Adapting instruction in search of ‘a significant difference’

doi:10.1006/jnca.1999.0088

Journal of Network and Computer Applications

Volume 22, Issue 3, July 1999, Pages 149-160

https://doi.org/10.1006/jnca.1999.0088 Get rights and content

Abstract

The theory of learning styles states that people have different approaches to learning and studying [7,8]. Given a specific instruction method or environment, some people will learn more effectively than others due to their individual learning style and the grade distribution of the learning would be bell-shaped, with the majority of the learners appearing in the middle of the distribution curve. Several studies show that there is ‘No Significant Difference’ when technology is applied to instruction [6, 10, 12, 15, 20, 23, 25], since either in traditional classrooms or in any of the technological environments, there is only one form of instruction, and usually from one source, yielding the familiar bell shaped grade distribution. This explains the ‘No Significant Difference’ results and indicates that another instruction method needs to be investigated. An approach to achieve ‘A Significant Difference’ is to provide several different instruction methods. This paper describes Arthur, a Web-based instruction system that provides adaptive instruction to achieve ‘A Significant Difference’.

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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.
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Citation Excerpt :
Results of the study indicated that LS based learning environments positively influenced academic achievements of students (Mustafa & Sharif, 2011). There are many studies that show the use of adaptive educational hypermedia based on learning style in teaching or learning especially for higher education (Brown, 2007; Brown, Brailsford, Fisher, & Moore, 2009; Carver et al., 1999; Gilbert & Han, 1999; Moore, Stewart, Zakaria, & Brailsford, 2003; Mustafa & Sharif, 2011; Wolf, 2003). However, a small number of studies have been conducted in high school classrooms (Brown et al., 2009; Mustafa & Sharif, 2011).
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^☆: This is an extended and modified version of a paper presented at WebNet ‘99 where it received a top paper award. The WebNet conference series is organized by AACE, seehttp://www.aace.org/conf/.

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Regular ArticleAdapting instruction in search of ‘a significant difference’☆

Abstract

The facilitation of meaningful verbal learning in the classroom

Educational Psychologist

Learning for mastery

Human Characteristics and School Learning

Toward a Theory of Instruction

Correspondence and Class Extension Work in Oklahoma

Teaching Students Through Their Individual Learning Styles: A Practical Approach

Dispelling outmoded beliefs about student learning

Educational Leadership

Fundamentals of DATABASE SYSTEMS (2nd ed.)

A Degree Program Offered Entirely On-Line: Does It Work?

Arthur: An Adaptive Instruction System based on Learning Styles

CALOS: First Results From an Experiment in Computer-Aided Learning

Synthesis of research on masery learning

Education Leadership

Regular Article
Adapting instruction in search of ‘a significant difference’☆