In this study, an innovative adaptive and intelligent web based e-learning system, UZWEBMAT (Turkish abbreviation of Adaptive and INtelligent WEB based MAThematics teaching–learning system) was designed, developed and implemented. This e-learning system was intended for learning and teaching secondary school level permutation-combination-binomial expansion and probability subjects. Content which was prepared according to Turkish curriculum for secondary school mathematics course was transformed into learning objects in three different ways in accordance with VAK (Visual–Auditory–Kinesthetic) learning styles. Primary/secondary/tertiary learning styles of learners registering the system are determined and each learner receives the content appropriate for his/her dominant learning style. Also, they can be directed to contents of other styles according to their performances thanks to an expert system. Learning objects constituting the content were prepared according to constructivist approach. An active role for the learner was the purpose. Tips and intelligent solution supports within the learning objects were presented with expert system support to the learners. With this structure, UZWEBMAT bears the characteristics of intelligent tutoring system as well as an adaptive e-learning environment. All the movements of learners studying with UZWEBMAT are recorded and the necessary information is reported to both learners and teachers in a visualized way.
Today, learning environments vary and evolve in parallel with rapid development of informatics technology. In this sense, e-learning environments have become common in recent years. Traditional e-learning environments present pre-determinated content in the same sequence to all learners. Therefore, they became the focus of many criticisms due to their structure. These criticisms and new approaches led to the birth of a new concept which is Adaptive Intelligent Web Based Education Systems (AIWBES). AIWBESs were developed as an alternative to traditional e-learning environments that are developed according to “one-size-fits-all” approach (Brusilovsky, 1996, Brusilovsky, 2001 and Brusilovsky and Peylo, 2003). AIWBESs are systems where Adaptive Educational Hypermedia System (AEHS) and Intelligent Tutoring System (ITS) architectures are conceived together.
Though AEHSs and ITSs are often used together, they do not mean the same concept literally (Brusilovsky & Peylo, 2003). AEHSs are environments where individual differences of learners are entirely taken into account offering different content and browsing support to each individual. As for ITSs, they are computer systems which are designed using artificial intelligence methods and which know what to teach, how to teach and whom to teach (Brusilovsky and Peylo, 2003 and Murray, 1999). ITSs are considered as education systems in which artificial intelligence methods are employed. They are also considered as systems offering intelligent problem solution supports and acting as intelligent solution analysts (Brusilovsky and Peylo, 2003, Keleş et al., 2009 and Muñoz-Merino et al., 2012).
Design of AIWBESs is one of the important research topics for researchers’ education and computer sciences. Key concept in these systems is being known which characteristic of the learner will be computerized and how to use this information. Tendency of researchers regarding this topic is taking learning styles, which is considered as the preference of taking, using and saving the information, into account (Kainnen, 2009). According to researchers, e-learning environments developed taking into account learning styles are more efficient than traditional e-learning environments. Besides, according to many previous studies, e-learning environments employing a specific learning style are more efficient for learners with higher level of satisfaction and reduced period of time for learning (Bajraktarevic and Fullick, 2003, Chua et al., 2011, Manochehr, 2006, Mustafa and Sharif, 2011, Papanikolaou et al., 2003, Popescu, 2010, Sangineto et al., 2008, Triantafillou et al., 2003, Wang, 2008 and Wang et al., 2010). From this aspect, learning styles can be taken as basis for constructing user model in design of AEHSs (Brown et al., 2005, Karampiperis and Sampson, 2005 and Liegle and Janicki, 2006).
In this study, an individualized adaptive and intelligent e-learning environment based on learning styles, UZWEBMAT, was developed and implemented. In addition to embodying AEHS and ITS characteristics together, this system bears many innovative characteristics than other present systems. These characteristics are described in detail in Section 3.
Thanks to UZWEBMAT, an innovative e-learning environment which adapts itself according to individual learning differences of learners was produced. Content of UZWEBMAT covers secondary school level permutation–combination–binomial expansion and probability subjects. UZWEBMAT was constructed upon VAK (Visual–Auditory–Kinesthetic) learning styles. An adaptive and intelligent e-learning system taking into account individual differences of learners and giving feedbacks to each learner according to his/her performance was implemented. Owing to this structure, UZWEBMAT is an e-learning system which aims at achieving individual learning, which is considered as necessary and important by our current education system, at the highest level.
This paper reveals all characteristics and differences of UZWEBMAT system in detail as well as defining it. Section 2 deals with learning styles and their importance in terms of learning environments. Section 3 deals with related studies, present systems and innovations within UZWEBMAT. Section 4 deals in detail with UZWEBMAT architecture, content and characteristics. Lastly, Section 5 deals with our conclusions and road map regarding future studies in relation to UZWEBMAT.
This paper presents an innovative and adaptive and intelligent e-learning environment and it is a detailed description of this system called UZWEBMAT. UZWEBMAT was developed at secondary school level and implemented to teach subjects of probability unit. UZWEBMAT is an e-learning environment which was individualized based on VAK learning styles. This paper reveals differences of UZWEBMAT from previous systems and the characteristics making it more innovative.
Learners take content appropriate to their own learning styles via UZWEBMAT. They progress with the support of expert system in this content. This expert system controls both learner progress and intelligent solution supports and tips to be delivered to learners within learning objects. Expert system directs learners to secondary and tertiary learning styles when necessary. In this way, learners can see alternative solutions. Besides, learning objects constituting the content of UZWEBMAT were prepared in accordance with constructivist approach. CAT application was integrated into the system for assessment in addition to the content. Taken all these characteristics into account, it is possible to say that UZWEBMAT provides a fully individualized environment to learners. Briefly, system offers what learners need.
As future works, we are planning to study experiences in real class environments by making experimental studies in real class environments. With these studies, we are planning to test different parameters such as acquisitions offered by UZWEBMAT, the situations as a result of learners’ studying with this system, contribution of the system to learner motivation and learning processes and enjoying this environment.
