Adaptive educational hypermedia accommodating learning styles: A content analysis of publications from 2000 to 2011

Abstract

Implementing instructional interventions to accommodate learner differences has received considerable attention. Among these individual difference variables, the empirical evidence regarding the pedagogical value of learning styles has been questioned, but the research on the issue continues. Recent developments in Web-based implementations have led scholars to reconsider the learning style research in adaptive systems. The current study involved a content analysis of recent studies on adaptive educational hypermedia (AEH) which addressed learning styles. After an extensive search on electronic databases, seventy studies were selected and exposed to a document analysis. Study features were classified under several themes such as the research purposes, methodology, features of adaptive interventions and student modeling, and findings. The analysis revealed that the majority of studies proposed a framework or model for adaptivity whereas few studies addressed the effectiveness of learning style-based AEH. Scales were used for learning style identification more than automatic student modeling. One third of the studies provided a framework without empirical evaluation with students. Findings on concrete learning outcomes were not strong enough: however, several studies revealed that suggested models influenced student satisfaction and success. Current trends, potential research gaps and implications were discussed