earticle

영어

This study is describes the development of an adaptive learning system that supports the adaptability of learning content and takes into consideration the learner’s learning style for more effective learning. The purpose of this adaptive learning system is to facilitate university students’ computer science learning. There are many studies on adaptive learning systems, but most of them provide adaptive courseware that considers only the learning style. Therefore, with an understanding that the task affects learning more, the purpose of this study attempts to provide an adaptive instruction model and adaptability according to a learning style concurrently. Applying C. M. Reigeluth’s categorization method, the learning content is classified into conceptual knowledge, principal knowledge, and procedural knowledge; serving the concept-attainment model, the inquiry-based model, and the cognitive-apprenticeship learning model respectively. Applying the A. F. Gregorc learning style, learners’ learning styles are classified into concrete-sequential, concrete-random, abstract-sequential, and abstract-random; this adaptively services the respective content. Reliability was secured by conducting a blind test targeting an expert group with an attempt to prove the validity of the instruction model and the learning style provided by this adaptive learning system.