future technological applications
To develop a personalized learning experience that is aligned with a dyslexic learner’s preferences in terms of learning style, dyslexia type and knowledge level, the author of the current study proposed a new ontological approach to learning experiences that was based on learning style and dyslexia type [43]

Summary

Introduction

Research reveals that the learning styles of dyslexic students are different to those of non-dyslexics [1]. Learning experiences that are aligned with a student’s preferred learning style are more likely to be effective and will increase the self-esteem of dyslexic students. Teachers need to develop methods by which learners can identify and understand their learning style and, subsequently, adapt it to their needs. Dyslexia is a specific learning difficulty that mainly affects the development of literacy and language related skills. It is likely to be present at birth and to be life-long in its effects It is characterized by difficulties with phonological processing, rapid naming, working memory, processing speed, and the automatic development of skills that may not match up to an individual’s other cognitive abilities. It tends to be resistant to conventional teaching methods, but its effect can be mitigated by appropriately specific intervention, including the application of information technology and supportive counselling

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Discussion

Conclusion