Suitable Learning Styles for Intelligent Tutoring Technologies

Styles d’Apprentissage Appropriés pour les Technologies des Tuteurs Intelligents

PDF

Authors
  1. Hou, M.
  2. Sobieraj, S.
  3. Pronovost, S.
  4. Roberts, S.
  5. Banbury, S.
Corporate Authors
Defence R&D Canada - Toronto, Toronto ONT (CAN)
Abstract
This report summarizes a study examining suitable cognitive and learning styles for intelligent tutoring technologies to improve the Canadian Forces (CF) distance learning capability. The study was motivated by the CF’s requirement for computer-based training in a distance educational context to improve learning effectiveness. Through extensive research, Defence and Research Development Canada -Toronto has deemed that advanced e-learning systems are the appropriate tool to address CF learning needs, as e-learning systems: - Cater to all individuals in the CF regardless of their cognitive or learning style; - Allow CF personnel to work at their own pace and remotely; - Cut costs and optimizes learning productivity; - Equip the CF and DRDC with emerging and cutting edge technologies; and - Advance the knowledge base of defence science. The study involved collating applicable academic research literature to gather data. Potential suitable cognitive and learning styles for Intelligent Tutoring Systems (ITSs) were examined and analyzed. Although most cognitive and learning styles were inconclusive and indefinite due to a lack of independent validation data, the Felder Solomon Learning Styles Index has been validated. Thus, it is recommended to be used in an ITS to identify students’ learning styles for the customization of their learning experience.

Il y a un résumé en français ici.

Keywords
learning style;cognitive style;adaptive learning;intelligent tutoring;intelligent tutoring system;e-learning;distance learning;computer-based learning
Report Number
DRDC-TORONTO-TR-2010-073 — Technical Report
Date of publication
01 May 2010
Number of Pages
81
DSTKIM No
CA034870
CANDIS No
534379
Format(s):
Electronic Document(PDF)

Permanent link

Document 1 of 1

Date modified: