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
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
Evaluating Learning Style Personalization in Adaptive Systems: Quantitative Methods and Approaches
IEEE Transactions on Learning Technologies
ICALT '09 Proceedings of the 2009 Ninth IEEE International Conference on Advanced Learning Technologies
Providing Personalized Courses in a Web-Supported Learning Environment
WI-IAT '09 Proceedings of the 2009 IEEE/WIC/ACM International Joint Conference on Web Intelligence and Intelligent Agent Technology - Volume 03
Adaptive Learning with the LS-Plan System: A Field Evaluation
IEEE Transactions on Learning Technologies
User models for adaptive hypermedia and adaptive educational systems
The adaptive web
Enhancing student learning through hypermedia courseware andincorporation of student learning styles
IEEE Transactions on Education
A Unified Learning Style Model for Technology-Enhanced Learning: What, Why and How?
International Journal of Distance Education Technologies
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This paper illustrates the use of WELSA adaptive educational system for the implementation of an Artificial Intelligence AI course which is individualized to the learning style of each student. Several of the issues addressed throughout this paper are describing similar approaches existing in literature, how the AI course is created, and what kind of personalization is provided in the course including the underlying adaptation mechanism. The authors also focus on whether the course is used effectively by the stakeholders teachers and students respectively. Results obtained in the paper confirm the practical applicability of WELSA and its potential for meeting the personalization needs and expectations of the digital native students.