1. The effect of adaptive learning style models, modes and controls on learning achievements Assoc. Prof. Dr. Krassen Stefanov krassen@fmi.uni-sofia.bg

2. Content  Research questions  Adaptive software applications for educational purposes (tools supporting learning styles and adaptive learning)  Architecture and functionality of the of the tool  Research Method Implementation  Conclusions

3. Research questions What is the effect of matching, compensating, and monitoring adaptive instructional approaches on complex learning achievements? What is the effects of design and run-time adaptive instructional modes on the effectiveness of learning achievements? What is the effect of learning styles on learning achievements?

4. Conceptual operationalization of learning style style class cognitive constructs should be clearly distinguished from the level classes Style should be distinguished from process constructs (learning or problem solving) Style and behavior could differ Learning style measurement instruments, not taking into account these facts, have low validity and reliability indicators

5. Adaptive instruction based on learning style  Instructional design adaptive models to accommodate learning style based on matching and compensation  Pre-assessment versus embedded adaptation  Design time versus run-time adaptation

6. Technological implementations Intelligent Tutoring Systems, Adaptive Educational Hypermedia, and Adaptive Educational Web-Based Systems Often instructional design flaws lead to serious problems for the tools Measurement instruments had low validity and reliability indicators

7. Functionality of the tool Web-based application having two tiers and utilizing Microsoft technologies: Database server – MS SQL Server Web server – Internet Information Server Programming Technology – Active Server Pages 3.0 –Server Side Script – VBScript –Client Side Script – JavaScript –XHTML, CSS, etc.

8. Student usage scenario Register Login Read the tool and experiment overview Fill in the Learning Styles Questionnaire Learn the Case presented Fill the Achievement Test for the Case Submit any Assignments required

9. Main tool features Automatic students allocation to an experimental group based on their learning styles questionnaire result and registration time - equal split of the users with the same learning style (Activist or Reflector) among the 3 groups (Activist, Reflector and Monitor) Support for run-time adaptation based on embedded adaptation control

10. Research Design Based on process research (design research) and experimental research Applies factorial experimental design The independent variables are: (a) adaptive instructional approaches with three levels: matching, compensating and monitoring; (b) learning style The dependent variable is learning achievement of students

11. Participants Students from the FMI – 216 registered, 152 filled the learning style questionnaire and 49 did the achievement test. Only who did the test is included in the analysis of this study. The participants had to study and apply the technique Writing Persona to the design and development of a web portal

12. Procedure Students divided into three groups: Activist, Reflector and Monitor The learning content is the same but is divided into different presentations and different supportive activities Different heuristics used for assigning the content structure and supportive activities depending on the learning style (group) assigned

13. Measurement Instruments Achievement test including 10 items to measure the level of knowledge and skills on Writing Persona (context-dependent multiple- choice-multiple-answer format) A revised version of the Honey-Mumford Learning Style Questionnaire for defining learning styles, based on Activist-Reflector pure “style” type scale

14. Data Analysis and Results No significant difference among the three adaptive approaches was found Monitor group demonstrated higher results than the Activist and Reflector groups Students with reflector learning style are more comfortable with the preferential matching instructional arrangements Students with activist learning style feel better with the compensation adaption model

15. Data Analysis and Results (2) Reflectors showed a decrease of their learning achievements within the Monitor adaptive approach Activists demonstrated an increase in their test scores. It would be useful to report on the effect of the adaptation models not only on learning achievements of students but also on their attitudes

16. Questions?