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ICCSA '08 Proceeding sof the international conference on Computational Science and Its Applications, Part I
An Interactive Simulator for Information Communication Models
Edutainment '08 Proceedings of the 3rd international conference on Technologies for E-Learning and Digital Entertainment
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ICCS '08 Proceedings of the 8th international conference on Computational Science, Part II
Edutainment '09 Proceedings of the 4th International Conference on E-Learning and Games: Learning by Playing. Game-based Education System Design and Development
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An integrated virtual environment for active e-learning in theory of computation
Edutainment'07 Proceedings of the 2nd international conference on Technologies for e-learning and digital entertainment
A study on student performance in first year CS courses
Proceedings of the fifteenth annual conference on Innovation and technology in computer science education
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A learning system for audio compression
Proceedings of the 14th International Conference on Information Integration and Web-based Applications & Services
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The index of learning styles (ILS) is a self-report forced choice instrument created by Felder and Solomon which classifies the learning preferences of the respondent on four continuous scales: active/reflective; sensing/intuition; visual/verbal; and sequential/global. The ILS, although still under development, has already yielded insights into the learning preferences of engineering students and has shown significant differences between the average responses both of male and female students and also of first-year and fourth-year students. Additionally, a large group of engineering students at The University of Western Ontario (UWO), Canada, has completed both the ILS and also the well-known Myers-Briggs type indicator (MBTI). This UWO data reveals some strong connections between three of the ILS learning preference scales and the MBTI dimensions of psychological type. This paper presents the responses of engineering students to both the ILS and also to the MBTI. It also summarises the significant ILS response differences for male/female students, for first-year/fourth-year students and for students of different personality type on each of the four MBTI dimensions.