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A web-based framework for learning styles identification by expert system

[Abstract] 
Type Article
Author Safaan, Samy Abdelwahab. Consultant, Deanship of e-learning, Qassim University; Computer Sciences, Nile Higher Institute for Business Technology in Computer Sciences.
Pages pp. 173-208
Host Item Entry Journal of Research in Curriculum, Instruction and Educational Technology. Vol. 7, no. 2, April 2021
Electronic Location Full text (PDF)  PDF
Descriptors Al-Qassim University (Saudi Arabia)  -  Teaching methods  -  Learning strategies  -  Cognitive processes  -  University students
Language of document English
Country Egypt
The learning styles of the students has been researched and identified in many studies in the past. There are many models and frameworks proposed by the researchers. This study focused on the identifying the cognitive style of learning by the students via a web-based expert system. Therefore, this study proposes an adaptive framework for the identification of the cognitive styles of the students. In this study, the expert system was developed with the help of the adaptation model and the student model. The web-based infrastructure was designed and the system was tested on students of Buraidah Community College, Qassim University. Findings of the study show the adequacy of the versatile web-based learning system with powerfully distinguishing students' cognitive styles during perusing, along these lines approving the exploration motivations behind this examination. Another powerful result signifies positive and accurate outcomes in identification of the cognitive styles of learning of the students. The average staying time on the design web page was recorded and analyzed in order to check the accuracy of the students’ cognitive style of learning. (Published Abstract)

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Cite   (APA) Style Always review your references for accuracy and make any necessary corrections before using:
Safaan, Samy Abdelwahab. (2021). A web-based framework for learning styles identification by expert system . Journal of Research in Curriculum, Instruction and Educational Technology. Vol. 7, no. 2, April 2021. pp. 173-208 Retrieved from search.shamaa.org