An adaptive hierarchical questionnaire based on the Index of Learning Styles

Proceedings of the Sixth International Workshop on Authoring of Adaptive and Adaptable HypermediaOne of the main concerns when providing learning style adaptation in Adaptive Educational Hypermedia Systems is the number of questions the students have to answer. With respect to learning styles, it is possible to decrease the number of versions taking into account the general tendency of the student and not the specific score obtained in each dimension. In this paper we present a new approach to reduce the number of questions of Index of Learning Styles (ILS) questionnaire based on Felder-Silverman’s Learning Style Model (FSLSM). The results obtained in a case study with 330 students are very promising. It was possible to predict students’ learning styles with high accuracy and only a few questions.This work is supported by the Spanish Ministry of Education and Science, TIN2007-6471

Analyzing the effects of the personality traits on the success of online collaborative groups

The purpose of this study is to analyze how efficient online study groups can be formed among students based on their personality traits. A survey consisting of Ten Item Personality Inventory (TIPI) was conducted among the undergraduate students in a well-known university. Eighty-two students who did not know each other were assigned to 35 small online groups based on their personality characteristics. The group members were then asked to study collaboratively on a task by communicating via the university's learning management system (LMS) forums. It was found that other factors (such as gender) were more effective than personality traits on the group success, and groups with lower degrees of Emotional Stability scores obtained higher grades over the task. This study is one of the first examples that hierarchically show different factors affecting the success of online groups with data mining techniques. The findings of the study will contribute to the field of online collaborative learning that is one of the most prominent subject in distance education. (C) 2016 The Authors. Published by Elsevier Ltd

Trainee Teachers’ Intention to Incorporating ICT Use into Teaching Practice in Relation to their Psychological Characteristics: The Case of Group-based Intervention

AbstractPersonality traits and other psychological variables have been found to influence the use of technology as well as group functioning and effectiveness. In this study it is hypothesized that the Big Five Inventory (BFI) personality traits and psychological variables are related to teachers’ willingness to incorporate ICT into their teaching practices, as well as to within group interactions and outcome. The study employs a pre- and post- intervention research design, consisted of a training program in ICT in Education offered to a sample of 109 undergraduate trainee teachers which was divided into experimental (homogenous & heterogeneous) and control groups based on their personality traits and psychological characteristics, in order to examine the significance of these traits’ configuration in work groups, their intention to incorporate ICT into their future teaching practice and the quality of within group cooperation. Preliminary results revealed individual differences concerning gender and anxiety as well as group differences in favour of heterogeneous groups

GHIA (Grupo de Herramientas Interactivas Avanzadas)

Es este documento se resumen las principales líneas actuales de investigación del grupo GHIA en lo que a informática educativa se refiere, así como su contexto y proyectos de futuro.This document summarizes the main research areas of GHIA regarding computer based learning, as well as its context and future work.En el momento actual, agradecemos su apoyo a los proyectos ASIES (TIN2010-17344) y Go-Lite (TIN2011-24139), financiados por el Ministerio de Educación, y al proyecto e-Madrid (S2009/TIC-1650), financiado por la Comunidad Autónoma de Madrid