Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607534
Title: Integrating multiple individual differences in web-based instruction
Author: Alhajri, Rana Ali
ISNI:       0000 0004 5364 298X
Awarding Body: Brunel University
Current Institution: Brunel University
Date of Award: 2014
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Abstract:
There has been an increasing focus on web-based instruction (WBI) systems which accommodate individual differences in educational environments. Many of those studies have focused on the investigation of learners’ behaviour to understand their preferences, performance and perception using hypermedia systems. In this thesis, existing studies focus extensively on performance measurement attributes such as time spent using the system by a user, gained score and number of pages visited in the system. However, there is a dearth of studies which explore the relationship between such attributes in measuring performance level. Statistical analysis and data mining techniques were used in this study. We built a WBI program based on existing designs which accommodated learner’s preferences. We evaluated the proposed system by comparing its results with related studies. Then, we investigated the impact of related individual differences on learners’ preferences, performance and perception after interacting with our WBI program. We found that some individual differences and their combination had an impact on learners' preferences when choosing navigation tools. Consequently, it was clear that the related individual differences altered a learner’s preferences. Thus, we did further investigation to understand how multiple individual differences (Multi-ID) could affect learners’ preferences, performance and perception. We found that the Multi-ID clearly altered the learner’s preferences and performance. Thus, designers of WBI applications need to consider the combination of individual differences rather than these differences individually. Our findings also showed that attributes relationships had an impact on measuring learners’ performance level on learners with Multi-ID. The key contribution of this study lies in the following three aspects: firstly, investigating the impact of our proposed system, using three system features in the design, on a learner’s behavior, secondly, exploring the influence of Multi-ID on a learner’s preferences, performance and perception, thirdly, combining the three measurement attributes to understand the performance level using these measuring attributes.
Supervisor: Lin, X.; Counsell, S. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.607534  DOI: Not available
Keywords: Individual differences ; Cognitive style ; Field-dependent and field-independent ; Gender ; Prior knowledge ; Preferences and performance
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