Educational Customization by Homogenous Grouping of e-Learners based on their Learning Styles

• URL: http://arxiv.org/abs/2408.12619v1
• Date: Fri, 9 Aug 2024 14:06:42 GMT
• Title: Educational Customization by Homogenous Grouping of e-Learners based on their Learning Styles
• Authors: Mohammadreza amiri, GholamAli montazer, Ebrahim Mousavi,
• Abstract summary: We propose using the Felder-Silverman model, which is based on learning styles, to group similar learners. By identifying the learning styles of the learners, co-like learning groups are formed, and each group receives adaptive content based on their preferences, needs, talents, and abilities. In terms of "educational success," the weighted average score of the experimental group is 17.65 out of 20, while the control group achieves a score of 12.6 out of 20.
• Score: 0.4915744683251149
• License: http://creativecommons.org/licenses/by/4.0/
• Abstract: The E-learning environment offers greater flexibility compared to face-to-face interactions, allowing for adapting educational content to meet learners' individual needs and abilities through personalization and customization of e-content and the educational process. Despite the advantages of this approach, customizing the learning environment can reduce the costs of tutoring systems for similar learners by utilizing the same content and process for co-like learning groups. Various indicators for grouping learners exist, but many of them are conceptual, uncertain, and subject to change over time. In this article, we propose using the Felder-Silverman model, which is based on learning styles, to group similar learners. Additionally, we model the behaviors and actions of e-learners in a network environment using Fuzzy Set Theory (FST). After identifying the learning styles of the learners, co-like learning groups are formed, and each group receives adaptive content based on their preferences, needs, talents, and abilities. By comparing the results of the experimental and control groups, we determine the effectiveness of the proposed grouping method. In terms of "educational success," the weighted average score of the experimental group is 17.65 out of 20, while the control group achieves a score of 12.6 out of 20. Furthermore, the "educational satisfaction" of the experimental group is 67%, whereas the control group's satisfaction level is 37%.

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