Thesis on machine learning

1. A Proposed Model of an Adaptive
E-learning System Based on
Learner’s Learning Styles Diversity
Faculty of Informatics & Computer Science
Arab Academy for Science, Technology and Maritime
Transport
M.Sc. In Information Systems
Academic Supervisors:
Prof. Dr. A. A. Hegazy Prof. Dr. M. Badr Senousy
Submitted by Nouran M. Radwan
January 2011

2. In the name of Allah, the Most Gracious and the Most Merciful
 I would like to expressmy gratitudeto Allah for providingme the strengthsand
blessingsto complete this work.
 Specialappreciationgoes to my supervisor Prof. Dr. AbdelfattahHegazy for his
supervisionand constantsupport.I also owe Prof. Dr. M. Badr Senousygreat
thanksfor his constructivecomments and Guidancethroughoutthe thesisworks.
 My Thanksto Prof. Dr. Nashet El-Khameesy and Prof. Dr.Taha el-Areef for
agreeingto be a discussant for my thesis.
 Saving the best for last, I wish to give my heartfelt gratitudeto My Family.
 Finally, I offer my regardsand blessingsto my Colleagues, friends and to all of
those who supportedme in any respectduring the completionof the Thesis.
Acknowledgement
2

3.  A. Hegazy , N. Radwan , Investigating Learner Perceptions,
Preferences and Adaptation of E-Learning Services in
Egypt , International Conference on Education and
Management Technology, ICEMT 2010, Egypt, Cairo ,
November 2010 , P.167-173.
Publication
3

4. 4
Everysingleword,
Photo,Action reflects
acharacterandit
createsanimpression
toeverypersonality.

5. 5
Different people learn in
different ways. This is the basis
of the study of learning styles.

6.  Motivations
 Problem Statement
 Background and Related Work
 Research Methodology
 Proposed Model
 Data Analysis and Interpretations
 Implementation
 Conclusion
 Future Work
Agenda
6

7. Motivations
 The learning process is complex and is influenced by
characteristics such as previous knowledge, learning styles,
background, etc. (Herman, 2007)
 These individual differences are the reason why some
learners find it easy to learn in a particular course, whereas
others find the same course difficult. (Graf, 2007)
 In e-learning when the learning style of the learner is not
compatible with the teaching style of the teacher;
difficulties in academic achievement can result. (Hanan
Ettaher Dagez & Khairuddin Hashim,2006)
7

8. There are many e-learning systems, but they provide only the
same materials to all learners regardless of individual
differences.
Current existing conventional E-learning may not fit to all
learners.
(Herman, 2009)
Problem Statement
8

9. Problem Statement
 A new generation of learners has grown up with computers
and the Internet. They expect to continue using them in
getting an education. (Lam and Bordia, 2008)
 E- Learning should be adapted to the learning style (LS) to be
effective. (Graf, 2007)
 Adaptive E-Learning System (AES) has the capability to adapt
a course presentation to an individual’s characteristics.
(Herman, 2009)
 Therefore; there is a need to understand learner's learning
style and e-learning preferences .
9

10. Background & Related Work
E-learning
Challenges
Individual
Characteristics
Course
Challenges
Technological
Challenges
Contextual
Challenges
(Depend on: Andersson, A.
& Grönlund, A.,2009) 10

11. Background & Related Work
Learning Style
Learning Style: refers to how an individual is able to learn
and remember information.
How do learners learn?
This question has been an area of interest for instructors and
researchers for many years.
(James Pinto, Pin Ng,
& Susan K. Williams,
2008)
11

12. Background & Related Work
http://www.ehow.com/about_5381758_history-learning-styles.html
 In 1907, Dr. Maria Montessor, a
physician in Italy, began using
materials to enhance the learning
styles of her students.
 In 1904, Alfred Binet, a French
psychologist, developed the first
intelligence test, which interest in
individual differences.
 Isabel Myers-Briggs and
Katherine Briggs developed the
Myers-Briggs Type Indicator
(MBTI) in 1962 around theories of
psychologist Carl Jung.
 In 1956, Benjamin Bloom
developed a system known as
Bloom's Taxonomy, which took
another step toward defining
learning-style differences.
12

13. Background & Related Work
http://www.ehow.com/about_5381758_history-learning-styles.html
From the 1980s to the present
day, different learning-style
models have been developed
building on previous discoveries.
 Further advancement was
made when the Dunn and Dunn
Learning Style Model was
introduced in 1976, generating
diagnostic instruments for
evaluation.
 In the '90s, the emphasis was
placed on having teachers
address learning styles in the
classroom through adjustments
in curriculum that incorporate
each style, giving an equal
chance for students to learn.
 In 1984, David Kolb published
his learning-style model, where
he determined that learning
styles are closely related to
cognitive skills.
13

14. Background & Related Work
http://www.creativelearningcentre.com 15

15. Background & Related Work
(Brusilvosky,2002)
User Model of Adaptive E-learning System
17

16. Background & Related Work
(Amal Al-Dujaily,2007)
User Model with the Personality Type
MBTI Model
18
The main contribution was pointing to the role
of personality in user model. One of the most
findings in this research was that personality
impact learning performance in Adaptive e-
learning systems.

17. Background & Related Work
(
(Graf et al.,2007
General Structure of Each Chapter in An Adaptive Course
Felder –Silverman Model
Learning Objects
Content
Outlines
Conclusions
Examples
Self-assessment
tests
Exercises
19
This thesis gives an indication for the
effectiveness of providing adaptivity based
on learning styles and shows that adaptive
courses make learning easier for students.

18. Background & Related Work
(Daniela Dureva & Georgi Tuparov
(
,2008
Module for Studying of Learning Styles
Kolb’s,
Felder-Silverman,
Gardner’s Multiple Intelligence,
Reid Model.
Basic characteristics of the
module :
Studying of learners’
preferred e-learning
technologies based on
own questionnaire.
Graphical and verbal
visualization of
determined learning style.
 Personal statistics for
the learner.
20
 Active learners learn by trying things. Reflective learners
learn by thinking through things .
 Sensing learners are concrete, practical. Intuitive learners
are more comfortable with abstractions, innovations.
 Visual learners prefer visual presentation of learning
materials such as pictures, diagrams and flowcharts. Verbal
learners prefer written and spoken explanations.
 Sequential learners learn in incremental steps. Global
learners learn in large leaps.

19. Background & Related Work
(Essi Kanninen, 2009)
learning styles in learning environment
from learner’s point of view
VAK (Visual-Auditory-Kinesthetic )
Model
Kolb’s learning style Model
21
 Students should be encouraged to take the
learning style test and see the results.
 The planning of e-learning with respect to
learning styles is complicated because every
learner’s individual needs can not be taken
into consideration.

20. Background & Related Work
(Herman, 2009)
Learner Flowchart in
Adaptive E-learning Using
the Learning styles
VAK and Felder-
Silverman
learning style Model
22

21. Background & Related Work
(
(Graf et al., 2010
Adaptive Course for a Learner
Felder –Silverman Model
Adaptive
annotation
& Adaptive
sorting.
Annotations for
LOs:
recommended
and standard.
23
The proposed mechanism combines
the advantages of LMS with those of
adaptive learning systems by
enhancing LMS with adaptivity.

22. Research Methodology
 Studying background information about E-learning and
Learning Styles.
 Presenting the related work on adaptive e-learning system
according to learners' learning style.
 Doing an analytical study to find out several patterns about e-
learning preferences that fit different learning style according to
MBTI Model.
 Presenting a model for an adaptive e-learning system based
on learner's learning style diversity.
 Implementation of the proposed model using LMS called
Learning Activity Management Systems (LAMS).
25

23. Research Methodology
MBTI Model dimensions
26
MBTI Learning Style Model
Where they focus to prefer their attention
Introvert
Extravert
Focus inwardly. Learn best by building
mental models.
Focus outwardly. Learn best by
discussing or doing.
How to gather and process information
Intuitive
Sensitive
Focus on seeing patterns and connecting
meaning to facts.
Focus on the five senses and
experiences.
How to organize information and make Decisions
Feeler
Thinker
Focus on person-centered understanding
and values.
Focus on logic, cause and effect.
How to come to a conclusion and relate to the world around
Perceiver
Judger
Focus on adapting to demands of the
situation.
Focus on sticking to a plan.

24. Research Methodology
 Each dimension is
represented by the
letter in term used
in MBTI theory to
indicate a
preference for one
of the two
dimensions of that
dichotomy. 27

25. Research Methodology
Why MBTI Model
 MBTI was originally developed to identify people’s personality
type particularly for the education domain
MBTI has been noted as an important instrument by
educational psychologists.
 MBTI has been used to develop a better understanding of the
influences of e-learners’ performance .
 MBTI has been used for developing different teaching
methods for meeting different learners’ learning style.
(Amal Al-Dujaily,2007) 28

26. Proposed Model
Proposed Model with the Personality Type
29

27. Proposed Model
Use Case Diagram for Adaptive E-learning Proposed Systems
30

28. Proposed Model
Proposed Adaptation Features
31

29. Data Analysis and Interpretations
Case
Study
32

30. Data Analysis and Interpretations
 An assessment was developed in the form of a test aiming to
gain better knowledge of how learners prefer to learn.
 The participants were 108 persons where 44 persons were
male (41%) and 64 persons (59%) were female. A random
sampling method was used since the participants were university
students from Egypt having different specialization.
 The responders were asked to respond 28 questions to discover
their personality type (MBTI test) and other 12 questions about
some personal information and their preferences in using e-
learning. It was developed and published at kwiksurveys.com.
33

31. Data Analysis and Interpretations
Case Study
Participants‘ Learning Styles
34
0% 20% 40% 60% 80%
Extravert
Introvert
Intuitive
Sensitive
Feeler
Thinker
Judger
Perceiver
Participant Percentage
Personality
Types
Learning Styles
Extravert
Introvert
Intuitive
Sensitive
Feeler
Thinker
Judger
Perceiver

32. Data Analysis and Interpretations
Case Study: Learning Styles Analysis Results
35
69%
29%
31%
71%
0%
20%
40%
60%
80%
100%
120%
Extravert Introvert
Percentage
Learning Styles : Extravert Vs. Introvert
Learning styles & Communication Tool
Discussion Board and
Email
Chatting and E-meeting

33. 88%
12%
28%
72%
13%
87%
69%
31%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Holistic Sequential Mind Map Multimedia
Percentage
Learning Approaches
Learning Styles & Learning Approaches
Intuitive
Sensitive
Data Analysis and Interpretations
Case Study: Learning Styles Analysis Result
36

34. Data Analysis and Interpretations
Case Study
Some Learning Styles Analysis Results
37
75%
21%
74%
36%
67%
64%
0%
20%
40%
60%
80%
100%
120%
140%
160%
Case Studies Interactive Exercises Progress Measure Test
Percentage
Exercise Type
Learning Styles and Exercises
Feeler
Thinker

35. 43% 47%
10%
11%
63%
26%
0%
10%
20%
30%
40%
50%
60%
70%
Clear Assignment Little Creativity
Assignment
Skills Challenged
Assignment
Percentage
Assignment Type
Learning Styles and Assignments
Judger
Perceiver
Data Analysis and Interpretations
Case Study: Learning Styles Analysis Results
38

36. Data Analysis and Interpretations
Driven Results from Case Study
39
Perceiver
Judger
Feeler
Thinker
Sensitive
Intuitive
Extravert
Introvert
Sequential
Mindmap
Holistic
Multi-
Media
Learning
Approaches
Synchronous
&
Asynchronous
Self-Directed
&
Asynchronous
E-Learning
Tools
Chat / Email
Forum /
Discussion
Board
Communi-
cation Tools
Interactive
Exercises &
Progress
Measure
Test
Case
Study &
Progress
Measure
Test
Exercises
Little
Creativity &
Challenged
Clear &
Little
Creativity
Assignments

37. Implementation Using LAMS
40

38. Implementation Using LAMS
42
LAMS
(LMS)
Personali-
zation
Author
Designing
Model
Learner
AES
( Provide
learning
materials due
to Learner’s
Learning Styles
Diversity)
Designing the Proposed Model in LAMS

39. Implementation Using LAMS
The Learning Activity
Management System (LAMS) is
an innovative type of LMS
which creates a visual ‘drag-
and-drop’ authoring platform.
43

40. Implementation Using LAMS
 Learner has to answer the four main sections of MBTI Test.
The system then filters the learning paths for each learner
according to the results of the questionnaire (Test) to present a
personalized set of learning material which includes Introduction,
Contents, Assignments, and Exercises.
Author’s View
44

41. Implementation Using LAMS
Learner’s Progress bar
 Learners can navigate through sequences
similarly to working on a web page on the
internet.
 The Progress Bar shows you the order of
activities in the LAMS sequence, as well as
learner current position.
 Blue circles represent activities that learner
have completed, Red squares show learner
current position in the sequence and Green
triangles represent activities that learner not
reached.
Learner’s
View
45

42. Implementation Using LAMS
Learning Session includes an introduction, Contents,
Assignments, and Exercises.
Author’s View
46
Introduction

43. Implementation Using LAMS
Example of Mindmap for Sequential Learners
Learner’s
View
47

44. Implementation Using LAMS
Learning Session includes an introduction, Contents,
Assignments, and Exercises.
Author’s View
48
Content

45. Implementation Using LAMS
Example of Extravert Resource List Content
Learner’s
View
49

46. Implementation Using LAMS
Example of Introvert Resource List Content
Learner’s
View
50

47. Implementation Using LAMS
Text Example of
Judger
Assignment
52
Multiple Choice Questions
Example
of Judger Assignment

48. Implementation Using LAMS
Multiple Choice Questions
Example
of Perceiver Assignment
Text Example of
Perceiver
Assignment
53

49. Implementation Using LAMS
Example of Feeler
Exercise
Example of Feeler
Exercise Report
Example of Feeler
Exercise Correctness
Learner’s
View
54

50. Implementation Using LAMS
Example of
Thinker Exercise
Example of Thinker
Exercise Correctness
Learner’s
View
55
Example of Thinker
Exercise Report

51. Conclusion
 This Thesis presented the Development and
implementation of A model an adaptive e-learning
system based on the learner’s learning style diversity
using LMS (Learning Management System) called
Learning Activity Management Systems (LAMS).
56

52. Conclusion
 In a case study, Several patterns were found where
students with different learning style showed
significantly different preferences in e-learning
environment. These results seem to be important in
order to provide courses that include features which
fit to different learning styles.
57

53. Conclusion
 By analyzing the assessment, it was concluded that:
Extravert persons prefer Synchronous and Asynchronous
while Introvert persons prefer Self-Directed and
asynchronous.
 Thinker learners prefer Case studies and Progress
Measure Tests while Feeler learners prefer Progress
Measure Test and Interactive Exercises.
 Judger persons prefer Clear Assignments and Little
Creativity Assignments while Perceiver persons prefer Little
Creativity Assignments and Skills Challenged.
Intuitive prefer Holistic while Sensitive prefer Sequential
E-learning approach.
58

54. Conclusion
 The Learning Management System of LAMS provides a
variety of features to support teachers in creating,
administering, and managing online courses. However, that
does not consider individual differences of learners.
learners’ learning styles needs to be accommodated in
LAMS.
 The use of LAMS accelerates the development of my e-
learning system design and provides enhanced capabilities
and a user-friendly interface.
59

55. Thesis Contributions
1) The Thesis detect e-learner preferences within learning style
dimensions using MBTI learning style Model.
2) The Thesis contributes how to develop e-learning materials to
different learning styles and combine the advantages of
learning management systems those of adaptive systems.
60

56. Future work
 The findings in this thesis can be used as the basis for
further research and developments providing advanced
adaptivity especially in Learning Management System.
 Future work will deal with an in-depth analysis of the
results with respect to different learning style dimensions
as well as the different adaptation features.
 Investigations can be performed on finding out whether
there are adaptation features which have more impact
than others or whether there are learning styles which
can be supported in a better way.
61

57. Nouran M. Radwan
radwannouran@yahoo.com
Teaching Assistant
Information system & Computer Science
Department
Sadat Academy for Management Science
http://sadatacademy.edu.eg
62