Individual differences, hypermedia navigation, and learning: an empirical study
Journal of Educational Multimedia and Hypermedia
An Approach for Detecting Learning Styles in Learning Management Systems
ICALT '06 Proceedings of the Sixth IEEE International Conference on Advanced Learning Technologies
USAB '08 Proceedings of the 4th Symposium of the Workgroup Human-Computer Interaction and Usability Engineering of the Austrian Computer Society on HCI and Usability for Education and Work
Personalized E-Learning through Environment Design and Collaborative Activities
USAB '08 Proceedings of the 4th Symposium of the Workgroup Human-Computer Interaction and Usability Engineering of the Austrian Computer Society on HCI and Usability for Education and Work
Applying Real Time Physiological Measures of Cognitive Load to Improve Training
FAC '09 Proceedings of the 5th International Conference on Foundations of Augmented Cognition. Neuroergonomics and Operational Neuroscience: Held as Part of HCI International 2009
Schema Acquisition: Implications for the Instructional Design of Examples
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Using learning styles and viewing styles in streaming video
Computers & Education
Student modeling for a web-based self-assessment system
Expert Systems with Applications: An International Journal
Enhancing the learning experience: preliminary framework for user individual differences
USAB'10 Proceedings of the 6th international conference on HCI in work and learning, life and leisure: workgroup human-computer interaction and usability engineering
EduPunks and learning management systems - conflict or chance?
ICHL'11 Proceedings of the 4th international conference on Hybrid learning
First year university students' self-perception of ICT skills: Do learning styles matter?
Education and Information Technologies
ICCSA'10 Proceedings of the 2010 international conference on Computational Science and Its Applications - Volume Part II
Adaptive Interactive Narrative Model to Teach Ethics
International Journal of Gaming and Computer-Mediated Simulations
Learning programming via worked-examples: Relation of learning styles to cognitive load
Computers in Human Behavior
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Student modelling is an important process for adaptive virtual learning environments. Student models include a range of information about the learners such as their domain competence, learning style or cognitive traits. To be able to adapt to the learners' needs in an appropriate way, a reliable student model is necessary, but getting enough information about a learner is quite challenging. Therefore, mechanisms are needed to support the detection process of the required information. In this paper, we investigate the relationship between learning styles, in particular, those pertaining to the Felder-Silverman learning style model and working memory capacity, one of the cognitive traits included in the cognitive trait model. The identified relationship is derived from links between learning styles, cognitive styles, and working memory capacity which are based on studies from the literature. As a result, we demonstrate that learners with high working memory capacity tend to prefer a reflective, intuitive, and sequential learning style whereas learners with low working memory capacity tend to prefer an active, sensing, visual, and global learning style. This interaction can be used to improve the student model. Systems which are able to detect either only cognitive traits or only learning styles retrieve additional information through the identified relationship. Otherwise, for systems that already incorporate learning styles and cognitive traits, the interaction can be used to improve the detection process of both by including the additional information of a learning style into the detection process of cognitive traits and vice versa. This leads to a more reliable student model.