Felder-Silverman Learning Style Model Research Articles

Enhancing E-Learning Adaptability with Automated Learning Style Identification and Sentiment Analysis: A Hybrid Deep Learning Approach for Smart Education

In smart education, adaptive e-learning systems personalize the educational process by tailoring it to individual learning styles. Traditionally, identifying these styles relies on learners completing surveys and questionnaires, which can be tedious and may not reflect their true preferences. Additionally, this approach assumes that learning styles are fixed, leading to a cold-start problem when automatically identifying styles based on e-learning platform behaviors. To address these challenges, we propose a novel approach that annotates unlabeled student feedback using multi-layer topic modeling and implements the Felder–Silverman Learning Style Model (FSLSM) to identify learning styles automatically. Our method involves learners answering four FSLSM-based questions upon logging into the e-learning platform and providing personal information like age, gender, and cognitive characteristics, which are weighted using fuzzy logic. We then analyze learners’ behaviors and activities using web usage mining techniques, classifying their learning sequences into specific styles with an advanced deep learning model. Additionally, we analyze textual feedback using latent Dirichlet allocation (LDA) for sentiment analysis to enhance the learning experience further. The experimental results demonstrate that our approach outperforms existing models in accurately detecting learning styles and improves the overall quality of personalized content delivery.

Identifying the Learning Style of Students Using Machine Learning Techniques: An Approach of Felder Silverman Learning Style Model (FSLSM)

Identification of the learning style of the students in the teaching and learning environment plays a significant importance in improving both teaching and learning perspectives. The intension of the research was to investigate about applying the Machine Learning Techniques for identification of the Learning style of the students in online learning environment based on the Felder Silverman Learning Style (FSLSM) identification model. The significance of this experiment is that the proposed methodology considers the combination of access frequency (f) of course materials and total time (T) students spent on each course activity. For data collection process, it was designed reusable plugin for the Moodle for time tracking. Real-time dataset was prepared using three course modules designed according to the features of FSLSM model and the features for analyzing the students according to the FSLSM, it was selected seven criteria, and the features were validated using Pearson Correlation Coefficient method. These course modules were enrolled 150 students per each module. Once the data set was prepared, the data set was preprocessed and applied Five Supervised Classification Machine learning algorithms as Decision Tree, Logistic Regression, Random Forest, Support Vector Machine and K-Nearest Neighbors algorithm. The models were evaluated using Accuracy, Precision, Recall and F1 values. Over the five algorithms the Decision Tree classifier algorithm performed with best average accuracy with 93.5% for Input, 86% for Perception, 89.5 for Processing and 94% for Understanding dimension. The models were validated using the K-fold Cross validation and Standard Deviation values. Mean Squared Error, Bias and Variance values were considered the evaluation of underfitting or overfitting context of the model. To parameter optimization, the Grid Search Methodology was applied to find the best combination of criterion for the model. Finally, an application was developed for Identifying the Learning Style of the Students using the designed Machine learning model. The Consistency of the ML Model based on the Decision Tree classifier algorithm were evaluated using the results generated through developed application and the results suggested that consistency for taught machine learning algorithms is often between 85% to 95%, which is an acceptable range. The results generated by the application for identification of the learning style suggested the combination of learning style for particular students sample as Global-Mild, Visual- Strong, Sensing- Moderate and Reflective-Strong. Identification of these combination of learning style assist for teachers by giving an insight which components of the learning contents should be improved in course designing process.

An evolving learning style detection approach for online education using bipartite graph embedding

The increasingly widespread online education recently enabled a new form of teaching, learning, and overall educational outcome. However, the need of personalization is required as learners learn differently and learning follows a one-size-fits-all approach. Learning style is the most used personalization that plays an important role in learning. This learning style is a changeable trait that is influenced by the learner's behavior based on past experiences. As a result, knowing it over time helps to point learners in the right direction, motivate them, and enhance their learning outcomes. Research done so far does not take into account the changes in the behavior of learners, and the behavioral data is at large volume, making the existing approaches fail to capture and extract the behavior of learners efficiently. Inspired by these constraints, we propose an incremental learning style detection approach for online education with a bipartite graph embedding technique. We first construct a dynamic bipartite graph to represent the incremental interaction between learners and learning resources while learning. Then, introduce a dynamic bipartite graph embedding to learn the low dimensional representation of the constructed graph from the current and previous time. Finally, the low dimensional features are mapped to the selected Felder-Silverman learning style model (FSLSM) dimension each time to identify and group similar learners using the k-means clustering algorithm. The proposed approach can be integrated into different educational systems. Extensive experiments conducted using three datasets from 2015 KDD Cup courses demonstrate the effectiveness of our approach. Average of 93.19%, 95.76%, and 98.48% are achieved across the three datasets in accuracy compared to the existing approaches.

AdPisika: an adaptive e-learning system utilizing k-means clustering, decision tree, and bayesian network based on felder-silverman model to enhance physics academic performance

Amid the shift to online learning during the COVID-19 outbreak, the academic performance of students has become a concern. To address this, Adaptive Learning Systems (ALS) have emerged, these help in assessing students and delivering personalized content. This study develops an ALS incorporating K-means Clustering, Decision Tree, and Bayesian Network techniques, based on the Felder-Silverman Learning Style Model (FSLSM). The aim is to optimize learning materials based on students' current Knowledge Level (KL) and their Learning Style (LS). The students who utilized the proposed system showed substantial improvements in their performance across the Electromagnetic Spectrum, Light, Electricity, and Magnetism modules, with increases of 28.8%, 41.4%, 31.9%, and 32.9%, respectively. These findings provide strong evidence that the adaptive e-learning system had a significant positive impact on post-test scores compared to pre-test scores, surpassing the outcomes achieved with the traditional learning approach. With a silhouette score of 0.7 for K-Means clustering, an accuracy of 87.5% for Decision Tree, and a 95.1% acceptance value for the distribution of learning objects using the Bayesian Network, the proposed adaptive system demonstrated successful implementation of these machine learning algorithms. Furthermore, the proposed system received "excellent" ratings for functional stability, performance efficiency, compatibility, and reliability, with mean values of 4.49, 4.43, 4.43, 4.8, and 4.47 respectively.

J48-Based Decision Tree Algorithm in Detecting Kolb’s Learning Style Preferences of Information Technology Students

Teacher education institutions developed interventions to augment both the Teacher’s teaching and the Learner’s learning process. Previous studies focused on detecting learning styles in e-learning using learning management systems and adaptive learning in the online learning process, specifically using the Felder-Silverman learning style model. On the contrary, this study aimed to develop a decision tree-based model to detect the Learner’s learning style inspired by Kolb’s learning style in a face-to-face learning environment. Knowledge discovery in databases through data mining was utilized using the J48 algorithm to develop a decision tree-based model. This study was participated by 408 out of 462 information technology students in a state university in the Philippines. The study’s result was able to develop four J48-based decision trees with conditional rule models for activist, reflector, theorist and pragmatist learners. The evaluation of the decision tree models using confusion matrix and receiver operating curve showed a very high accuracy detection of every learning style (weighted average of 88-96%). This result recommends applying this in an actual system or computer application for easy and fast learning style detection based on the characteristics of the learners.

Recommendation Model for Learning Material Using the Felder Silverman Learning Style Approach

The biggest obstacle that students have when participating in a virtual learning environment (e-learning) is discovering a platform that has functionalities that can be customized to fit their needs. This is usually accomplished in several ways using educational resources such as learning materials and virtual classroom design elements. Our research has tried to meet this demand by suggesting an extra element in the virtual classroom design, i.e., classifying the students’ learning styles through machine-learning techniques based on information gathered from questionnaires. This feature allows teachers or instructors to modify their lesson plans to better suit the learning preferences of their students. Additionally, this feature aids in the creation of a learning path that serves as a guide for students as they choose their course materials. In this study, we have selected the Felder-Silverman Learning Style Model (FSLSM) in the questionnaire design, which focuses on identifying the students' learning styles. After that, we employ several machine learning algorithms to create a prediction model for the students’ learning styles. The algorithms include Decision Tree, Support Vector Machines, K-Nearest Neighbors, Naïve Bayes, Linear Discriminant Analysis, Random Forest, and Logistic Regression. The best prediction model from this exercise contributes to the recommendation model that was created using a collaborative filtering algorithm. We have carried out a pre-test and post-test method to evaluate our suggestions. There were 138 learners who were following a learning path and participated in this study. The findings of the pretest and post-test indicated a notable increase in students' motivation to study. This is confirmed by the fact that learners' satisfaction with online learning climbed to 87% when the learning style was considered, from 60% when it wasn't. Doi: 10.28991/HIJ-2023-04-04-010 Full Text: PDF

Understanding students’ backtracking behaviors in digital textbooks: a data-driven perspective

ABSTRACT The purpose of this study is to explore students’ backtracking patterns in using a digital textbook, reveal the relationship between backtracking behaviors and academic performance as well as learning styles. This study was carried out for 2 semesters on 102 university students and they are required to use a digital textbook system called DITeL to review courseware. Students’ backtracking behaviors are characterized by seven backtracking features extracted from interaction log data and their learning styles are measured by Felder–Silverman learning style model. The results of this study reveal that there is a subgroup of students called backtracker who backtrack more frequently and performed better than the average students. Furthermore, the causal inference analysis reveals that a higher initial ability can directly cause a higher frequency of backtracking, thus affecting the final test score. In addition, the significance analysis reveals no significant correlation between backtracking behavior and learning style. Building upon these experimental findings, we offer several suggestions for the future advancement of digital teaching materials development.

Unlocking teachers’ potential: MOOCLS, a visualization tool for enhancing MOOC teaching

Massive Open Online Courses (MOOCs) are revolutionizing online education and have become a popular teaching platform. However, traditional MOOCs often overlook learners' individual needs and preferences when designing learning materials and activities, resulting in suboptimal learning experiences. To address this issue, this paper proposes an approach to identify learners' preferences for different learning styles by analyzing their traces in MOOC environments. The Felder–Silverman Learning Style Model is adopted as it is one of the most widely used models in technology-enhanced learning. This research focuses on developing a reliable predictive model that can accurately identify learning styles. Based on insights gained from our model implementation, we propose MOOCLS (MOOC Learning Styles), an intuitive visualization tool. MOOCLS can help teachers and instructional designers to gain significant insight into the diversity of learning styles within their MOOCs. This will allow them to design activities and content that better support the learning styles of their learners, which can lead to higher learning engagement, improved performance, and reduction in time to learn.

Machine Learning Prediction Model for Early Student Academic Performance Evaluation in Video-Based Learning

The transformation of education norms from face-to-face teaching era to the Massive Open Online Courses (MOOCs) has created the emergence of educational technology domain for many students to access e-learning platforms. However, there are some drawbacks especially in asynchronous video-based learning. A sense of isolation could occur between teacher and students if the teachers do not interact much with the students in the asynchronous video-based learning. Consequently, the knowledge that is delivered by the teacher may not reach students effectively and cause a drop in student performance in the coming examination. Moreover, the growth of video-based learning has created a huge amount of data on the student learning process on the educational video which may provide a boost for educational data mining research. Therefore, this research study aims to introduce a predictive model that scrutinize the number of video view data based on each chapter in the video as well as student learning style, Felder-Silverman (FS) learning style model to deliver a prediction on individual student early performance in asynchronous video-based learning. This research has tested the different combination of feature selection methods with several handle of imbalance data methods such as Synthetic Minority Oversampling Technique (SMOTE), SMOTE-TOMEK and Adaptive Synthetic (ADASYN) algorithms to build the machine learning model and compare the model performance. As a result, proposed machine learning classifier algorithms with the combination of Maximum Relevance and Minimum Redundancy (MRMR) as feature selection method and SMOTE has been achieved the highest Area Under Curve (AUC) rate of 0.93.

Effectiveness of an Adaptive Learning Chatbot on Students’ Learning Outcomes Based on Learning Styles

Intelligent learning systems provide relevant learning materials to students based on their individual pedagogical needs and preferences. However, providing personalized learning objects based on learners’ preferences, such as learning styles which are particularly important for the recommendation of learning objects, re-mains a challenge. Recommending the most appropriate learning objects for learners has always been a challenge in the field of e-learning. This challenge has driven educators and researchers to implement new ideas to help learners improve their learning experience and knowledge. New solutions use artificial intelligence (AI) techniques such as machine learning (ML) and natural language processing (NLP). In this paper, we propose and develop a new personalization approach for recommendation that implements the adaptation of learning objects according to the learners’ learning style mainly focused on the use of a chatbot, named LearningPartnerBot, which will be integrated into the Moodle platform. We use the Felder-Silverman Learning Styles Model to determine learners’ learning styles in order to recommend learning objects, and also to overcome the cold start problem. A chatbot is an automated communication tool that attempts to imitate a conversation by detecting the intentions of its user. The proposed LearningPartnerBot should be able to answer learners’ questions in real time and provide a relevant set of suggestions according to their needs.

A Student Learning Style Auto-Detection Model in a Learning Management System

Learning style plays an important role in enabling students to have an efficient learning process. This paper proposes an auto-detection model of student learning styles in learning management systems based on student learning activities. A literature review was conducted to investigate the components of online learning activities. The search terms used were "online learning activities", "learning management systems", and "Felder-Silverman Learning Style Model (FSLSM)." A combination of the search terms above was also executed to enhance the search process. Based on the results of the review, eleven classes of online learning activities were identified, namely forum, chat, mail, reading materials, exam delivery time, exercises, access to examples, answer changes, learning materials, exam results, and information access. The online learning activities identified were then mapped to the Felder-Silverman model based on four model dimensions: processing, perception, input, and understanding. The proposed model shows the attributes of the online learning activities based on the dimensions in the FSLSM. The proposed model can assist educators to improve learning content according to the suitability of students and recommend appropriate learning materials to students based on their characteristics and preferences. Future studies include the use of machine learning algorithms such as decision trees to auto-detect student learning styles in learning management systems.

Design and Application of Hybrid Personalized Effective Teaching Strategy based on Learning Style Classification

With the continuous advancement of information technology in vocational education, personalized learning teaching models are deeply integrated with mobile teaching platforms. The online and offline blended teaching model has become a new perspective for higher education teaching reform. However, blended teaching has not yet achieved the expected teaching results in practical applications. How to further improve the effectiveness of blended teaching has become a problem to be solved. After analyzing the necessity of integrating learning styles into effective blended personalized teaching, this article draws on the Felder-Silverman learning style model to guide blended personalized teaching strategies. From four aspects: learning content organization, learning tool support, learning resource organization, and learning evaluation organization, teaching support strategies are designed for different types of learning styles, Finally, taking the task of calculating internal rate of return of investment management project in the course of financial management as an example, this paper introduces the specific application of this teaching strategy in hybrid teaching.

Context and Learning Style Aware Recommender System for Improving the E-Learning Environment

The learning management system (LMS) is an e-learning software that raised the interest of disparate learners’ groups. However, learners have difficulties in finding learning resources tailored to their preferences in the best way at the right time. Making the learning process more efficient and pleasant for learners can be achieved by using context and learning styles such as customizing aspects. This study proposes a new data-driven approach to retrieve learners' characteristics using traces of their activities based on the Felder-Silverman Learning Style Model (FSLSM). In this research, the traces of 714 learners who enrolled in three agronomy courses taught at IAV HASSAN II (winter session 2019, 2020, and 2021) were analyzed. Learners are categorized into clusters by their preference level for global/sequential learning styles, using an unsupervised clustering method. Then a classifier model tailored to our requirements was trained and based on the learner's learning style and their current context, a learning object recommendation list is proposed for them. The results revealed that the k-means algorithm performed well in identifying learning styles (LS) and the use of context features defined from the learners' adaptive close environments improved learning performance with an accuracy of over 96% given that most of the learners preferred a global learning style.

Personalized Learning in Virtual Learning Environments Using Students’ Behavior Analysis

In recent years, many research studies have focused on personalized e-learning. One of the most crucial parts of any learning environment is having a learning style that focuses on individual learning. In this paper, we propose an approach to personalizing learning resources based on students’ learning styles in a virtual learning environment to enhance their academic performance. Students’ interactions with the learning management system are utilized to analyze learners’ behaviors. The Felder–Silverman Learning Style Model (FSLSM) is used to map students’ interactions with online learning resources to learning style (LS) features. The learning style and demographic features are then utilized for training machine learning models to predict students’ academic performance in each quarter of courses. The most accurate prediction model for each quarter is then used to find learning style features that maximize students’ pass rates. We statistically prove that students whose actual learning style features were close enough to the ones calculated by the approach achieved better grades. To improve students’ academic performance each quarter, we suggest two strategies based on the learning style features calculated by the process.

Personalization of Distance Learning: Using PLS-SEM for Analyzing the Possibility of Differentiating Students with the Felder-Silverman Learning Style Model

Personalization of learning, that is, taking into account various characteristics and needs of students, is a critical issue in organizing education and determines the relevance of finding ways to differentiate students for predicting the vector of their integration into the learning process, including in a distance learning format. This article discusses the possibility of using the Felder-Silverman model for personalizing distance learning. The purpose of the study is to explore the relationship between individual learning styles and factors causing anxiety in distance learning and shaping students' attitudes towards distance learning. The PLS-SEM method was used as a research tool. It is shown that the stylistic features of students determine the direction of their attitudes towards the negative and positive aspects of distance learning. Students' attitudes towards such social phenomena in distance learning as difficulties in communicating with other students, lack of student activity, social isolation, absence of competition between students, and difficulties in communicating with pedagogues depended on the stylistic features of the students. At the same time, the stronger these social phenomena caused anxiety in students, the higher their negative attitude towards the positive aspects of distance learning and the possibility of a full transition to distance learning or a full replacement of in-person learning with distance learning. Moreover, the higher the importance of classroom lessons and the presence of printed textbooks for students, the more anxiety the mentioned social phenomena caused in students. It is shown that such constructs of the PLS-SEM structural model as Social factors of distance learning anxiety and Importance of material factors in learning have a negative relationship with Attitude towards distance learning.

New Automatic Hybrid Approach for Tracking Learner Comprehension Progress in the LMS

Learning style is a significant learner-difference factor. Each learner has a preferred learning style and a different way of processing and understanding the novelty. In this paper, a new approach that automatically identify learners learning styles based on their interaction with the Learning Management System (LMS) is introduced. To implement this approach, the traces of 920 enrolled learners in three agronomy courses were exploited using an unsupervised clustering method to group learners according to their degree of engagement. The decision tree classification algorithm relies on the decision rules construction, which is widely adopted to identify the accurate learning style. As missing good decision rules would lead to learning style misclassification, the Felder-Silverman Learning Style Model (FSLSM) is used as it is among the most adopted models in the technology of quality improvement process. The results of this research highlight that most learners prefer the global learning style.

ILS Validity Analysis for Secondary Grade through Factor Analysis and Internal Consistency Reliability

In differentiated learning, the teacher needs to be aware of the learning styles of students in the classroom to accommodate specific learning preferences, e.g., the Felder–Silverman learning style model. The corresponding instrument, i.e., the Felder–Silverman Index of Learning Style (ILS), was designed to assess learning styles, specifically for engineering students. The ILS has been tested at the middle school level to identify the learning styles; however, validity/reliability had not been established in earlier studies with large samples. The focus of this study was to identify the validity and reliability of an ILS instrument for middle school students (N=450) by investigating the factor structure through factor analysis. This includes internal consistency reliability and constructing validity report of the ILS. An exploratory and confirmatory factor analysis was undertaken to investigate the factor structure to establish validity. As a result of the study, the reliability of the instrument was established. Five-factors emerged through exploratory factor analysis (EFA), which were subjected to confirmatory factor analysis (CFA). The outcome provided five-factors (i.e., Comparative Fit Index (CFI), Tucker–Lewis Index (TLI), Root Mean Square Error of Approximation (RMSEA), Standardized Root Mean Residual (SRMR), and Goodness of Fit (GFI)), out of which four factors were related to the four dimensions of the Felder–Silverman model, and the fifth factor was related to the association of sensing/intuitive and sequential/global dimensions of the model, which is in agreement with the theoretical construct of ILS. As a result of CFA, ILS entailing 24 items indicates a good fit with five-factor structure. CFI=0.922;TLI=0.927; RMSEA=0.026; SRMR=0.585;GFI=0.911;X2=277;df=42;p=0.60. This study suggests that the ILS for the secondary-grade students needs to be revised with fewer items to improve the reliability, as supported by empirical evidence through the EFA and CFA.

Автоматизация разработки адаптивного электронного обучения с использованием технологии блокчейн

The low percentage of completion of online courses in the framework of the modern mass online education may be related to the lack of adaptation for a specific user of an online course of a learning path unifying all the stu-dents. The solution to the problem can be adaptive learning, which modifies the learning process for different students depending on their characteristics and learning conditions. The purpose of the study is to automate the process of developing adaptive e-learning by using the blockchain technology. The results of a study, in which adaptive learning was organized on the basis of the Felder-Silverman learning styles model was used as input data for the experiment. Applying the mechanism of smart contracts, the blockchain technology registered learning events, which made it possible to determine the learning style of users directly during the learning process. The chosen model of learning styles, as well as the number of categories of students, were configured exclusively in the smart contract code, which made it possible to talk about the universality and scalability of the process of organizing adaptive e-learning using the blockchain. The technology also ensured the reliability of data storage and traceability. It documents heterogeneous data in a single storage space adding a timemarker and the author's address to each recorded event. The proposed method also unifies the organization of adaptive e-learning, since it is suitable for different models of learning styles with different parameters. The automated process does not require the development of preliminary tests and is free from biased assessments from the students in the learning course

Course complexity in engineering education using E-learner's affective-state prediction

PurposeAffective states in learning have gained immense attention in education. The precise affective-states prediction can increase the learning gain by adapting targeted interventions that can adjust the changes in individual affective states of students. Several techniques are devised for predicting the affective states considering audio, video and biosensors. Still, the system that relies on analyzing audio and video cannot certify anonymity and is subjected to privacy problems.Design/methodology/approachA new strategy, termed rider squirrel search algorithm-based deep long short-term memory (RiderSSA-based deep LSTM) is devised for affective-state prediction. The deep LSTM training is done by the proposed RiderSSA. Here, RiderSSA-based deep LSTM effectively predicts the affective states like confusion, engagement, frustration, anger, happiness, disgust, boredom, surprise and so on. In addition, the learning styles are predicted based on the extracted features using rider neural network (RideNN), for which the Felder–Silverman learning-style model (FSLSM) is considered. Here, the RideNN classifies the learners. Finally, the course ID, student ID, affective state, learning style, exam score and course completion are taken as output data to determine the correlative study.FindingsThe proposed RiderSSA-based deep LSTM provided enhanced efficiency with elevated accuracy of 0.962 and the highest correlation of 0.406.Originality/valueThe proposed method based on affective prediction obtained maximal accuracy and the highest correlation. Thus, the method can be applied to the course recommendation system based on affect prediction.

Exploring the Effectiveness of Learning Path Recommendation based on Felder-Silverman Learning Style Model: A Learning Analytics Intervention Approach

A fixed learning path for all learners is a major drawback of virtual learning systems. An online learning path recommendation system has the advantage of offering flexibility to select appropriate learning content. Learning Analytics Intervention (LAI) provides several educational benefits, particularly for low-performing students. Researchers employed an LAI approach in this work to recommend personalised learning paths to students pursuing online courses depending on their learning styles. It was accomplished by developing a Learning Path Recommendation Model (LPRM) based on the Felder–Silverman Learning Style Model (FSLSM) and evaluating its efficacy. The data were analysed with the help of a dataset from the Moodle Research Repository, and different learning paths were recommended using a sequence matching algorithm. The effectiveness of this approach was tested in two groups of learners using the independent two-sample t-test, a statistical testing tool. The experimental evaluation revealed that learners who followed the suggested learning path performed better than those who followed the learning path without any recommendations. This enhanced learning performance exemplifies the effects of learning analytics intervention .