A Longitudinal Study on the Effect of Hypermedia on Learning Dimensions, Culture and Teaching Evaluation

Earlier studies have found the effectiveness of hypermedia systems as learning tools heavily depend on their compatibility with the cognitive processes by which students perceive, understand and learn from complex information\ud sources. Hence, a learner’s cognitive style plays a significant role in determining how much is learned from a hypermedia learning system. A longitudinal study of Australian and Malaysian students was conducted over two semesters in 2008. Five types of predictor variables were investigated with cognitive style: (i) learning dimensions (nonlinear learning, learner control, multiple tools); (ii)\ud culture dimensions (power distance, uncertainty avoidance, individualism/collectivism, masculinity/femininity, long/short term orientation); (iii) evaluation of units; (iv) student demographics; and (v) country in which students studied. This study uses both multiple linear regression and linear mixed effects to model the relationships among the variables. The results from this study support the findings of a cross-sectional study conducted by Lee et al. (2010); in particular, the predictor variables are significant to determine students’ cognitive style

Students’ Online Interaction Styles: Can They Change?

Past studies indicate that students demonstrate different online interaction styles, which consist of the ways or habits students acquire knowledge from computer-mediated discussions (Sutton, 2001). Such interaction styles include the active interaction style (Beaudion, 2002), the vicarious interaction style (Sutton, 2001), and the mixed or balanced-interaction style. The purpose of this exploratory study was to further investigate whether students’ online interaction styles changed during a course utilizing asynchronous computer-mediated discussions; and if so how and why they changed. Results indicate that such changes did take place as 44% of participants adjusted to more active learning styles as the courses progressed. This study has implications for the design of online learning environments, instructor’s role in online courses, and educational tools to facilitate students in adapting to more active interaction styles in computer-mediated learning environments

A Web-based Multilingual Intelligent Tutor System based on Jackson's Learning Styles Profiler and Expert Systems

Nowadays, Intelligent Tutoring Systems (ITSs) are so regarded in order to improve education quality via new technologies in this area. One of the problems is that the language of ITSs is different from the learner's. It forces the learners to learn the system language. This paper tries to remove this necessity by using an Automatic Translator Component in system structure like Google Translate API. This system carry out a pre-test and post-test by using Expert System and Jackson Model before and after of training a concept. It constantly updates learner model to save all changes in learning process. So this paper offers an E-Learning system which is web-based, intelligent, adaptive, multilingual and remotely accessible where tutors and learners can have non-identical language. It is also applicable Every Time and Every Where (ETEW). Furthermore, it trains the concepts in the best method with any language and low cost.Comment: 12 pages, 2 figures, IAENG Transactions on Electrical Engineering Volume 1 - Special Issue of the International MultiConference of Engineers and Computer Scientists 2012. arXiv admin note: substantial text overlap with arXiv:1304.404

Evaluating Digital Libraries: A Longitudinal and Multifaceted View

published or submitted for publicatio

Design and assessment of adaptative hypermdia games for English acquisition in preschool

La creciente popularidad de los juegos hipermedia llega mucho más allá de los límites del entretenimiento e interfieren en muchos ámbitos educativos. El crecimiento de las tecnologías de juegos ha creado nuevos entornos de enseñanza a través de propuestas que combinan el aprendizaje con la diversión y motivan las expectativas que hacen que el uso de juegos digitales sea una tendencia relevante en situaciones de aprendizaje versátil en todos los niveles educativos. Sobre la base de la aplicación de la Shaiex, financiado por el gobierno de Extremadura (España) y desarrollado por el grupo de investigación GexCALL, el objetivo del presente trabajo es doble. En primer lugar, se analizan los pasos y requisitos para el diseño de juegos adaptables para la enseñanza del inglés como lengua extranjera en el nivel preescolar. Explorar las premisas generales para la tarea de adaptación al personalizar el contenido a las necesidades de los niños y sus habilidades, la ejecución del diseño completo se describe en función de su aplicabilidad. En segundo lugar, una evaluación de la adaptación juegos diseñados es realizada, basada en el supuesto de que la selección de experiencias digitales apropiadas al desarrollo para satisfacer las expectativas de los usuarios y maximizar su potencial de aprendizaje deben someterse a una evaluación cuidadosa.The increasing popularity of hypermedia games is reaching far beyond the boundaries of entertainment and edging its way into many educational domains. The growth in game technologies has created new teaching environments through proposals combining learning with fun and motivating expectations which make the use of digital games a relevant trend in versatile learning situations at all educational levels. Based on the implementation of the Shaiex project, funded by the government of Extremadura (Spain) and develop by the research group GexCALL, the aim of this paper is twofold. First, it analyses the steps and requirements for the design of adaptive games for the teaching of English as a foreign language at the preschool level. Exploring the general premises for task adaptation by personalizing content to children’s needs and abilities, the implementation of the whole design is described in light of its applicability. Second, an assessment of the adaptive games designed is conducted, based on the assumption that selecting developmentally appropriate digital experiences to meet users’ expectations and to maximize their learning potential should undergo careful evaluation.peerReviewednotPeerReviewe

A social personalized adaptive e-learning environment : a case study in Topolor

Adaptive e-Learning is a process where learning contents are delivered to learners adaptively, namely, the appropriate contents are delivered to the learners in an appropriate way at an appropriate time based on the learners’ needs, knowledge, preferences and other characteristics. Social e-Learning is a process where connections are made among like-minded learners, so they can achieve learning goals via communication and interaction with each other by sharing knowledge, skills, abilities and materials. This paper reports an extended case study that investigated the influence of social interactions in an adaptive e-Learning environment, by analyzing the usage of social interaction features of a Social Personalized Adaptive E-Learning Environment (SPAEE), named Topolor, which strives to combine the advantages from both social e-Learning and adaptive e-Learning. We present the results of a quantitative case study that evaluates the perceived usefulness and ease of use. The results indicated high satisfaction from the students who were using Topolor for their study and helped us with the evaluation processes. Based on the results, we discuss the follow-up work plan for the further improvements for Topolor