Learning Object Interface Adapted to the Learner's Learning Style
Learning styles (LS) refer to the ways and forms that the student prefers to learn in the teaching and learning process. Each student has their own way of receiving and processing information throughout the learning process. Therefore, knowing their LS is important to better understand their individual learning preferences, and also, understand why the use of some teaching methods and techniques give better results with some students, while others it does not. We believe that knowledge of these styles enables the possibility of making propositions for teaching; thus, reorganizing teaching methods and techniques in order to allow learning that is adapted to the individual needs of the student. Adapting learning would be possible through the creation of online educational resources adapted to the style of the student. In this context, this article presents the structure of a learning object interface adaptation based on the LS. The structure created should enable the creation of the adapted learning object according to the student's LS and contributes to the increase of student’s motivation in the use of a learning object as an educational resource.
Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1132319Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 451
 Akbulut, Y. and Cardak, C. S. ‘Adaptive educational hypermedia accommodating learning styles: A content analysis of publications from 2000 to 2011’, Comput. Educ., vol. 58, no. 2, 2012, pp. 835–842.
 Al-Azawei, A. and Badii, A. ‘State of The Art of Learning Styles-Based Adaptive Educational Hypermedia Systems (LS-BAEHSs)’, International Journal of Computer Science and Information Technology, vol. 6, no. 3, 2014, pp. 1-19.
 Butler, K. ‘Learning styles: personal exploration and practical applications’, The learner’s dimension, 1995.
 Coffield, F., Moseley, D., Hall, E. and Ecclestone, K., Learning styles and pedagogy in post-16 learning: A systematic and critical review, 2004, London: Learning and Skills Research Centre.
 Deborah L. J., Baskaran R. and Kannan A. ‘Learning styles assessment and theoretical origin in an E-Learning scenario: a survey’, Artificial Intelligence Review, Springer, 2012, DOI: 10.1007/s10462-012-9344-0.
 Fasihuddin, H., Skinner, G. and Athauda, R. ‘Towards an Adaptive Model to Personalise Open Learning Environments Using Learning Styles’, In Information, Communication Technology and System (ICTS), IEEE, 2014, pp. 183-188.
 Felder, R. M and Soloman, B. Index of Learning Style Questionnaire, North Carolina State University, 2006, (Online), Available http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.html (20 set. 2016).
 Felder, R. M. and Silverman, L. K. ‘Learning and Teaching Styles in Engineering Education’, Journal of Engineering Education, vol. 78(7), 1988, pp. 674–681.
 Feldman, J., Monteserin, A. and Amandi, A. ‘Automatic detection of learning styles: state of the art’, Artificial Intelligence Review, 2014, pp. 1-30.
 Fleming, N. D. Teaching and learning styles: VARK strategies, Christchurch, New Zealand: N. D. Fleming, 2001.
 Given, B. ‘The overlap between brain research and research on learning style. In learning styles: realibility & validity’, Proceedings of the 7th annual elsin conference, 2002, pp. 173-178.
 Graf, S., Kinshuk and Liu, T. C. ‘Supporting teachers in identifying students' learning styles in learning management systems: an automatic student modelling approach’, Journal of Educational Technology & Society, vol. 12, no.4, 2009, pp. 3-14.
 Graf, S. ‘Adaptivity in Learning Management Systems Focusing on Learning Styles’, Doctoral Thesis, Vienna University of Technology, 2007.
 Haider, M. T. U., Sinha, A. K., and Chaudhary, B. D. ‘An investigation of relationship between learning styles and performance of learners’, Intern. Journal of Engineering Science and Technology, vol. 2(7), 2010, pp. 2813–2819.
 Honey, P. and Mumford, A. The Learning Styles helper’s guide, Maldenhead Berks: Peter Honey Publications, 2000.
 Keefe, J. W. ‘Learning Style: An Overview’ in NASSP's Student Learning Styles: Diagnosing and Prescribing Programs’, 1997, (pp. 1-17), Reston, VA: NASS.
 Kolb, D. Experiential learning: Experience as the Source of Learning and Development, Prentice-Hall Englewood Cliffs, NJ, 1984.
 Mayer, R. E. ‘Principles for Managing Essential Processing in Multimedia Learning: Segmenting, Pretraining, and Modality Principles’, In: MAYER, R. E., 2005, pp. 169-182.
 Ritzhaupt, A. D. ‘Learning Object Systems and Strategy: a description and discussion’, Interdisciplinary journal of e-learning and learning objects(ijello), vol. 6, 2010, pp. 217 – 238.
 Silva, Z., and Pimentel, A. R. ‘Metamodelo de Categorização de Estilos de Aprendizagem’, In Anais do Simpósio Brasileiro de Informática na Educação, v. 26, no. 1, 2015, pp. 937-946.
 Truong, H. M. ‘Integrating learning styles and adaptive e-learning system: current developments, problems and opportunities’, Computers in human behavior, 55, 2015, pp. 1185-1193.
 Wiley, D. A. Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy, Utah State University. 2001, (Online) Available: www.reusability.org/read/chapters/wiley.doc (15 Jan 2015).
 Yang, T. C., Hwang, G. J. and Yang, S. J. H. ‘Development of an Adaptive Learning System with Multiple Perspectives Based on Students' Learning Styles and Cognitive Styles’, Educational Technology & Society, 16 (4), 2013, pp. 185–200.