Abstract
The Active Learning Model (ALM) is an educational model which proposes that students should participate, along with the teacher, as direct agents of their learning process. Computer systems created to implement and support the ALM are known as Classroom Response Systems (CRS). The CRS, usually supported by traditional pen-based Tablet PCs, allow the teacher to propose activities and exercises to students, receive back their answers, discuss the results and provide feedback.
However, researchers point several problems regarding the CRS use, as the inadequacy of the traditional pen-based Tablet PCs, which have disadvantages related to their size and weight, hard configuration and usability problems. Another problem is the pedagogical approach applied to build these systems, which don’t consider individual student’s needs.
Still, we have the ascension of new pen-based and touch mobile devices (e.g., iPad), light and thin enough to support new educational approaches, like the Ubiquitous Learning. This approach proposes the use of context information to measure and customize the applications according to each student’s needs, thus supporting the creation of a Ubiquitous CRS (UCRS).
In this way, we propose a UCRS supported by the prediction of student’s learning styles. Initially focused on higher education, it supports the automatic identification of the students’ learning styles and the submission of activities that best fit each one of the students. We expect it will enhance the students learning experience, thus better supporting the ALM.
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Notes
- 1.
Available at: http://www.engr.ncsu.edu/learningstyles/ilsweb.html
Accessed: 12/04/2014
- 2.
Based on the tutorial question style approach from Latham et at. [12], p. 106.
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Caceffo, R., Rocha, H., Azevedo, R. (2015). A Ubiquitous, Pen-Based And Touch Classroom Response System Supported By Learning Styles. In: Hammond, T., Valentine, S., Adler, A., Payton, M. (eds) The Impact of Pen and Touch Technology on Education. Human–Computer Interaction Series. Springer, Cham. https://doi.org/10.1007/978-3-319-15594-4_39
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