Learning Styles Research Articles

The impact of information technology for online learning with the implementation and involvement of students in the creation of conditions and environment

Adaptive e-learning is considered a stimulus to assist learning and increase student engagement. Hence, building suitable adaptive e-learning environments helps to individualize education to reinforce learning goals. This work aims to create an adaptable e-learning environment based on students' learning styles and examine the effect of the adaptive e-learning environment on student engagement. This study also contrasts the suggested adaptive e-learning environment with the standard e-learning strategy. The suggested adaptive e-learning strategy and findings may assist e-learning institutions in building and implementing more individualized and adaptable e-learning environments to increase student engagement. The work is based on mixed research methodologies used to examine the effect in the following manner: The adaptive e-learning environment is designed using the development technique, a quasi-experimental research methodology for performing the research experiment. The student engagement scale measures the following affective and behavioral factors: skills, participation/interaction, performance, and emotions. According to the data, the experimental group is statistically substantially higher than the control group. These experimental findings suggest that an adaptable e-learning environment can motivate pupils to learn. This study makes many practical recommendations: how to develop a foundation for adaptive e-learning based on learning styles and how to execute it; how to improve the impact of adaptive e-learning in education; and how to boost the cost-effectiveness of education.

Identifikasi Gaya Belajar Mahasiswa Calon Guru IPA Universitas Negeri Makassar

Student learning style is one of the important things that teachers need to know before carrying out the learning process. So that teachers can determine the appropriate learning process for the class. This study uses quantitative descriptive which aims to identify the learning styles of prospective science teachers. The research sample amounted to 71 students of class 2022 Science Education FMIPA UNM. The research instrument used was a questionnaire with 30 statement items with 5 scales. This learning style focuses on visual, auditory, and kinesthetic. The results showed that overall, dominant students had a visual learning style.

PENGEMBANGAN MODUL AJAR BERDIFERENSIASI MATA PELAJARAN BAHASA INDONESIA KELAS II MATERI KALIMAT TANYA

Students have a diversity of needs that are often not well accommodated by teachers. This study aims to develop and determine the quality of differentiated learning teaching modules for subjects Indonesian question sentence material for grade II students. The development of differentiated teaching modules is expected to assist teachers in compiling learning activities based on the diversity of students. This research was carried out at Mangunan Experimental Elementary School using ADDIE type Research and Development research. The teaching module developed contains the steps for making and examples of learning designs. This research was validated by three validators who then tested the module on a learning group of 26 grade 2 students with the results of the initial assessment having different learning readiness, interests and learning styles, and four students with special needs: autism, slow learners, speech delay, and ADHD. Based on the results of expert validation, the quality of teaching modules is stated to be very good judging from the module criteria, namely: containing essential material, fostering interest, challenging, relevant, providing learning based on the results of assessment of student needs, presenting variations in the learning process, content, products, and environment. The results of the trial at the first meeting, showed an increase in understanding by 73.90% in learning question sentences. Learners show enthusiasm and increased involvement in the learning process as their learning readiness, interests, and learning styles are accommodated. This research is limited to the trial of the first meeting of the teaching module and still requires trials for subsequent meetings for more comprehensive results

Meta-Analysis Study: The Influence of Project Based Learning Models on Creativity and Science Learning Outcomes of Elementary School Students

The project based learning (PjBL) model is expected to be able to change students' learning styles by increasing motivation in learning, creativity in work, generating creative ideas, and being able to think critically. The meta-analysis research aims to find out how big the effect of the PjBL model is on the creativity and science learning outcomes of elementary school students?; Does the implementation of the PjBL model affect the creativity and science learning outcomes of elementary school students? Collecting articles using the publish or perish application with the keywords PjBL model, creativity, and elementary science learning outcomes. The data obtained was analyzed by calculating the effect size of each journal. Analysis of the average effect size of 0.92 is in the large category. The PjBL model influences the creativity and learning outcomes of elementary school students with r RE = 0.925 in the high category. This shows that the PjBL model can increase student creativity and learning outcomes in elementary school science learning. The PjBL model can improve and develop creativity and high-level thinking skills based on the demands of the 4.0 era.

Training to increase personal potential through achievement motivation for the Inline Skate Community, Purworejo

The main objective of this activity is to increase the achievement motivation of members of the Purworejo inline skate community through structured training. Additionally, this activity aims to hone participants' interests and talents, as well as build their self-confidence. The methods used in this activity include lectures, discussions, and assessments. Assessments were conducted before and after training using Google Forms containing pre-tests and post-tests to measure changes in participants' understanding and motivation. The results of the training showed a significant increase in participants' understanding of their potential and achievement motivation. This inline skate training activity successfully increased participants' achievement motivation and self-confidence. Furthermore, these results highlight the importance of the role of parents and teachers in supporting the development of children's potential by understanding each child's learning style.

Conceptualizing the Relationship Between Course Management, Learning Styles and University Students’ Academic Challenges in China

Conceptualizing the Relationship Between Course Management, Learning Styles and University Students’ Academic Challenges in China

Preleminary Study: Need Analysis for Research and Development of Automatic Sprinkling System based on Arduino and Soil Moisture Sensor as The Instructional Aids in Soil Moisture Measurement

Instructional aids will made student easier to understanding and applying physics concepts. This study aims to obtain data and analyze the student’s needs toward to the instructional ais soil moisture measurement in physics lesson. Samples in study were student of 33 peoples, taken from class XH at SMAN 71 Jakarta with technique purposive sampling. This study resulted: physics learning motivation of student are in the medium category, with attention 87.88%, relevance 55.30%, confidence 60.61% and satisfaction 87.12%. Curriculum analysis show in class X, measurement lesson still can be developed to soil moisture measurement based on contextual learning approach. Based on style learning, 4,48% students who have visual learning style, auditory 24.24% and kinesthetic 27.27%. A total of 59.85% students experience difficulty in learning physics. As many as 79.55% of students agree that hands on method in learning can reduce difficulty in learning physics. As many as 87.12% of students agree that they need automated instrument in physics practice and only 39.39% of students has known about Arduino. The frequently used learning media in class were on audio-visual category, starting from power point slide presentation, Canva’s slides presentation, video, simulation and animation. All of those findings were supported research and development of oto-sprinkler system by using humidity sensor and Arduino Uno. Result of this study will become the base contextual in developing contextual teaching aids in form of soil moisture measurement, so that can increase the physics learning motivation in student.

Technology Acceptance among College Students Living in Remote Areas

The extent to which students adopt technology in their learning process has long been the focus of research. This study aimed to determine the level of technology acceptance and the differences in the level of learning style analyzed by sex, age, marital status, and year level. The participants of this study are 205 college students officially enrolled in the School Year 2021- 2022. This study used the adopted survey questions by Davis (1989). Frequency, mean, and Pearson-r were used as statistical treatment of data. Results showed that the overall level of technology acceptance of the respondents was high that the level of technology acceptance among college students, as grouped by sex and across ages, shows no significant difference. However, in terms of year level and program, third-year college students got the highest level of technological acceptance. Among all the indicators, Perceived ease-of-use (PEU) obtained the lowest mean score. With this, the researchers recommend conducting a seminar entitled “Blended Learning: The Emerging Technologies” for students to be able to know the significance of technology and to continue embracing technological advancement, especially during this time of the pandemic.

The attitudes of Syrian Private University Medical Students towards E-Learning during the COVID-19 pandemic: a cross-sectional study

BackgroundThe COVID-19 pandemic has had a significant impact on the education sector, leading to the closure of colleges and schools and disrupting the learning process for an uncertain duration. In response, electronic learning has emerged as a suitable method for continuing the educational process during the lockdown. This study aimed to assess the attitudes, practices, and barriers to e-learning among medical students at Syrian Private University.MethodsA cross-sectional survey study was conducted at the Faculty of Medicine of the Syrian Private University (SPU) in Damascus, Syria. The study used a convenience sampling approach and was carried out from June 2021 to January 2022. Data were collected using a self-administered questionnaire structured into two sections. The first section included 12 sociodemographic questions. The second section assessed students’ attitudes, practices, and barriers related to e-learning, and consisted of 14 questions on attitudes, 11 questions on practices, and 9 questions on barriers.ResultsOf the 519 participating students, over half (55.1%) exhibited a negative attitude towards e-learning. However, more than 60% reported engaging in e-learning activities such as downloading educational content and participating in virtual study groups. The main barriers identified were unstable internet connections (92.7%) and challenges in communication with educators (82.7%). Bionomical logistic regression revealed that negative attitudes were predicted by housing status, academic year, health status, lack of engagement with colleagues in e-learning practices, and the reported barriers of difficulty adjusting learning style, lack of technical skills, poor communication with educators, limited access to devices, and limited space conducive for studying (P < 0.05).ConclusionWhile medical students at SPU were actively engaged in e-learning, over half held negative attitudes. These negative attitudes were associated with the various barriers that students reported. The findings can inform stakeholders in our institution and other Syrian universities about the challenges of implementing e-learning in medical colleges.

Analysis of Middle School Students' Learning Styles for Differentiated Learning in Mathematics Lessons

The aim of this research is to obtain a description of students' learning styles in studying mathematics. Learning style questionnaires and in-depth interview methods were used in this qualitative descriptive research design. Thirty class VIII students from one of the middle schools in Majalengka Regency were used as research subjects. An interview guide and a Google form-based learning style questionnaire were used as research instruments. The data analysis approach used is data reduction, data presentation, and drawing conclusions. The results of the analysis show that 17% of Class VIII students in one of the middle schools in Majalengka Regency have a kinesthetic learning style, 53% have a visual learning style, and 30% have an auditory learning style. These findings indicate that the visual learning style is the most common type of learning. To develop differentiated learning, teachers and schools must consider the different learning styles and needs of students.

Implementation of Project-Based Learning Model in Islamic Religious Education for Grade X at Muhammadiyah Senior High School 1 Surakarta

&lt;em&gt;A learning model is an approach to change learners' behavior adaptively or generatively, which is strongly related to learners' learning styles and teachers' teaching styles. One prominent learning model is Project-Based Learning (project based learning), where students actively participate in real projects to solve real-world problems independently. This research focuses on the implementation of project based learning in Islamic Religious Education (PAI), which aims to develop learners' religious values and character. This research uses a phenomenological approach to describe the situation in the field and understand individual experiences in the context of everyday life. Through direct data collection in the field, this study reveals how project based learning in Islamic Education affects the development of students' social skills, creativity, and concept understanding. The results show that project based learning not only improves students' academic understanding, but also builds inclusive character and effective communication skills in group collaboration. In conclusion, project based learning in Islamic Religious Education makes a positive contribution to education by combining religious values with project-based learning. By going in-depth, this study hopes to provide useful insights for future educational development, particularly in the context of relevant and empowering religious teaching.&lt;/em&gt;

Revisiting The Usability of Personalised E-Learning Framework with Social Collaboration Support Using PCA

Personalised e-learning aims at providing a personalisation effect based on the learner’s characteristics such as knowledge level, preferences, and learning style. The support derived from using social collaboration tools like social media reflects the discovery of these characteristics from content generated during collaboration. The collaboration process is guided using different annotations equipped with the collaboration tool. This type of system needs to be evaluated in terms of usability factors including usefulness, ease of use, and System Usability Scale (SUS). These evaluation factors reflect the objectives of the system based on the different functionalities provided. Thus, the correlation between these factors and how they are related to the system objectives is needed to be validated. This validation is performed using Principal Component Analysis (PCA) utilising PerLCol framework as discussed in this paper. PerLCol is a framework that aims at providing personalisation effects by utilising the generated information during social collaboration and interaction. The result reveals the strength items as indicated by the selected components (PC1, PC2, and PC3). These components are related to three evaluated factors which are personalisation, social collaboration, and seamless design which ultimately reflect the objectives of the framework.

ANALISIS KESULITAN BELAJAR SISWA DITINJAU DARI GAYA BELAJAR PADA MATA PELAJARAN IPS DI SMP DARUL LUGHAH WAL KAROMAH

This research aims to analyze students' learning difficulties in terms of learning styles in social studies subjects at Darul Lughah Wal Karomah. Descriptive qualitative is used to determine the paradigm of this research. Interview, observation and documentation are the methods used in this research to collect data. The results of this study explain that: The visual learning style dominates among other learning styles with a percentage of 56.6%, and it is followed by the kinesthetic learning style at 33.3%, and the auditory learning style at 10%. The visual learning style can be seen in students with concrete evidence that must be shown firstly so it can make students understand in lesson. The characteristics of students who have a visual learning style are a high need to see and capture information visually before they understand it. The auditory learning style can be seen from students who are able to become fluent speakers, like to discuss things and explain things at length. Students with this type of learning style are easily distracted by noise and are weak in visual activities. The kinesthetic learning style can be seen in students who find it difficult to sit still for hours because of their desire for activity and exploration.

Differences in Perceived Value of Team Projects and Learning Styles of Accounting and Marketing Students

This study investigates the learning styles of accounting and marketing students and, whether specific learning styles favour team projects. Based on a student sample from a Mid-Western University in the USA, our research indicates that marketing students are more active and visual learners than accounting students. In contrast, accounting students are more reflective, sensing, and sequential learners compared to marketing students. Our study also indicates that active learners and visual learners perceive higher value from participating in team projects. Overall, it appears that marketing students value team projects more than accounting Students. Our study also suggests that team projects are not for everybody. In general, marketing students value team projects more. When teaching an introductory marketing course, which is more likely to be a mix of students with different learning styles, educators may give team projects along with individual projects.

Exploring the influence of learning modality preferences and COVID-19 infection experiences on depressive mood in Chinese students

The COVID-19 pandemic has significantly impacted the mental health of children and adolescents worldwide. While various factors contributing to this phenomenon have been explored, the role of learning style preferences remains underexamined. This cross-sectional study, conducted between October and November 2020, involved over 20,000 participants, including students from junior high school, senior high school, and undergraduate levels. Significant differences in depressive mood levels were observed among individuals with different learning modality preferences upon the return to traditional, in-person learning. Students with in-person learning preferences exhibited lower depression levels, while students with no preference for either learning style outperformed devotees of remote learning. The highest depression occurred among those endorsing neither learning mode. Importantly, the impact of these preferences on depressive moods was found to be moderated by COVID-19 infection experiences. The findings highlight the nuanced relationship between learning style preferences, COVID-19 infection experiences, and mental health outcomes among students. Acknowledging the moderating effect of infection experiences is crucial for developing targeted interventions and adapting pedagogical approaches post-pandemic. This study contributes valuable insights into the complex relationships shaping the mental well-being of students amidst educational disruptions caused by the pandemic.

Effects of subtitles on vocabulary learning through videos: An exploration across different learner types

This study examines the effect of four subtitling conditions — no subtitle, intralingual subtitles, interlingual subtitles, and keyword subtitles — on vocabulary learning among diverse learner groups, as well as their perception of the effectiveness of subtitles. The study involved four participant types, all learning English as a foreign language: second-year primary school students (N = 147), fourth-year primary school students (N = 97), middle school students (year 8, N = 38), and high school students (year 10, N = 50). Participants watched videos under different subtitling conditions, followed by a vocabulary test. Our findings revealed that middle and high school students scored higher on vocabulary meaning recall when subtitles were provided. Meanwhile, second- and fourth-year primary school students did not benefit from the subtitles in terms of meaning recognition. Among the subtitle types, bilingual keyword subtitles were the most effective for middle school students, while interlingual subtitles proved to be the best for high school students. Generally, the students' perception of the effectiveness of the subtitles in the experiment aligned with their actual learning outcomes.

Incidental Learning of Collocations Under Different Input Modes and the Mediating Role of Perceptual Learning Style.

This study investigated how input modes (reading vs. listening) and learners' perceptual learning style (visual vs. auditory) affected the incidental learning of collocations. A total of 182 college students were first assigned to either a visual or auditory group based on their performance on a perceptual learning style questionnaire. Each style group was subsequently subdivided into three groups who were exposed to a series of texts containing unfamiliar collocation items under one of the input conditions: written input, aural input, or no input. Results of the study indicated that both written and aural input led to gains in collocational knowledge, and aural input was more effective than written input. Furthermore, the study provided empirical evidence that there was a moderating role of perceptual learning style on incidental collocation learning. The auditory learners under aural input showed the highest rate of collocation learning among all treatment subgroups.

Gamifying Teacher Education with FantasyClass: Effects on Attitudes towards Physics and Chemistry among Preservice Primary Teachers

This study investigates the impact of structural gamification, using the digital platform FantasyClass, on the attitudes and motivation of preservice primary education teachers towards physics and chemistry. Employing a mixed-methods approach, the research combined quantitative and qualitative data collection and analysis involving 65 second-year university students over a 14-week course. The quantitative component was framed within a quasi-experimental pre-post design, allowing for the comparison of students’ attitudes and motivations before and after the gamified intervention. The qualitative component was designed to complement the quantitative findings. Quantitative analysis revealed significant improvements in students’ perceptions and motivation, with notable increases in positive attitudes towards these sciences. Qualitative data further highlighted enhanced interest and enjoyment, with students reporting greater engagement and a shift in their perception of physics and chemistry as accessible and enjoyable. The study also noted an increase in self-confidence among future teachers and improved teaching self-efficacy. The findings suggest that integrating gamification in initial primary science teacher education can effectively foster more favorable attitudes, enhance motivation towards science, and improve teaching confidence. Future research should explore long-term impacts, as well as personalized gamification approaches to cater to different types of learners and maximize educational effectiveness.

Application of Multimedia Technology in Teaching English in Colleges and Universities

Multimedia plays a crucial role in English teaching by enhancing engagement, providing diverse learning experiences, and catering to different learning styles. English teaching through multimedia, while beneficial, presents challenges. Unequal access to technology and the digital divide can hinder some students' participation. Ensuring digital literacy and quality content selection is crucial to effective use. This paper proposed the Hidden Markov Model for English Teaching (HMM-ET) to improve the performance of college and university students. The proposed HMM-ET model computes the Markov chain of English teaching through multimedia technology. With the implementation of multimedia technology, the HMM model estimates the performance of students in colleges and universities. Through the estimation of HMM-ET the classification of students' performance in English learning is computed with the machine learning model. The performance of the students is examined comparatively with the conventional Support Vector Machine (SVM) and Random Forest. Through analysis of a dataset comprising observation sequences reflecting English learning tasks, HMM-ET consistently outperforms SVM and Random Forest, achieving an average accuracy of 96%, while SVM and Random Forest attain accuracies of 90% and 88% respectively.

Developing an intelligent and sustainable model to improve E-learning satisfaction based on the learner’s personality type: data mining approach in high education systems

PurposeAlthough E-learning has been in use for over two decades, running parallel to traditional learning systems, it has gained increased attention due to its vital role in universities in the wake of the COVID-19 pandemic. The primary challenge within E-learning pertains to the maintenance of sustainable effectiveness and the assurance of stakeholders' satisfaction. This research focuses on an intelligence-driven solution to recommend the most effective approach to education policymakers by considering the unique characteristics of all components within the educational system (course type, student and teacher characteristics, and technological features) to achieve a sustainable E-learning system.Design/methodology/approachThrough a systematic literature review and qualitative content analysis, a conceptual model of the critical components influencing E-learning quality and satisfaction has been developed. The proposed model comprises six main dimensions: usage, service quality, learning system quality, content quality, perceived usefulness, and individual characteristics. These dimensions are further divided into 15 components and 114 sub-components. A data mining process encompassing two scenarios has been designed to prioritize the components impacting E-learning success.FindingsIn the first scenario, data mining techniques identified the most influential components based on the features outlined in the conceptual model. According to the results, the components affecting E-learning quality enhancement in the studied case are “usage purpose, system loyalty, technical and supportive system quality, and student characteristics.” The second scenario examines the impact of individuals' personality types and learning styles on E-learning satisfaction across various aspects (Average System Satisfaction, Overall System Satisfaction, Efficiency and Effectiveness, Skill Enhancement, and Personal Enhancement). The findings reveal that, with an accuracy of over 70%, E-learning satisfaction for diplomat and guard learners is influenced by the alignment between “course learning style” and “student-suggested course learning style.” Conversely, for analyzer and researcher types, satisfaction levels are impacted by the “learning style compatible with their personality type.”Originality/valueImplementing a dynamic model founded on data mining enables educational institutions to personalize the E-learning experience for each individual as much as possible. The study’s findings indicate that “achieving higher satisfaction levels in the E-learning process is not necessarily contingent upon providing a learning style congruent with learners' personality types.” Rather, perceived and suggested learning styles exert a more profound influence. Consequently, providing prescriptive principles for higher education institutions seeking to enhance E-learning quality is inadvisable. Instead, adopting a dynamic, knowledge-based process that furnishes recommendations to policymakers for each course—tailored to the specific course type, teaching records, current processes and technology, and student type—is highly recommended.