Individual differences, hypermedia navigation, and learning: an empirical study
Journal of Educational Multimedia and Hypermedia
An intelligent distributed environment for active learning
Journal on Educational Resources in Computing (JERIC)
Adaptive educational hypermedia on the web
Communications of the ACM - The Adaptive Web
The Architecture of Cognition
Dichotomic Node Network and Cognitive Trait Model
ICALT '04 Proceedings of the IEEE International Conference on Advanced Learning Technologies
Evaluating Bayesian networks' precision for detecting students' learning styles
Computers & Education
ICALT '08 Proceedings of the 2008 Eighth IEEE International Conference on Advanced Learning Technologies
Adaptive and Intelligent Web-based Educational Systems
International Journal of Artificial Intelligence in Education
ICALT '09 Proceedings of the 2009 Ninth IEEE International Conference on Advanced Learning Technologies
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
Learning styles and navigation patterns in web-based education
UAHCI'11 Proceedings of the 6th international conference on Universal access in human-computer interaction: applications and services - Volume Part IV
Computers in Human Behavior
Learning programming via worked-examples: Relation of learning styles to cognitive load
Computers in Human Behavior
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Different learners have different needs; they differ, for example, in their learning goals, their prior knowledge, their learning styles, and their cognitive abilities. Adaptive web-based educational systems aim to cater individual learners by customizing courses to suit their needs. In this paper, we investigate the benefits of incorporating learning styles and cognitive traits in web-based educational systems. Adaptivity aspects based on cognitive traits and learning styles enrich each other, enabling systems to provide learners with courses which fit their needs more accurately. Furthermore, consideration of learning styles and cognitive traits can contribute to more accurate student modelling. In this paper, the relationship between learning styles, in particular the Felder-Silverman learning style model (FSLSM), and working memory capacity, a cognitive trait, is investigated. For adaptive educational systems that consider either only learning styles or only cognitive traits, the additional information can be used to provide more holistic adaptivity. For systems that already incorporate both learning styles and cognitive traits, the relationship can be used to improve the detection process of both by including the additional information of learning style into the detection process of cognitive traits and vice versa. This leads to a more reliable student model.