Guided by the theory of learning styles, this study is

\r\nbased on the development of a multimedia learning application for

\r\nstudents with mastery learning style. The learning material was

\r\ndeveloped by applying a graduated difficulty learning strategy.

\r\nAlgebra was chosen as the learning topic for this application. The

\r\neffectiveness of this application in helping students learn is measured

\r\nby giving a pre- and post-test. The result shows that students who

\r\nlearn using the learning material that matches their preferred learning

\r\nstyle perform better than the students with a non-personalized

\r\nlearning material.<\/p>\r\n","references":"[1] F. a. Dor\u00e7a, L. V. Lima, M. a. Fernandes, and C. R. Lopes, \u201cComparing\r\nstrategies for modeling students learning styles through reinforcement\r\nlearning in adaptive and intelligent educational systems: An\r\nexperimental analysis,\u201d Expert Syst. Appl., vol. 40, no. 6, pp. 2092\u2013\r\n2101, May 2013.\r\n[2] M. Graff, P. Mayer, and M. Lebens, \u201cEvaluating a web based intelligent\r\ntutoring system for mathematics at German lower secondary schools,\u201d\r\nEduc. Inf. Technol., vol. 13, no. 3, pp. 221\u2013230, Jul. 2008.\r\n[3] J. G. Glonek, \u201cLearning Styles: Theories and Pedagogical Strategies,\u201d\r\nUnited States Military Academy,, 2013.\r\n[4] S. Cassidy, \u201cLearning Styles: An overview of theories, models, and\r\nmeasures,\u201d Educ. Psychol., vol. 24, no. 4, pp. 419\u2013444, Aug. 2004.\r\n[5] A. Kla\u0161nja-Mili\u0107evi\u0107, B. Vesin, M. Ivanovi\u0107, and Z. 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