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Role of Learning Styles & Affective States in Web-based Adaptive Learning Environments
PROCEEDINGS

, Institute of Software Technology & Interactive Systems, Vienna University of Technology, Austria ; , School of Computing and Information Systems, Athabasca University, Canada ; , , , Institute of Software Technology and Interactive Systems, Vienna University of Technology, Austria

EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Detecting students’ learning needs is a challenging task in a Web-based learning environment. In a traditional learning environment teachers can easily observe and consequently recognize a student’s learning needs. In web based learning environments where distance is a barrier, observing students’ learning needs and characteristics is very difficult. Students’ learning needs can be observed through their learning styles and affective states by detecting their behavioral patterns. However, for learning in a Web-based learning environment, a student’s learning styles and affective states are rarely taken into consideration. In this paper, we explore the learning styles and affective states of a student that are key to learning and present an approach for making these learning styles and affective states visible in Web-based Learning Management Systems.

Citation

Khan, F.A., Graf, S., Weippl, E.R., Iqbal, T. & Tjoa, A.M. (2010). Role of Learning Styles & Affective States in Web-based Adaptive Learning Environments. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3896-3905). Toronto, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 18, 2019 from .

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