Personalized tutoring through a stereotype student model incorporating a hybrid learning style instrument
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Personalized tutoring through a stereotype student model incorporating a hybrid learning style instrument Christos Troussas 1
& Konstantina
Chrysafiadi 1 & Maria Virvou 1
Received: 6 April 2020 / Accepted: 22 October 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Personalized computer-based tutoring demands learning systems and applications that identify and keep personal characteristics and features for each individual learner. This is achieved by the technology of student modeling. One prevalent technique of student modeling is stereotypes. Furthermore, individuals differ in how they learn. So, the way that helps an individual to learn best is crucial for offering her/him an effective tutoring experience. As a consequence, students’ preferable styles of learning should be incorporated into the student model. However, some researchers have concluded that there are individuals that have a mixture of learning styles. That is the reason for the combination of two different learning style models in the presented approach. Particularly, in this paper we present a stereotype student model that combines the Visual, Auditory, Reading/Writing and Kinesthetic (VARK) learning style model and the Herrmann Brain Dominance Instrument (HBDI). The aim of this article is to further enhance the personalization to students’ needs and preferences by introducing this hybrid instrument and using the technology of stereotypes. The gain from this hybrid learning style approach is that we model two different dimensions of the way that a student prefers to learn: i) the sensory modalities of learning and ii) the way of thinking. In this way, the offered tutoring process can be more tailored to each individual student’s needs, respecting the distinct pace of her/his learning. Our novel approach has been incorporated in an e-learning system and was evaluated by 60 undergraduate students in Greece. The evaluation results show a great acceptance rate of the novel hybrid learning style model by students and underline its pedagogical potential. Keywords E-learning . Intelligent tutoring systems . Learning styles . Stereotypes . Student
modeling
* Christos Troussas [email protected] Extended author information available on the last page of the article
Education and Information Technologies
1 Introduction In the past decade, there is an ongoing research interest on technology-assisted methods in the field of education. As such, e-learning was emerged as a means to provide education to students irrespective of their place and the time of delivery of the learning material. E-learning can then provide a modern way of instruction which can be available to every student worldwide. As such, in contrast with traditional classrooms, e-learning courses can be delivered to a heterogeneous group of learners, sharing different knowledge skills as well as learning needs and preferences. Hence, there is an ongoing questioning on how e-learning practitioners and researchers can create elearning environments which will
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