Computational intelligence: a logical approach
Computational intelligence: a logical approach
Personalizing the Interaction in a Web-based Educational Hypermedia System: the case of INSPIRE
User Modeling and User-Adapted Interaction
What affect student cognitive style in the development of hypermedia learning system?
Computers & Education
Reappraising cognitive styles in adaptive web applications
Proceedings of the 15th international conference on World Wide Web
Real users, real results: examining the limitations of learning styles within AEH
Proceedings of the eighteenth conference on Hypertext and hypermedia
Using a style-based ant colony system for adaptive learning
Expert Systems with Applications: An International Journal
Adaptive course generation through learning styles representation
Universal Access in the Information Society
Addressing Learning Style Criticism: The Unified Learning Style Model Revisited
ICWL '009 Proceedings of the 8th International Conference on Advances in Web Based Learning
The adaptive web
Enhancing student learning through hypermedia courseware andincorporation of student learning styles
IEEE Transactions on Education
Addressing Learning Style Criticism: The Unified Learning Style Model Revisited
ICWL '009 Proceedings of the 8th International Conference on Advances in Web Based Learning
Layered evaluation of interactive adaptive systems: framework and formative methods
User Modeling and User-Adapted Interaction
Ten years of computer-based tutors for teaching logic 2000-2010: lessons learned
TICTTL'11 Proceedings of the Third international congress conference on Tools for teaching logic
The evaluation of adaptive and personalised information retrieval systems: a review
International Journal of Knowledge and Web Intelligence
Designer - supporting teachers experience in learning management systems
ICWL'12 Proceedings of the 11th international conference on Advances in Web-Based Learning
A Unified Learning Style Model for Technology-Enhanced Learning: What, Why and How?
International Journal of Distance Education Technologies
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Measuring the effect of providing educational experiences individualized to the learning style of the students is an open research issue. This paper aims at presenting a case study of a dedicated adaptive educational system called WELSA. First, the adaptation logic, methods and techniques employed in WELSA are briefly presented. Next, the validity and effectiveness of the system are assessed by means of an empirical evaluation approach, involving two experiments with 64 undergraduate students. The results obtained (in terms of learner behavior, performance, efficiency and satisfaction) are analyzed and discussed. The overall results of the experimental study indicate a positive effect of adaptation to learning styles on the learning process.