They prefer to be given approval for specific work that they've done. They need opportunities to apply their ideas in a practical, hands-on way. They're trying to learn the accepted way of doing something. These thinkers prefer order and quiet, exact directions and guided practice, and structured situations. They process information in an ordered, sequential, linear way. Technol.Individuals of this style tend to be based in reality. 5(3), 191–198 (2012)Ĭhan, J.C., Leung, H., Tang, J.K., Komura, T.: A virtual reality dance training system using motion capture technology. Yang, Y., Leung, H., Yue, L., Deng, L.: Automatic dance lesson generation. 26(2), 116–131 (2010)īousbia, N., Rebaï, I., Labat, J.M., Balla, A.: Analysing the relationship between learning styles and navigation behaviour in web-based educational system. Graf, S., Liu, T.C.: Analysis of learners’ navigational behaviour and their learning styles in an online course. IGI Global, Hershey (2009)ĭeepa, N., Priyadarsini, S., Mahadevan, V.: Adaptive hypermedia using link annotation technology and recommender model (AHLARM). Advances in Web-Based Learning Book Series, pp. (eds.) Cognitive and Emotional Processes in Web-Based Education: Integrating Human Factors and Personalization. In: Mourlas, C., Tsianos, N., Germanakos, P. Popescu, E.: Diagnosing students’ learning style in an educational hypermedia system. Dissertation Abstracts International 68(4) (2007) Stash, N.: Incorporating cognitive/learning styles in a general-purpose adaptive hypermedia system. Stathacopoulou, R., Grigoriadou, M., Samarakou, M., Mitropoulos, D.: Monitoring students’ actions and using teachers’ expertise in implementing and evaluating the neural network-based fuzzy diagnostic model. Lin, C.F., Yeh, Y.C., Hung, Y.H., Chang, R.I.: Data mining for providing a personalized learning path in creativity: an application of decision trees. 71, 14–22 (2014)Ĭha, H.J., Kim, Y.S., Park, S.-H., Yoon, T., Jung, Y.M., Lee, J.-H.: Learning styles diagnosis based on user interface behaviors for the customization of learning interfaces in an intelligent tutoring system. Doctoral dissertation, Vienna University of Technology (2007)įeldman, J., Monteserin, A., Amandi, A.: Detecting students’ perception style by using games. Graf, S.: Adaptivity in learning management systems focusing on learning styles. In: Proceedings of the Fifth Australasian Conference on Computing Education, vol. Wolf, C.: iWeaver: towards learning style based e-learning in computer science education. Melis, E., Andres, E., Budenbender, J., Frischauf, A., Goduadze, G., Libbrecht, P., Ullrich, C.: ActiveMath: a generic and adaptive web-based learning environment. In: Proceedings of AH 2002 Workshop, Second International Conference on Adaptive Hypermedia and Adaptive Web-Based Systems (2002) Triantafillou, E., Pomportsis, A., Georgiadou E.: AES-CS: adaptive educational system based on cognitive styles. Laroussi, M., Benahmed, M.: Providing an adaptive learning through the Web case of CAMELEON: computer Aided MEdium for LEarning on networks. Allen & Bacon, New York (1993)Ĭlarke, J.A.: Cognitive style and computer-assisted learning: problems and a possible solution. Jonassen, D.H., Grabowski, B.: Individual differences and instruction. (ed.) Learning Strategies and Learning Styles, pp. 46(2), 128–148 (1976)Įntwistle, N.: Motivational factors in students’ approaches to learning.

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Sequential learning style