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dc.contributor.authorBozhilov, Danail-
dc.contributor.authorStefanov, Krassen-
dc.contributor.authorStoyanov, Slavi-
dc.date.accessioned2009-03-26T11:12:05Z-
dc.date.available2009-03-26T11:12:05Z-
dc.date.issued2009-
dc.identifier.urihttp://hdl.handle.net/1820/1884-
dc.descriptionBozhilov, D., Stefanov, K., & Stoyanov, S. (2009). Effect of adaptive learning style scenarios on learning achievements [Special issue]. International Journal of Continuing Engineering Education and Lifelong Learning (IJCEELL), 19(4/5/6), 381-398.en_US
dc.description.abstractThe study compares three adaptive learning style scenarios, namely matching, compensating and monitoring. Matching and compensating scenarios operate on a design-time mode, while monitoring applies a run-time adaptation mode. In addition, the study investigates the role of pre-assessment and embedded adaptation controls. To measure the effectiveness of different adaptive scenarios, a software application serving as a test-bed. was developed. An experimental study indicated that the monitoring adaptation led to higher learning achievements when compared to matching and compensating adaptation, although no significant effect was found.en_US
dc.language.isoenen_US
dc.publisherInternational Journal of Continuing Engineering Education and Lifelong Learningen_US
dc.subjectadaptive learningen_US
dc.subjectlearning styleen_US
dc.subjectadaptive software applicationsen_US
dc.titleEffect of adaptive learning style scenarios on learning achievementsen_US
dc.typeArticleen_US
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