Studying Learner’s Player Learning Style for Generating Adaptive Learning Game

Abstract

Several studies have been conducted in the field of Technology Enhanced Learning(TEL) have shown that the adaptation to learner’s learning styles is a task that must be taken into account during the design phase of the educational sequences in order to increase the student’s motivation. Cognitive psychologists have proposed various models of style, which it’s often represented by using multiple dimensions statistically estimated, each model suggests an instrument for measuring an individual’s learning style. Most of them use questionnaires such as (Honey and Mumford (1992), Kolb (1984), Index of Learning Styles (ILS)). This paper shows the results of a study that was addressed to doctoral students. The sample of the population was made up of 300 persons. The purpose of this study is to illustrate the effectiveness of the French version of the Index Learning Styles (ILS) and uses factor analysis for investigation into various dimensions to help students decrease the time spent on this test. The main finding of this paper is: 1) the integration of the French version of the ILS into eAdventure and 2) the generation of an adaptable learning game (LG) and the developement of a new version of the eAdventure authoring tool based on Eadventure Index of Learning Style (E-ILS), capable of fixing learners’ preferences (desires, habits, etc.).

Keywords

• Learning game (LG)
• personalization
• information and communication technologies (ICTs)
• index of learning style (ILS)
• Felder-Silverman learning style model (FSLSM)
• technology enhanced learning