Towards Effective Combination of Prior Knowledge and Cognitive Styles in Adaptive Educational Hypermedia Systems
Keywords:Cognitive Styles, Prior Knowledge, Learning Performance, Adaptive Hypermedia System, Holist-Serialist, e-learning
Adaptive Educational Hypermedia Learning Systems (AEHS) have been developed and evaluated over the past decade. These AEHS tailored navigational support and presentation of content basing on either prior knowledge or cognitive styles of students separately. The empirical evaluations of the AEHS showed that, generally, there is positive improvement in the performance and perceptions of students. There is, however, a need to explore how prior knowledge and cognitive styles could be strategically combined in AEHS in order to maximize learning and comprehension of educational materials. To this end, this paper pursues this exploration by presenting results of a comparative analysis between two AEHS, one tailored to students
How to Cite
The submitting author warrants that the submission is original and that she/he is the author of the submission together with the named co-authors; to the extend the submission incorporates text passages, figures, data or other material from the work of others, the submitting author has obtained any necessary permission.
Articles in this journal are published under the Creative Commons Attribution Licence (CC-BY What does this mean?). This is to get more legal certainty about what readers can do with published articles, and thus a wider dissemination and archiving, which in turn makes publishing with this journal more valuable for you, the authors.
By submitting an article the author grants to this journal the non-exclusive right to publish it. The author retains the copyright and the publishing rights for his article without any restrictions.
This journal has been awarded the SPARC Europe Seal for Open Access Journals (What's this?)