Authors: Bousbia, Nabila¹; Labat, Jean-Marc²; Balla, Amar³; Rebai, Issam¹

Source: International Journal of Learning Technology, Volume 6, Number 1, May 2011 , pp. 24-45(22)

Publisher: Inderscience Publishers

Abstract:

Several education hypermedia systems (EHS) use learning styles (LS) as a criterion for adaptation and tracking. To measure these styles, EHS are generally based on the questionnaires provided by the used LS model, and that learners should answer before the first session. This approach has a major drawback: learners' LS are defined only once. To overcome this limitation, recent researches are currently being done on the detection of LS based on learner's interaction traces. Their general criticism is related to the use of a specific environment, and therefore specific traces and indicators. Therefore, we aim to identify the learner's LS automatically, based on simple navigation traces. In this paper, we present experimental results of identification of sequential/global and active/reflective LS, for 45 students, using supervised classification. The findings provide initial evidence that LS can be automatically identified based on learners' navigation behaviours.

Keywords: COMPUTING AND MATHEMATICS; Communications and Mobile Technology; Computing Science, Applications and Software; Information Systems and Technology; Internet and Web Services; EDUCATION, KNOWLEDGE AND LEARNING; Learning and Human Resources Development

Document Type: Research article

DOI: http://dx.doi.org/10.1504/IJLT.2011.040148

Affiliations: 1: LMCS-ESI, Ecole Nationale Superieure d 2: Informatique, BP 68M, 16270, Oued-Smar, Algiers, Algeria; LIP6, Laboratoire de Paris 6, 104 Avenue du President Kennedy, 75016 Paris, France. 3: LIP6, Laboratoire de Paris 6, 104 Avenue du President Kennedy, 75016 Paris, France.

Publication date: 2011-05-01

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• International Journal of Learning and Technology is an international, refereed, scholarly journal providing an interdisciplinary forum for the presentation and discussion of important ideas, concepts, and exemplars that can deeply influence the role of learning technologies in learning and instruction. This unique and dynamic journal focuses on the epistemological thrust of learning vis-à-vis instruction and the technologies and tools that support the process. International Journal of Learning and Technology
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