Adaptation of Learning Object Interface based on Learning Style

Zenaide Carvalho da Silva, Leandro Rodrigues Ferreira and Andrey Ricardo Pimentel

Department of Informatics, Federal University of Parana, Curitiba, Parana, Brazil

Keywords: Learning Style, Learning Object, Adaptation, Interface.

Abstract: Learning styles (LS) refer to the ways and forms that the student prefers to learn in the teaching and learning

process. Each student has their own way of receiving and processing information, and bearing in mind the

learning style is important to better understand their individual preferences and to understand why certain

teaching methods and techniques work better for some students, while for others they do not. We believe

that knowledge of these styles enables the possibility of making propositions for teaching, thus reorganizing

teaching methods and techniques in order to allow learning that is adapted to the individual needs of the

student. This would be possible through the creation of online educational resources adapted to the style of

the student. In this context, this article presents the structure of a learning object interface adaptation based

on the learning style. This should enable the creation of the adapted learning object according to the

student's learning style, contributing to the increase of student’s motivation in the use of a learning object as

an educational resource.

1 INTRODUCTION

The learning style (LS) refers to a person's

individual preferences, in relation to the ways and

forms that they prefer to learn in the teaching and

learning process. An investigation by Haider, Sinha

and Chaudharyal (2010) indicates that pedagogical

strategies related to the learner's learning style

contribute to making learning easier. It also presents

improvements in the learning process, if the

educational material used by the learner matches

their learning style.

Each LS contains specific characteristics that

need to be collected and mapped in order to enable

the adaptation of the educational material. This

research considered as educational material the

learning object (LO), so that the student benefits

more from this resource that has been widely

available in learning virtual environments.

The adaptation of the learning object interface

considering the student's LS is one of the

possibilities that allows the offering of digital

educational resources adapted to students’ individual

learning preferences. In this case it is expected to

obtain a greater motivation of the student with the

use of this type of educational resource because the

LO will be presented in a way that respects their

individual preferences of learning.

There are several models of learning styles

available in the literature that describe how to

classify the student in a learning style as in (Felder

and Silverman, 1988), (Kolb, 1984). These models

classify students as to the form or manner that they

prefer to perceive and process the information

received when they are learning, so their individual

learning preferences can be identified.

This research used the Felder-Silverman

Learning Styles Model (FSLSM) (Felder and

Silverman, 1988), because it is considered the most

suitable to be used in educational environments, and

a better match of their scales to the characteristics of

learning materials (Akbulut and Cardak, 2012),

(Truong, 2015).

In this perspective, this study proposes a

structure of learning object interface adaptation

based on the learning style to allow the creation of

the LO adapted according to the learning style of the

student, contributing to the increase of student

motivation in the use of LO as an educational

resource. This work makes the following

contributions:

● Defines an association of the characteristics of LS

with the most appropriate forms of presentation of

the LO content for each LS of the Felder-

Silverman model;

Silva, Z., Ferreira, L. and Pimentel, A.

Adaptation of Learning Object Interface based on Learning Style.

DOI: 10.5220/0006319001190126

In Proceedings of the 19th International Conference on Enterprise Information Systems (ICEIS 2017) - Volume 3, pages 119-126

ISBN: 978-989-758-249-3

119

● Creates a structure of adaptation of the learning

object interface based on LS, from the in-depth

research and analysis of the characteristics of the

styles of the Felder-Silverman model to contribute

to the creation of adapted LO to the LS;

● Analyzes the proposed structure to demonstrate the

validity of the approaches used.

The text is structured as follows. Section 2

presents a theoretical basis. Section 3 presents

related works. Section 4 describes the structure of

the interface adaptation based on learning style.

Section 5 presents an analysis and discussion of the

work. In section 6, the final considerations and

suggested future work are made.

2 LEARNING OBJECT (LO) AND

LEARNING STYLES (LS)

LO can be understood as "[...] any digital resource

that can be reused to support learning" (Wiley,

2001). They are produced by different institutions

and researchers, and are usually cataloged in

repositories.

LO in an overview can be understood as

autonomous information segments that are intended

for use in remote or face-to-face learning situations.

It can also be considered as a resource that can assist

the teacher in his teaching activity. This type of

educational resource can contribute to the teaching

and learning process of the students, since it is

designed to meet a defined pedagogical objective. It

is expected that LO could be adapted according to

the student's different manners and ways of learning,

which may characterize different profiles of learners.

These different profiles can be identified through the

learning styles (LS) of the students.

LS are student preferences and trends that define

ways to receive, process, perceive, and organize the

information (Felder and Silverman, 1988). In this

work, we consider the cognitive dimension, that is, if

the learning process and educational resources are

appropriate to the style, the person will probably be

more successful as a learner, and may be more

motivated to use LO as an educational resource in

the learning process.

There are several LS models, which have been

developed by various authors and can be used by

educational systems to represent student styles

(Felder and Silverman 1988, Honey and Munford

2000, Kolb 1984). LS are defined by these authors

differently, influenced by different theories of

learning psychology.

This research used the Felder-Silverman model

(Felder and Silverman, 1988), because it is

considered the most suitable for use in educational

environments, and better adapting its scales to the

characteristics of learning materials. It is also widely

used in the international context in research on the

adaptation and customization of learning materials,

as well as providing a good degree of adaptability to

student profiles (Al-Azawei and Badii, 2014).

The Felder-Silverman model (1988) was

developed by Professor Richard M. Felder and by

psychologist Linda K. Silverman, and classifies

students in scale number according to how each

student perceives, retains, processes, and organizes

information. In this way the student can be classified

in four dimensions of the model: a) Perception

(Sensory x Intuitive); b) Retention (Visual vs.

Verbal); c) Processing (Active x Reflective) and d)

Organization (Sequential vs. Global). The

characteristics of students according to their LS for

each dimension are more detailed in (Felder and

Silverman, 1988).

This model uses the ILS (Index of Learning

Styles) as a mensuration instrument to identify the

LS based on FSLSM (Felder and Silverman

Learning Style Model), which comprises forty four

questions, eleven for each of the four dimensions

described above. More details in (Felder and

Soloman, 2006). In this research we consider that

the style of the student has already been identified

and the adaptation occurs from the knowledge of the

style.

3 RELATED WORKS

Graf (2007) in her PhD work carried out an

expansion of the Learning Management Systems

(LMS) to provide adaptability, incorporating

learning styles according to the Felder-Silverman

learning style model. She created an automated

approach to identify learning styles from students

behavior and actions. This approach was designed,

implemented and evaluated, demonstrating that it is

adequate to identify learning styles. Moodle was

used as a prototype to extend an LMS, making it

possible to automatically generate and present

courses according to students' learning styles. The

results showed that the concept proposed to offer

adapted courses was successful to support students

in learning.

Yang, Hwang and Yang (2013) developed an

adaptive learning system considering various

dimensions of personalized characteristics, proposed

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a customized presentation module for the

development of adaptive learning systems based on

the dependent/independent field cognitive style

model and the LS of the Felder-Silverman learning

style model. Their experimental results showed that

the proposed approach is capable of helping students

to improve their performance in the learning

process.

The work of Fasihuddin, Skinner and Athauda

(2014) presented a proposal for an adaptive model to

customize open learning environments based on the

Felder-Silverman learning style model. This model

consists of two main agents to execute its

functionalities; the identification agent is responsible

for identifying the student's learning styles,

monitoring certain patterns of behavior from student

with the learning objects, while the student interacts

with learning materials; and the recommendation

agent is responsible for providing adaptive

navigation support based on the identified learning

styles and preferences.

The works presented in this section used the

learning styles to adapt and/or customize the

learning environments, or to adapt the presentation

of the learning material. However, no further studies

were found that explore how to use the

characteristics of each style of the Felder-Silverman

model, mapped in relation to aspects of format and

order of LO contents to provide adaptation of the

interface of this educational resource.

4 ADAPTATION OF THE

INTERFACE OF THE

LEARNING OBJECT BASED

ON LEARNING STYLE

From the study and research on the "presentation

characteristics for LO" with regard to sequencing,

presentation and form/format of content and

resources that compose the learning object, raised

from an in-depth analysis of the properties of the

styles of the Felder-Silverman model (Felder and

Silverman, 1988). It was possible to establish the

required parameters and attributes to define the

structure so as to adapt the learning object's interface

based on the characteristics of the styles (Silva and

Pimentel, 2015).

This structure was designed and composed

respecting the principles of the Cognitive Theory of

Multimedia Learning (Mayer, 2005). The principles

of this theory help to avoid the inappropriate use of

resources in the most varied formats, which can lead

to the student's distraction and lack of motivation in

the use of this type of resource, which can cause

failure in the learning process.

In the definition of the structure we consider that

in the creation of the LO it will be formed by

"elements of content composition " that constitute

the stages: Summary (Sum): provides an overview of

the content that will be approached; Introduction

(Int): composed of a brief content for presentation of

the subject to be studied of a domain; Development

(Dev): composed of a more comprehensive content

that contemplates the subject of a domain in a more

complete way; Activity (Act): formed by content to

fix the subject; and, Assessment (Ass): assessment of

the content covered by a domain. These "elements of

content composition" are organized in relation to the

parameters and attributes defined from the

characteristics of the styles, and are described as

follows:

● Resource (R): defines the types of resources that

can be used in the elements of the content

composition to present the LO. The resources

assigned in the model can be: Video (Vid); or

Diagram (Dia); or Graph (Gra); or Picture (Pic);

or Narration (Nar); or Lecture (Lec); or Slide (Sli);

or Self-Assessment (Sas); or Table (Tab); or

Experiment (Exp); or Exercise (Exe); or

Simulation (Sim); or Questionnaire (Que); or

Scheme (Sch); or Animation (Ani); or Photo (Pho);

or Web Page (Wpa); or Map (Map); or

Demonstration (Dem); or Example (Exa

● Exploration Form (EF): defines how the content

can be structured in relation to the way it is

explored by the student. It can be in Network (Net)

- investigation more random, without following a

script; or Linear (Lin) - more directed research,

with a script to follow.

● Detailing Order (DO): establishes how the student

prefers to approach the contents presented in the

LO. It can be Specific-to-General (Spe-t-Gen): it

begins in the specific part and proceeds to the

general part for comprehension of a whole; or

General-to-Specific (Gen-t-Spe): begins in the

general part and proceeds to the specific part for

comprehension of a whole.

● Composition Order (CO): defines the organization

of the stages used in the composition of the

Adaptation of Learning Object Interface based on Learning Style

121

Figure 1: Overview of the LO structure.

contents of an LO, that is, the order in which these

stages will be presented to the student. There are

three composition orders defined: order 1 - 1st

Introduction, 2nd Development, 3rd Summary, 4th

Activity, 5th Assessment; Order 2 - 1st

Introduction, 2nd Development, 3rd Activity, 4th

Summary, 5th Assessment; and Order 3 - 1st

Summary, 2nd Introduction, 3rd Development, 4th

Activity, 5th Assessment.

The overview of the elements created from the

"presentation characteristics for LO" in relation to

the sequencing, presentation and form / format of

content and resources that compose the LO can be

visualized in figure 1. These elements were defined

to create the interface adaptation of the learning

object, based on the characteristics of the styles.

The simplified form of the composition of the

LO interface adaptation can be represented in the

formulation StyleInterface (S) = ∑(CO(x), DO(j),

EF(k), R(r

, r

, .. ., r

)), where, S indicates the styles

of the Felder-Silverman model, described in section

4; x can assume 1, 2 and 3, which indicates,

respectively, first, second and third composition

order ; j can assume 1 = "specific-for-general" and 2

= "general-for-specific"; k can assume 1 = "network"

and 2 = "linear"; r

are the resources that can be used

in LO composition; CO indicates the order of

composition that the stages used in the composition

of the contents will be presented in LO; DO

indicates the detailing order of each stage of LO; EF

indicates the exploration form that will be used in

the presentation of the LO; R indicates the resources

that can be used in the composition of the LO.

So as to adapt the interface according to the

styles of the Felder-Silverman model, it was

necessary to investigate the characteristics and

preferences of each style to define the most

appropriate ways to modify the presentation of the

LO to obtain an adapted interface to the style of the

student. This is so because we believe that adapting

the style-based LO interface can improve the

student's motivation for using OA as an educational

resource, and consequently can to enable

improvements in learning.

Table 1 presents the attributes and parameters of

the proposed interface adaptation structure, defined

with the values referring to the preference according

to the adaptation rules for each style.

The composition of the LO interface adaptation

structure according to the styles was defined

considering the following question "How and what

can be modified in the LO interface presentation for

students with different learning styles?”. Thus,

adaptation rules were created for the attributes and

parameters defined in the structure, in relation to:

sequence of the content composition elements of the

OA (composition order); number and type of

resources used to create LO (resources); the level of

detail of the composition elements of LO content

(detailing order); the way the student can explore

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Table 1. Analysis of the styles of the Felder-Silverman

model (1988) in relation to the attributes and parameters

of the proposed structure.

Style

Explora

tion Form

(EF)

Compo

sition

Order

(CO)

Detailing

Order

(DO)

Resource

(R)

Active network order 2

general-

to-

specífic

vid, dia,

gra, pic,

sas, exe,

sim, sch,

wpa,

map, exa

Reflecti

linear order 1

specific-

to-

general

dia, gra,

lec, sli,

sas, tab,

exe, sim,

sch,ani,

wpa,

dem, exa

Visual network order 3

general-

to-

specífic

vid, dia,

gra, pic,

sli,sas,

tab, exp,

exe, sim,

ani, fot,

wpa,

map,

dem, exa

Verbal linear order 3

specific-

to-

general

dia, nar,

lec, sli,

sas, tab,

exe, que,

wpa,

dem, exa

Global network order 3

general-

to-

specífic

dia, gra,

pic, sli,

sas, exp,

exe, sch,

wpa,

map, exa

Sequen

tial

linear order 2

specific-

to-

general

dia, gra,

pic, nar,

lec,

sli,sas,

exe, sim,

que, sch,

ani, wpa,

dem, exa

Sensory network order 3

specific-

to-

general

vid, gra,

nar, sli,

sas, tab,

exp, exe,

que, wpa,

map,

dem, exa

Intuiti

linear order 1

general-

to-

specífic

gra, pic,

nar, lec,

sli, sas,

exe, sim,

que, ani,

ho, exa

the LO contents (exploration form); besides the

arrangement of these elements in the LO

presentation. For each style, the LO interface is

modified following the attributes and parameters

presented in table 1. A prototype of the interface was

created following the defined adaptation structure, in

order to carry out an initial validation of the

proposal, and will be discussed in the next section.

5 RESULTS AND DISCUSSION

As mentioned earlier, in this research the

preferences and characteristics of each style of the

Felder-Silverman model were identified and mapped

to "LO presentation characteristics". These

characteristics were the basis for defining the LO

interface adaptation structure of the according to

each style. In the creation of the structure we

considered some aspects of modeling described in

the following components.

Assignment of Levels. The levels were created to

demonstrate how the student prefers to approach the

contents presented by the teacher in a learning object

respecting the detailing order (DO) established for

each style.

Quantity of Sub-stages. For each item of the

composition order (CO) that corresponds to an LO

stage, it is defined how many sub-stages will

comprise each stage. The uniform pattern was

adopted for all stages having the same quantity of

sub-stages.

Number of Levels. Related to the detailing order

(DO) of the content, which establishes how to

approach the contents presented. If in a "more

general to specific" or "more specific to general"

form. The lowest value was adopted for "more

specific" and the greater value for "more general".

Each level will be evenly distributed according to

the total amount of sub-stages of all stages,

following the composition order (CO) definition for

the selected style. The formula for find out how

many sub-stages will be allocated for each level is

represented by (stages * sub-stages / total levels),

adding the rest of the division to the last level.

Amount of Resources on the Screen. Maximum

quantity of resources allowed to appear on the

screen for each sub-stage.

Standard values were defined for the

components: 3 for the quantity of sub-stages; 5 for

the total levels of detailing; and 5 for the maximum

numbers of resources to display in the screen. In this

case, these values are assigned if these components

are not filled in or filled in incorrectly (informing

Adaptation of Learning Object Interface based on Learning Style

123

something that is not an integer). Also possible

inconsistencies are controlled, for example, if the

total levels are less than the number of sub-stages,

the same quantity of sub-stages is assigned to the

total levels.

After the assignment of these values, the

organization of the total levels for the sub-stages is

done through a staggering of the sub-stages. Firstly

it is indicated which detailing order (DO) the

selected style has. If it is the "specific to general"

order the lowest level receives the lowest value (in

this case, the value "1") and the highest level

receives the highest value (that is, the value of the

quantity of levels). If the order is "General to

Specific" the opposite happens. Then, each sub-stage

will receive a value, respecting the composition

order (OC) of the style. That is, if the total of levels

is equal to 6, the detailing order (DO) is "general to

specific" and each stage has 4 sub-stages, each level

has 3 sub-stages, being the last level with 5 sub-

stages. The current sub-stage on the screen will

display the level to which it belongs.

Content Index Display. It consists of displaying the

stages and their respective sub-stages in an

arrangement of a hierarchical tree, forming nodes for

the stages and sub-stages and following the

composition order (CO) belonging to the style. The

items in this content index will be released

according to the "Exploration Form" of the

identified style. That is, if the exploration form is

Linear (EF = "Linear"), the item subsequent to the

current sub-stage will be released only if the current

stage is completed, indicated by an "OK" button on

the screen, which when clicked / selected informs

the system to release next stage / sub-stage.

Clicking on the "OK" button indicates the

completion of the current stage / sub-stage in this

case enables navigation to the next stage / sub-stage

and / or returns to the completed stage / sub-stage,

and / or to go to the first completed stage. If the

exploration form is network (EF = "Network"), all

items that include the stages and / or sub-stages as

well as elements of the navigation control will be

enabled for exploration at any time during the use of

LO.

Navigation Control. Controls the display of the

content index and navigation buttons, depending on

the exploration form (EF) indicated by the identified

style and the navigation flow between the sub-

stages, following the composition order (CO)

defined for the style. The navigation control must

agree with the defined exploration form for the style.

In this case, if the exploration form is network (EF =

"Network"), all elements of the navigation control

are enabled allowing the student to navigate in a non

sequential or random way in the stages and sub-

stages composed for the learning object.

Resources Assignment. Defines which resources

will be displayed on the screen for each sub-stage in

the content composition of the learning object for

the identified style. For each sub-step, a maximum

number of resources to be displayed are randomly

selected. This random number will be between 2 and

5 (default number). However, in order to guarantee

the principles of the CTML (Cognitive Theory of

Multimedia Learning), such as: multimedia

(combination of resources in the image and text

format) and spatial proximity (when a resource in

the text format describes a resource in the visual

format, these should be close), there is guarantee

that at least 2 resources will be displayed in each

sub-stage. This component is also responsible for

ensuring that the principle of modality (for all

animation resource one must use the narration

resource rather than using a written text) is met.

In order to execute an initial validation of the

work proposal, a prototype of the interface was

defined and implemented to preliminarily analyze

the interface structure defined. In the interface

implementation, rules for basis of styles that has a

rule for each style defined in the interface adaptation

structure was created. The actions in each rule

consist of completing the information of each

parameter of the selected style. First, we will

allocate the CO, then allocate the

Rs, then the EF

and finally the DO.

These actions obey the proposed modeling for

this fill, according to appropriate adaptation rules to

each style, in the example below, we have the rule

for the active style:

Rule Name = “ActiveStyle”

Conditions:

Style = "Active"

Actions:

a) Create an CO in the following order:

"Introduction", "Development", "Activity",

"Summary", and "Assessment";

b) Provide the following Rs: “Video”,

“Diagram”, “Picture”, “Graph”, “Self-

Assessment”, “Exercise”, “Simulation”,

“Schema”, “Web page”, “Map” e “Example”;

c) Indicate the EF "Network";

d) And indicate the DO “General to specific”.

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Figure 2: Example of interface screen for the "Active" style.

In this case, as observed in figure 2, the elements

that make up the interface are arranged following the

adaptation rules that were created to modify the

elements according to the characteristics of each

style. The "Content Index", which consists of

displaying the stages and their respective sub-stages

of the "content composition elements" in an

arrangement of a hierarchical tree, forming nodes for

the stages and sub-stages, and follows in accordance

with the style CO. Items in the "Content Index" are

released according to the EF of the selected style.

That is, if EF is linear (EF = "linear"), the

subsequent item to the current sub-stage will only

be released if the current stage is completed,

indicated by a button on the screen, which when

clicked / selected informs the system to releasing

next stage / sub-stage, that is, a more targeted

exploration in LO. If EF is network (FE =

"network"), all items that include the stages and / or

sub-stages, as well as elements of the "Navigation

Control Area" are enabled, so a more random

exploration can be performed in the LO.

In the "Content Area" the resources that make up

each sub-stage in the creation of OA content are

displayed. To ensure that the principles of CTML,

such as: multimedia (combination of resources in the

image and text format); spatial proximity (when a

resource in the text format describes a resource in

visual format, these should be close), and the

modality (for all the animation resource you must

use the narration resource instead of using a written

text) are met, it has been established that at least two

features are displayed in each sub-step in the

"Content Area".

The "Detailing Order Indication" is related to the

levels that were created to demonstrate how the

student prefers to approach the presented contents by

the teacher in an LO, respecting the DO of each

style. Thus if the DO is "specific-to-general" (DO =

"specific-to-general"), the lowest level receives the

smallest value (in this case the value "1") and the

highest level receives the highest value (in this case

the value of the quantity of defined levels), if the DO

is "general-to-specific" (DO = "general-to-specific")

the opposite happens. Therefore, the lowest value

was adopted for "more specific" and the greater

value for "more general".

The "Navigation Control Area" controls the

display of the "Content Index" and the navigation

buttons, according to the EF indicated by the

informed style and the navigation flow between the

sub-stages, following the CO defined for the style.

As previously mentioned the "Navigation Control

Area" must conform to the EF defined for the style.

In this case, if EF is "network" (EF = "network"), all

elements of the "Navigation Control Area" are

enabled allowing the student to navigate non

sequentially or randomly in the composite stages and

sub-stages for LO. If EF is "linear" (EF = "linear"),

navigation is sequential, i.e. step by step, the student

needs to complete the current stage / sub-stage to

proceed to the next stage / sub-stage.

Therefore for each style of the Felder-Silverman

model the interface has undergone changes to adapt

Adaptation of Learning Object Interface based on Learning Style

125

according to the attributes and parameters mapped

from the characteristics of each style, following the

adaptation rules created for the styles in relation to

sequencing, presentation and form / format of

content and resources that make up a learning object,

providing an adapted and adequate learning object to

the students' learning style.

6 CONCLUSIONS

The creation of new forms/formats to present the

LO contents taking into account the student's LS can

generate a greater motivation from the student in the

use of this type of educational resource, since the

students would receive this adapted resource

according to their individual learning preferences.

Thus, we developed an interface that considered the

characteristics and preferences of the LS, which

were mapped in relation to the forms, formats,

content sequencing, appropriate to each style that

established the definition of the LO interface

adaptation structure so that it is adapted to the

student style. This structure was designed and

composed respecting the principles of the Cognitive

Theory of Multimedia Learning (CTML), since the

principles of these theories help to avoid the

inadequate use of resources in the most varied

formats, that can lead to the student's distraction and

demotivation in the use of this resources type and

may cause failure in the learning process.

Therefore, this work brought contributions to the

teaching and learning process by defining a LO

interface adaption structure, according to the

student's LS. This is so because we believe that the

student who receives the adapted learning object to

his/her style can generate an increase in the

motivation to use the learning object as an

educational resource, since the learning object will

meet their individual learning preferences, and

consequently may bring improvements in your

learning process.

As future work we intend to conduct experiments

with students using adapted LO to their style to

measure the emotional response and motivation of

the student in relation to the use of LO, and

consequently to verify if there was an increase in

learning.

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