Domain Ontology and Hermann Brain Dominance Instrument Model for Personalized E-Learning Hypermedia System

Domain Ontology and Hermann Brain Dominance Instrument Model for Personalized E-Learning Hypermedia System

Mahnane Lamia, Laskri Mohamed Tayeb
DOI: 10.4018/jwltt.2012100101
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A number of adaptive e-learning hypermedia systems (AEHS) have been developed to support learning styles as a source for adaptation. However, these systems suffer from several problems, namely: lack of maintenance adaptation to learning style, less attention was paid to thinking styles and the insertion of specific teaching strategies into learning content. This paper proposes an AEHS model based on thinking styles and domain ontology. The experiment was completed in three phases for both experimental and control groups. In the first phase all the students were informed that they will participate in an experimental process. The students received a short introduction on how to use the system and to create a user account for login purposes into the system. Then, information about thinking styles categories were given to the experimental group and were asked to complete the questionnaire. In the second phase, the students followed regularly the lessons until the completion of the course; meanwhile taking a quiz at the end of each lesson. In the third phase, learners followed a link to do the post-test.
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Many studies related to AEHS with different focuses and approaches, one may cite: Dall Acqua (Dall, 2009) proposed a multidimensional design model, describing the specifications needed for an educational environment and examined the condition that makes a learning environment “adaptive”. Dekson et al. (2010) conducted a survey on the various models of adaptive content delivery system and proposed newer methods of delivering adaptive content for adaptive e-portfolio system. Mustafa et al. (2011) presented an approach to integrate learning styles into adaptive e-Learning hypermedia system and assessed the effect of adapting educational materials individualized to the student’s learning style. PERSO (Chorfi et al., 2004) employs RBC approach (case based reasoning) to determine which courses to suggest to learners based on their knowledge level, and their media preferences. WELSA (Web-based Educational with Learning Style adaptation) (Popescu et al., 2008) adopts the unified model of learning style which embeds characteristics of several models proposed in literature, to adapt courses to learners.

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