Hypermedia and learning styles: can performance be influenced?
Journal of Educational Multimedia and Hypermedia
User Modeling and User-Adapted Interaction
Adaptive Content in an Online Lecture System
AH '00 Proceedings of the International Conference on Adaptive Hypermedia and Adaptive Web-Based Systems
A pedagogical framework to integrate learning style into intelligent tutoring systems
Journal of Computing Sciences in Colleges
Adapting to intelligence profile in an adaptive educational system
Interacting with Computers
Individualizing Tutoring with Learning Style Based Feedback
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Matching and Mismatching Learning Characteristics with Multiple Intelligence Based Content
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
A method for learning scenario determination and modification in intelligent tutoring systems
International Journal of Applied Mathematics and Computer Science - Semantic Knowledge Engineering
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This paper introduces, EDUCE, an ITS that utilises individual learning characteristics to generate presentations in diverse and sensitive ways. In EDUCE, the pedagogical framework classifies the educational content and the learner characteristics in the student model along two dimensions: Gardner's Multiple Intelligences and Bloom's learning goals. The two dimensions represent the philosophical underpinning in the design of instructional strategies and for understanding the student behaviour. It is through the provision of a variety of instructional strategies, that EDUCE aims to motivate and engage the learner. This paper describes the principles, architecture, design and implementation of EDUCE. It shows how educational theory may underpin the design of an ITS and how a pedagogical component that accommodates learning characteristics may be incorporated into an ITS. It also shows how to develop a mechanism by which the learner can choose between alternative instructional approaches.