User Learning Style Research Articles

Learning Styles of Independent Learning Centre Users

Learning style research has been a significant field within language teaching and learning. There have been very few attempts, however, to seek possible links between independent learning and learning style preferences. This paper aims to identify the learning styles of students who use the Independent Learning Centre (ILC) on a regular basis at a state university in Turkey (n=102). The findings of the learning style analysis revealed that, contrary to expectations, most of the regular users of the centre were synoptic learners, which implies that these learners might not necessarily have conscious control over their own learning processes. An in-depth analysis of learning styles and recommendations to improve the services offered in the centre are also included in the paper.

E-LEARNING USER INTERFACE ACCEPTANCE BASED ON ANALYSIS OF USER'S STYLE, USABILITY AND USER BENEFITS

E-learning does not function properly if the system is not in accordance with user needs. This study aims to establish an evaluation model for e-learning user interface according to user acceptance. The model is designed based on three categories: user learning style, usability and user benefits. Results of measurements of the three categories will determine the level of user acceptance of the e-learning interface. The data were taken using a questionnaire which was distributed to 125 ELS students from various countries. Then processed using SEM and Lisrel v8.80. This paper presents experimental set up for the general research and some results for technology acceptance theories.

Personality and its effects on learning performance: Design guidelines for an adaptive e-learning system based on a user model

An increasingly widespread interest in developing fully adaptable e-learning systems (e.g., intelligent tutoring systems) has led to the development of a wide range of adaptive processes and techniques. In particular, advances in these systems are based on optimization for each user's learning style and characteristics, to enable a personalized learning experience. Current techniques are aimed at using a learner's personality traits and its effect on learning preferences to improve both the initial learning experience and the information retained (e.g., top-down or bottom-up learning organization). This study empirically tested the relationship between a learner's personality traits, analyzed the effects of these traits on learning preferences, and suggested design guidelines for adaptive learning systems. Two controlled experiments were carried out in a computer-based learning session. Our first experiment showed a significant difference in the learning performance of participants who were identified as introverts vs. those who were identified as being extroverts, according to the MBTI scale. As the distinction between extroverted personality types vs. introverted personality types showed the strongest correlation in terms of different learning styles, we used this criteria in our second experiment to determine whether design guidelines for appropriate content organization could reinforce the aforementioned correlation between personality type and learning experience.Relevance to industry: The findings from this article provide how one can practically apply personality traits to the design of e-learning systems. The structure and level of extraversion could be the features to be examined in this regard.

Adapting the Speed of Reproduction of Audio Content and Using Text Reinforcement for Maximizing the Learning Outcome though Mobile Phones

The use of technology in learning environments should be targeted at improving the learning outcome of the process. Several technology enhanced techniques can be used for maximizing the learning gain of particular students when having access to learning resources. One of them is content adaptation. Adapting content is especially important when using limited devices such as mobile phones. Content can be adapted to restrictive network conditions, to limited terminal capabilities, to different user preferences and learning styles or to external elements in the learning and user contexts. This paper studies and analyzes the impact of modifying and therefore adapting the speed of reproduction of audio content in mobile phones on the learning gain of the user. The paper shows that the optimum speed for Spanish audio is around 206 words per minute. The impact of enhancing the audio reproduction by presenting an equivalent version in text displayed on the screen of the mobile phone is also studied. The paper concludes that this text is only important for students younger than 15. The paper analyzes data from 100 Spanish speaking users that are grouped according to different criteria, such as gender, age, or level of studies. The results are presented and discussed.

Inferring Learning Style From the Way Students Interact With a Computer User Interface and the WWW

Recent significant advances in automatically predicting user learning styles are described. The system works with new client-based systems that filter Web pages and provide easy, structured, focused, and controlled access to the Internet. A first system called iLessons was embedded within Microsoft Internet Explorer 6 and provided teachers with tools to create lesson Web pages, define zones of the Internet that could be accessed during a lesson, and enforce these settings in a set of computers. A second system enabled students to investigate and collaborate using the Internet. The system filtered Web pages based on the relevance of their contents and assisted students by inferring their learning style (active or reflective) and by recommending pages found by fellow students based on page relevancy, student learning style, and state of mind measured by activity. The system infers learning style in real time by monitoring user activity, and recent significant advances in the research are described.

The ultimate in new product design: molding the product concept to user learning needs

PurposeThe purpose of this paper is to describe the development of a tool to aid new product development.Design/methodology/approachThe case describes how an organization solved the problem of managing the new product development process in a way that integrates the perceptions and values of the variety of professionals on the typical cross‐functional team.FindingsCross‐functional product teams are designed to include the input of different team members with different areas of expertise and thinking styles. Some work effectively, using lists to organize their thinking. Others are more effective using graphic tools that present a picture that allows them to make connections among a group of concepts and tasks. The company featured in the case, developed a tool that maximizes the effectiveness of both styles.Research limitations/implicationsAs in all case studies, the specific conditions found in one organization may not be found more generally in others. However, the solution portrayed in the case has widespread application.Practical implicationsThe case depicts the processes that underlie new product development and a tool that can be used to manage the process. Other companies may find that attending to each type of user learning style can improve the effectiveness of their development efforts.Originality/valueThe case describes how a software product that collects and integrates the insights of decision makers and experts who possess different perceptual styles can enhance the productivity and effectiveness of a product team.

A study of the influence of learning style of beginner computer-aided design users on their performance

In this work, we go about answering the question: does the learning style of beginner computer-aided design (CAD) users have any influence on their CAD competence development? We empirically examine a group of 44 novel trainees as they undergo a semester-long formal training program on mechanical 3D software (Pro/Engineer Wildfire). All the while we continuously monitor the trainees performance progress in learning CAD skills. Furthermore, the trainees are classified according to two popular methods: the learning style questionnaire [Honey, P. and Mumford, A., 1992. The manual of learning styles. 3rd ed. Maidenhead: Peter Honey] and the index of learning styles [Felder, R.M. and Soloman, B.A., 2004. Index of Learning Styles (ILS) [online]. Available from: http://www.ncsu.edu/felder-public/ILSpage.html (Accessed 15 February 2006)]. Finally, we report on the statistical correlation between the trainees learning styles and their CAD performance throughout the training and we comment on the various learning styles in relation to their CAD competence building capabilities.

Adaptive Learning by Using SCOs Metadata

An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.

Intelligent Browser-Based Systems to Assist Internet Users

New client-based systems that filter Web pages, infer user learning styles, and recommend relevant pages are described. The systems provide easy, structured, focused, and controlled access to the Internet. A first system, called iLessons, is embedded within Microsoft Internet Explorer 6 and provides teachers with tools to create lesson Web pages, define zones of the Internet that can be accessed during a lesson, and enforce these settings in a set of computers. A second system enables students to investigate and collaborate using the Internet. The system filters Web pages based on the relevance of their contents and assists students by inferring their learning style (active or reflective) and by recommending pages found by fellow students based on page relevancy, student learning style, and state of mind measured by activity.

The Alternative Library

Much time and effort has been devoted to designing and developing library Web sites that are easy to navigate by both new students and experienced researchers. In a review of the Southampton Institute Library it was decided that in addition to updating the existing homepage an alternative would be offered. Drawing on theory relating to user interface design, learning styles and creative thinking, an Alternative Library navigation system was added to the more traditional library homepage. The aim was to provide students with a different way to explore and discover the wide range of information resources available by taking a less formal approach to navigation based on the metaphor of physical space and playful exploration.

New system adapts computer-based training material to user's learning style

New system adapts computer-based training material to user's learning style

New system adapts computer-based training material to user's learning style

New system adapts computer-based training material to user's learning style