In an adaptive e-learning system, students whose actual learning mode matches their profile achieve higher test scores than mismatched students¶

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? Students using the AES whose actual learning mode preferences match their stored profile score higher at repeat 0, repeat 1 and repeat 2 than students whose preferences do not match, significant at p = 0.05. → 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

Multilevel analysis of repeated test scores within the AES experimental group (34 of 67 randomly assigned students), comparing actual printed-questionnaire preferences with the ls and mm values stored in each student's profile; the null hypothesis was rejected at p = 0.05. No effect size is printed.

"It can be concluded that students who study using the AES system in which their learning mode is suited have higher test score at repeat 0, repeat 1 and repeat 2 than students who study using the same system in which their learning mode is not suited."

Discussion¶

Related Claims¶

• The match advantage appears in both adaptive and non-adaptive online course versions — a broader claim this one bears on
• In a non-adaptive e-learning system, students whose learning mode matches the presentation mode achieve higher test scores than mismatched students — related
• Learning Styles Matching Does Not Improve Learning — reports the opposite
• Students achieved higher pretest-to-posttest change scores when a unit was sequenced to begin with their preferred mode of grasping information, regardless of unit content — related
• Correlational meta-analyses of learning styles and achievement average r = 0.24 but do not test or support the matching hypothesis — related