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Comparison of Adaptive and Multimodal Education

The result's identifiers

  • Result code in IS VaVaI

    <a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17450%2F17%3AA1801QKY" target="_blank" >RIV/61988987:17450/17:A1801QKY - isvavai.cz</a>

  • Result on the web

  • DOI - Digital Object Identifier

Alternative languages

  • Result language

    angličtina

  • Original language name

    Comparison of Adaptive and Multimodal Education

  • Original language description

    This paper focuses on how the adaptation to sensory type of student affects the outcome of learning. The already conducted experiments found out that students reached better results using the adaptive learning. The article follows an outcome from English teaching, in which the content was adapted to the sensory type of student. It has been proven that the student's sensory type has a big influence on the results of his studying. That is why this paper focus on the adaptation to the sensory types. There are four sensory types; visual, verbal, auditory, and kinesthetic. In adaptive education the content of learning is adapted to the different characteristics of the individual student. Before the start of adaptive education, students have filled in a questionnaire that measures their sensory type. After that they filled in the pretest, then studied and then filled the posttest. The experiment was conducted on three types of school (high school, university and grammar school) where two kinds of study materials were used: online and offline. Online education was done in adaptive system Barborka4 where students were given one of the four variants of study material. The students were given the variant that best suited their sensory type. Offline material was multimodal (all sensory types) pdf file that had all multimedia types together and students of all sensory types used it. All of the students studied one chapter from offline material and thenfrom online adaptive system. The analysis of the outcome of learning shows, that the difference in student learning from different schools but on all schools students were learning better from study material in form of offline multimodal pdf.

  • Czech name

  • Czech description

Classification

  • Type

    D - Article in proceedings

  • CEP classification

  • OECD FORD branch

    50301 - Education, general; including training, pedagogy, didactics [and education systems]

Result continuities

  • Project

  • Continuities

    S - Specificky vyzkum na vysokych skolach

Others

  • Publication year

    2017

  • Confidentiality

    S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Data specific for result type

  • Article name in the collection

    European Conference on e-Learning: Proceedings of the 16th European Conference on e-Learning ECEL 2017

  • ISBN

    978-1-911218-60-9

  • ISSN

    2049-0992

  • e-ISSN

  • Number of pages

    8

  • Pages from-to

    511-519

  • Publisher name

    European Conference on e-Learning: Proceedings of the 16th European Conference on e-Learning ECEL 2017

  • Place of publication

  • Event location

    Porto

  • Event date

    Oct 26, 2017

  • Type of event by nationality

    WRD - Celosvětová akce

  • UT code for WoS article

    000457842600065