Design of Adaptive Web Interfaces with Respect to Student Cognitive Styles

机译：适应学生认知风格的自适应Web界面设计

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One of the obstacles for incorporating student cognitive styles into web-based learning systems is the adaptive representation of learning material in web-based environments. This study designed adaptive web interfaces with respect to students' cognitive styles by investigating the relationships between students' cognitive styles and browsing patterns of content and interactive components. The system then adaptively recommended learning content presented with a variety of students' preferred content and interactive components based on the students' cognitive styles. The cognitive style instrument applied in this study was the Myers-Briggs Type Indicator which is based on Jung's theory of cognitive styles. It is based on two fundamental cognitive functions, perception and judgment whose combinations form four cognitive styles, Interpersonal, Mastery, Understanding, and Self-expressive. An experiment was conducted to examine the impact of the proposed adaptive web-based system on students' engagement in learning. Two classes of college freshmen participated in the experiment. One class was assigned as the control group using the conventional web-bases system without adaptive web interfaces. The other class was assigned as the experimental group using the designed adaptive web interfaces. The experimental results revealed Interpersonal and Mastery students in the control group lost their patience more quickly than students of the other styles. Furthermore, the results showed the proposed adaptive learning system could effectively enhance students' engagement in learning for Interpersonal and Mastery students especially. The results provided evidence of the effectiveness of the adaptive web-based learning system focusing on student cognitive styles.

机译：将学生的认知风格纳入基于Web的学习系统的障碍之一是基于Web的环境中学习材料的自适应表示。本研究通过调查学生的认知风格与内容和交互组件的浏览模式之间的关系，设计了与学生的认知风格有关的自适应Web界面。然后，系统根据学生的认知风格自适应地推荐学习内容，该学习内容具有各种学生的偏爱内容和交互式组件。本研究中使用的认知风格工具是基于荣格的认知风格理论的Myers-Briggs类型指标。它基于两种基本的认知功能，即感知和判断，它们的组合形成了四种认知风格，即人际交往，精通，理解和自我表达。进行了一项实验，以检验所提出的自适应网络系统对学生参与学习的影响。两班大学新生参加了实验。使用传统的基于Web的系统，没有自适应Web界面，将一类课程分配为对照组。使用设计的自适应Web界面将另一类分配为实验组。实验结果表明，对照组中的人际交往和精通教育的学生比其他类型的学生更快地失去了耐心。此外，结果表明，所提出的自适应学习系统可以有效地增强学生对人际交往和精通学生的学习参与度。结果提供了以学生的认知风格为重点的自适应网络学习系统有效性的证据。

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《EET 2011;International conference on education and educational technology》|2012年|p.331-338|共8页
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Jia-Jiunn Lo; Ya-Chen Chan;
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中图分类计算技术、计算机技术;
关键词
adaptive web-based system; cognitive style; adaptive interface; browsing behavior;

机译：基于网络的自适应系统;认知风格自适应接口浏览行为;

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1. Designing an adaptive web-based learning system based on students' cognitive styles identified online [J] . Jia-Jiunn Lo, Ya-Chen Chan, Shiou-Wen Yeh Computers & education . 2012,第1期

机译：基于学生在线识别的认知风格设计自适应的基于网络的学习系统
2. A Flexible Interface Design for Web Directories to Accommodate Different Cognitive Styles [J] . Sherry Y. Chen, George D. Magoulas, Dionisios Dimakopoulos Journal of the American Society for Information Science and Technology . 2005,第1期

机译：Web目录的灵活界面设计，以适应不同的认知风格
3. Smart-Home Interface Design: Layout Organization Adapted to Americans' and Koreans' Cognitive Styles [J] . Kyeong-Ah Jeong, Robert W. Proctor, Gavriel Salvendy Human Factors and Ergonomics in Manufacturing & Service Industries . 2013,第4期

机译：智能家居界面设计：适应美国人和韩国人认知风格的布局组织
4. Web-adaptive training system based on cognitive student style [C] . Maria A.M. Souto, Mariano Nicolao, Rosa M. Viccari, IFIP 17th World Computer Congress - TC3 Stream on TeIE-Learning Aug 25-30, 2002 Montreal, Quebec, Canada . 2002

机译：基于认知学生风格的网络自适应训练系统
5. Creativity of Interior Design Students: Understanding the Relationship Between Cognitive Style, Personality Style, Motivational Orientation, and Creativity of Interior Design Students. [D] . Hirani, Aditi. 2014

机译：室内设计专业学生的创造力：了解室内设计专业学生的认知风格，人格风格，动机和创造力之间的关系。
6. Cognitive state monitoring and the design of adaptive instruction in digital environments: lessons learned from cognitive workload assessment using a passive brain-computer interface approach [O] . Peter Gerjets, Carina Walter, Wolfgang Rosenstiel, 2014

机译：数字环境中的认知状态监控和自适应指令的设计：使用被动脑机接口方法从认知工作量评估中学到的经验教训
7. Decision-making is the process of analyzing information about a problem situation and comparing it to a specific conclusion in order to solve a specific problematic (Yıkılmaz, 2001; Miller and Byrnes, 2001). Decision-making styles are a mechanism that is influenced by the internal and external conditions that determine the direction of the decisions of the individual, the content of the decision-making process, and the outcome of the decision-making process (Payne, Bettman and Johson, 1993; Bavol’ár and Orosová, 2015). ACT is a contemporary member of the Cognitive Behavioral Therapy family. ACT (Acceptance and commitment therapy) has both similar and different directions with Behavioral Therapies and Cognitive Therapies (Herbet and Forman, 2011; Hayes, 2004). KKT responds to classical behavioral treatments using both existential and cognitive approaches in the analysis of behavior. KKT is a science wing that tries to solve human problems with a wider perspective aimed at solving problematic human behaviors (Plumb, Stewart, Dahl and Lundgren, 2009). It is seen that there is very little research about the new approach of ACT approach when the aiming country of our country is screened and it is thought that our country will contribute to the field of psychological counseling with the work done. In the scope of the research, experimental and control groups and preliminary test, post-test and follow-up measurements of 2x3 experimental design were used. The study's study group consists of a total of 24 (12 experimental and 12 control groups) university students studying in different departments and levels, continuing their education in the academic year of 2015-2016 in Ağrı province and İbrahim Chechen University in 2015-2016 academic year. The average age of participants in the experiment and control group is 20. There were 12 participants in the experimental group, 7 female and 5 male, and 12 participants, 7 female and 5 male in the control group. Personal Information Form and Decision Making Style Scale prepared by the researcher were used in the research. In order to decide on the tests to be used in the course of analyzing the data, the scores of the participant's Decision Styles Scale pre-test, which are placed primarily in the experimental and control groups, it was analyzed whether the basic expectations of parametric tests were answered. As a result of the analysis made, the scores, skewness and kurtosis coefficients obtained from the Decision Making Styles Scale were given to the experimental and control groups. It was determined that the distribution was normal in the result of Shapiro-Wilk test, in which the skewness and kurtosis coefficients of each sub-scale were ranked between -1 and +1. Participants in the experimental and control groups; homogeneity test results for decision-style pre-test measurements indicate that the data are homogeneous. According to the results of the Mauchly Globalness Test, it has been determined that working supports the hypothesis. It was determined that there was no significant difference between the pre-test scores obtained from dependent decision-making style of experiment and control groups, but the test group showed lower mean scores at the significant level within the scores of post-test and follow-up tests. Therefore, it can be said that the ACT-oriented psychoeducation program applied to the experimental group reduces the dependent decision-making style scores from the decision style sub-dimensions and the psychoeducation program has a lasting effect. It was determined that there was no significant difference between pre-test, post-test and follow-up scores obtained from the Spontaneous-Instant Decision Style of experiment and control groups. Thus, it can be said that this situation does not cause a significant difference in the Spontaneous-Decision-Making Style scores from the decision style sub-dimensions of the ACT-oriented psychoeducation program applied to the experimental group. The ACT -oriented psychoeducation program had a decline in the intuitive decision-making styles of the individuals, but this decrease did not create significant differences. Thus, it can be said that this situation does not make a meaningful difference in the intuitive decision style scores from the decision style sub-dimensions of the KKT oriented psychoeducation program applied to the experimental group. The pre-test scores obtained from the rational decision-making style of the experimental and control groups showed that there was a difference between the post-test and the follow-up scores, but this difference was not significant. As a result of the analysis, it was determined that the test group had higher levels of rational decision style than the pre - test scores in the post test and follow - up scores, whereas the post test and follow - up test scores in the control group rational decision style showed a decrease compared to the pre - test scores. the pre - test scores. Decision-making Styles Scale Avoidant Decision Making As a result of the analysis of the mean scores of the subscale scores of pre-test, post-test and follow-up measures, the group effect was found to be insignificant. It was determined that the experimental and control groups differed significantly from the pre-test scores obtained from the avoidant decision-making style but did not show any significant change within the scores of the post-test and follow-up tests. [O] . mustafa ercengiz, ali haydar şar 2018

机译：决策是分析有关问题情况的信息并将其与特定结论进行比较的过程，以解决特定的问题（Yıkılmaz，2001; Miller和Byrnes，2001）。决策风格是一种机制，受到内部和外部条件的影响，确定个人决定的方向，决策过程的内容以及决策过程的结果（PAYNE，BETTMAN和BEDNE） Johson，1993;Bavol'ár和奥萨洛瓦，2015）。法案是认知行为治疗家庭的当代成员。行为（验收和承诺治疗）具有与行为疗法和认知疗法的类似和不同方向（Herbet和Forman，2011; Hayes，2004）。 KKT在分析行为中使用存在性和认知方法来响应古典行为治疗方法。 KKT是一个科学翼，试图解决人类问题，旨在解决有问题的人类行为（铅垂，斯图尔特，Dahl和Lundgren，2009）。有人认为，当我们国家的瞄准国家进行筛选时，有关行动方法的新方法几乎没有研究，并且认为我们的国家将为完成工作做出贡献的心理咨询领域。在研究的范围内，使用实验和对照组和初步测试，使用后测试和后续测量的2x3实验设计。该研究的研究小组包括共24名（12个实验和12个对照组）大学学生在不同的部门和水平上学习，在2015-2016学术上继续进行2015-2016的学术年度2015-2016学年年。实验和对照组参与者的平均年龄是20.实验组中有12名参与者，7名女性和5名男性，12名参与者，7名女性和5名男性。研究人员准备的个人信息表格和决策制定风格规模在研究中使用。为了决定在分析数据的过程中使用的测试，参与者的决策风格刻度预测的分数主要在实验和对照组中进行，分析了参数的基本期望吗？测试得到了回答。由于对实验和对照组给出了从决策曲调标度获得的分数，偏移和峰度分子系数。确定该分布是正常的在成熟的-WILK试验结果中，其中每亚级的偏差和刚度系数在-1到+1之间排名。实验和对照组的参与者;决策式预测测量的同质性测试结果表明数据是均匀的。根据毛毛环保试验的结果，已确定工作支持假设。据确定，从依赖决策风格的实验和对照组获得的预测分数之间没有显着差异，但测试组在测试后的分数内显示出较低的平均分数和后续的分数 - 测试。因此，可以说，应用于实验组的面向活动的心理教育程序减少了决策风格子维度的依赖决策风格分数，并且心理教育程序具有持久的效果。据确定，从实验和对照组自发决策风格获得的预测试，测试后和后续评分之间没有显着差异。因此，可以说这种情况不会导致从应用于实验组的活动导向的心理教育程序的决策风格分数的自发决策风格分数显着差异。行为的心理教育计划在个人直观的决策风格下降，但这种减少并没有产生显着的差异。因此，可以说，这种情况不会在从应用于实验组的KKT导向的心理教育程序的决策风格分数中产生有意义的决策风格分数。从实验和对照组的理性决策风格获得的预测分数显示后检验后和随访评分之间存在差异，但这种差异并不重要。由于分析，确定测试组的理性决策风格较高，而不是后测试和后续分数的预测分数，而对照组合理决策风格的后测试和后续测试分数显示出与预测试分数相比的减少。预测分数。决策款式扩展避免决策由于分析了预测试，测试后和后续措施的班次评分的平均分数，发现群体效应是微不足道的。确定实验和对照组从避免决策风格获得的预测评分中显着不同，但在测试后和后续测试的分数内没有显示出任何重大变化。
8. Educational Cognitive Style for Health Science Students. Final Report: Part 2-Research Design and Analysis of Data [R] . Hand, J. D. 1978

机译：健康科学专业学生的教育认知风格。最终报告：第2部分 - 研究设计和数据分析

Design of Adaptive Web Interfaces with Respect to Student Cognitive Styles

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