Individual differences, hypermedia navigation, and learning: an empirical study
Journal of Educational Multimedia and Hypermedia
Personalizing the Interaction in a Web-based Educational Hypermedia System: the case of INSPIRE
User Modeling and User-Adapted Interaction
Evaluating Bayesian networks' precision for detecting students' learning styles
Computers & Education
Real users, real results: examining the limitations of learning styles within AEH
Proceedings of the eighteenth conference on Hypertext and hypermedia
eTeacher: Providing personalized assistance to e-learning students
Computers & Education
Evaluating Learning Style Personalization in Adaptive Systems: Quantitative Methods and Approaches
IEEE Transactions on Learning Technologies
Computers in Human Behavior
User models for adaptive hypermedia and adaptive educational systems
The adaptive web
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
Enhancing student learning through hypermedia courseware andincorporation of student learning styles
IEEE Transactions on Education
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Researchers agree that it is possible to diagnose student's learning style and that learners with a dominant preference for certain learning style may have difficulties in knowledge acquisition in conditions where teaching strategy is not compatible with it. This paper presents an experimental work conducted in order to determine if students with different learning styles have different navigational needs while using web-based learning environment. Correlations between learning styles and students' learning performance are also observed and discussed. A group of 102 graduate and postgraduate students were involved in the study. Learning styles according to Felder-Silverman learning style model have been explored in the context of an e-learning course delivered through a Learning Management System. The main results show that the course supports global learners to some extent. The methods for meeting the needs of sequential learners are proposed.