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By Anders Kofod-petersen, Gunhild Griff Bye and John Krogstie


As learning moves beyond the classroom and into everyday life, the supporting technology must be able to adapt, not only to the situations in which learners wish to learn but also their particular style of learning. Modern learning paradigms, such as mobile and ambient learning embrace adaptation through context-sensitivity. Context-sensitivity allows systems to carry out their main functions, whilst still adapting their behaviour. A user’s idiosyncrasies are important contextual information that must be handled. The work presented here demonstrates how Dreyfus ’ level of competence, Gardner’s multiple intelligences and Hofstede’s cultural dimensions can be used as a basis for modelling users through stereotypes, and further how a context-sensitive mobile learning systems can use this to adapt its behaviour when assisting learners. It shows how an implementation of such stereotypes and details initial functionality testing

Year: 2012
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