The match advantage appears in both adaptive and non-adaptive online course versions¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The difference between matched and mismatched students occurred both in the adaptive and in the non-adaptive online electronics courses. → Surjono 2015

Evidence¶

Surjono 2015¶

Herman Dwi Surjono. (2015). The Effects of Multimedia and Learning Style on Student Achievement in Online Electronics Course. TOJET: The Turkish Online Journal of Educational Technology, 14(1). https://eric.ed.gov/?id=EJ1057334

q3 · i? · causal · r2

Abstract-level statement of the study's overall finding, consistent with the separate within-group multilevel analyses reported for the AES and NON-AES groups in the results section. No effect size is printed.

"The findings showed that students in which their multimedia preferences and learning style matched with the way the material presented in online electronics course have higher scores significantly compared to those in which their learning mode were mismatched. The difference happened both in adaptive and non-adaptive online courses."

Discussion¶

Related Claims¶

• In a non-adaptive e-learning system, students whose learning mode matches the presentation mode achieve higher test scores than mismatched students — a narrower finding that bears on this claim
• In an adaptive e-learning system, students whose actual learning mode matches their profile achieve higher test scores than mismatched students — a narrower finding that bears on this claim
• Strong unmet learning-style preferences produce stronger negative effects on performance than moderate or weak unmet preferences — related